Test Bank For Essentials of Sociology A Down to Earth Approach, 14th Edition by Jim M. Henslin 2024

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TEST BANK for Essentials of Sociology A Down to Earth Approach 14th Edition by

Jim Henslin 2024 Chapter 1-15

Essentials of Sociology: A Down-to-Earth Approach Fourteenth Edition James M. Henslin

Contents Chapter 1

The Sociological Perspective

Chapter 2

Culture

Chapter 3

Socialization

Chapter 4

Social Structure and Social Interaction

Chapter 5

Social Groups and Formal Organizations

Chapter 6

Deviance and Social Control

Chapter 7

Global Stratification

Chapter 8

Social Class in the United States

Chapter 9

Race and Ethnicity

Chapter 10

Gender and Age

Chapter 11

Politics and the Economy

Chapter 12

Marriage and Family

Chapter 13

Education and Religion

Chapter 14

Population and Urbanization

Chapter 15

Social Change and the Environment

Chapter 1: The Sociological Perspective Multiple-Choice Questions TB_Q1.1.1 The __________ perspective stresses the social contexts in which people live, and includes people‘s ideas, attitudes, and orientations to life. a. personological b. sociological c. natural sciences d. ethnocentric Answer: b. sociological Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective.

Topic/Concept: The Sociological Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.2.2 __________ is the study of society and human behavior. a. Natural science b. Science c. Psychology d. Sociology Answer: d. Sociology Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber.

Topic/Concept: Origins of Sociology Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.2.3 The corners in life that people occupy because of their location in history and society are referred to by sociologists as __________. a. social location b. social affiliation c. social structures d. intersections Answer: a. social location Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber.

Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Remember the Facts

TB_Q1.2.4 Corrine is a sociologist applying the scientific method to understanding the social world. Even though her methods are modern, as a sociologist Corinne knows that scientifically studying the social world originated with __________. a. Auguste Rodin b. Auguste Comte c. Karl Marx d. Emile Durkheim Answer: b. Auguste Comte Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber.

Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.2.5 The __________ uses objective, systematic observations to test theories. a. naturalistic method b. commonsense method c. scientific method d. research-free technique Answer: c. scientific method Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber.

Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.6 Karl Marx believed that __________ was the most relevant factor in history. a. democracy b. communism c. reconciliation d. class conflict Answer: d. class conflict Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber.

Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.7 Emile Durkheim‘s concept of __________ refers to how much people are tied to their social groups.

a. social integration b. revolution c. conflict theory d. religion Answer: a. social integration Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber.

Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.8 The __________, according to Karl Marx, were the workers who were exploited by those who owned the means of production. a. capitalists b. communists c. proletariat d. bourgeoisie Answer: c. proletariat Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber.

Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.2.9 According to Max Weber, the key factor in society is __________. a. economics b. politics c. religion d. tradition Answer: c. religion Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber.

Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.10 When did sociology first take root in the United States? a. the middle of the eighteenth century b. the late nineteenth century c. the middle of the twentieth century d. the early twenty-first century

Answer: b. the late nineteenth century Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q1.3.11 Why were women NOT more prominent among early sociologists? a. No women obtained advanced degrees in sociology until the 1950s. b. After sociology became a recognized academic discipline, men in academic positions decided that women engaged in social reform were not legitimate sociologists. c. In no field has sexism been more evident than in sociology. d. The field of sociology seemed neither rigorous enough nor relevant enough to attract women.

Answer: b. After sociology became a recognized academic discipline, men in academic positions decided that women engaged in social reform were not legitimate sociologists.

Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.12 The writings of W. E. B. Du Bois, an African American sociologist working at a time when racism and sexism were prominent in the field, __________. a. were recognized as an important part of the foundations of sociology from the earliest times b. were not published until after his death in 1937 c. were rejected by the National Association for the Advancement of Colored People (NAACP) d. are recognized as important by contemporary sociologists Answer: d. are recognized as important by contemporary sociologists Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.13 W. E. B. Du Bois __________. a. was primarily a novelist b. collected and interpreted the work of others rather than making original contributions c. became a revolutionary Marxist and moved to Ghana d. had the good fortune to grow up in an era virtually free of racism Answer: c. became a revolutionary Marxist and moved to Ghana

Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.14 Early sociologist and social reformer Jane Addams __________. a. fought against the American Civil Liberties Union b. won the Nobel Peace Prize c. married W. E. B. Du Bois d. never joined the American Sociological Society Answer: b. won the Nobel Peace Prize Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.15 Talcott Parsons was influential in __________. a. shifting sociology from reform to theory b. warning Americans about the power elite c. developing concrete models for social change d. shifting sociology from theory to reform Answer: a. shifting sociology from reform to theory Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.16 C. Wright Mills was to _________ as Talcott Parsons was to _________. a. social theory; social reform b. symbolic interactionism; functionalism c. functionalism; symbolic interactionism d. social reform; social theory Answer: d. social reform; social theory Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.17 Who is the audience for basic (or ―pure‖) sociology? a. Policy makers b. Clients c. Fellow sociologists and anyone interested in the subject matter d. All social and natural scientists Answer: c. Fellow sociologists and anyone interested in the subject matter Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.18 Pure sociologists analyze some aspect of society to __________. a. make changes in the world b. gain knowledge for its own sake c. solve problems for the betterment of society d. get grants for their departments Answer: b. gain knowledge for its own sake Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.19 __________ harnesses the sociological perspective for the public. a. Basic sociology b. Experimental sociology c. Classical sociology d. Public sociology Answer: d. Public sociology Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Easy Skill Level: Understand the Concepts

TB_Q1.4.20 In __________, symbols are the key to understanding how we look at the world and communicate with each other. a. functional analysis b. symbolic interactionism c. conflict theory d. order theory Answer: b. symbolic interactionism Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory.

Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.4.21 From the perspective of symbolic interactionism, as divorce became more common, divorce became __________. a. more stigmatized b. a symbol of failure c. associated with new beginnings d. a symbol of success Answer: c. associated with new beginnings Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory.

Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.4.22 Bruno was studying symbolic interactionism in his sociology class. He was surprised to find that sociologists who adopted this viewpoint thought that having love as the central reason for people to get married __________. a. prevents spouses from blaming each other b. actually may cause a weakening of the marriage c. makes divorce all but impossible d. actually may cause a strengthening of the marriage Answer: b. actually may cause a weakening of the marriage Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory.

Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate

Skill Level: Apply What You Know TB_Q1.4.23 Robert Merton would describe the harmful consequences of people‘s actions as __________. a. functions b. dysfunctions c. latent variables d. balancing functions Answer: b. dysfunctions Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory.

Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.4.24 __________ operates at the microsociological level. a. Symbolic interactionism b. Functional analysis c. Anthropology d. Conflict theory Answer: a. Symbolic interactionism Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory.

Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.4.25 In __________, the focus is on the struggle for scarce resources by different groups in society. a. functional analysis b. classical sociology c. conflict theory d. symbolic interactionism Answer: c. conflict theory Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory.

Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q1.5.26 Why is common sense an insufficient explanation for understanding social behavior? a. The vast variety of people and their opinions means that ―common sense‖ can never emerge. b. Sociologists insist on replicating their findings, and common sense cannot be replicated. c. Common sense explains, but does not describe, what occurs during social interactions. d. Commonsense ideas may or may not be true.

Answer: d. Commonsense ideas may or may not be true.

Learning Objective: LO 1.5 Explain why common sense can‘t replace sociological research.

Topic/Concept: Doing Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.27 In the sociological research model, collecting data is necessary before __________. a. formulating a hypothesis b. analyzing the results c. defining the problem d. reviewing the literature Answer: b. analyzing the results Learning Objective: LO 1.6 Know the eight steps of the research model.

Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.28 A(n) __________ predicts a relationship between or among variables. a. research design b. literature review c. hypothesis d. aggregate Answer: c. hypothesis Learning Objective: LO 1.6 Know the eight steps of the research model.

Topic/Concept: A Research Model Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.6.29 Ranjan had spent two years conducting her sociological study of dietary habits on Oeno Island, and had amassed six hundred hours of first-person narrative accounts. What is Ranjan‘s next step? a. Analyze the results.

b. Generate more hypotheses. c. Select another topic. d. Share the results.

Answer: a. Analyze the results.

Learning Objective: LO 1.6 Know the eight steps of the research model.

Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.6.30 Simone tells her sociology professor that she wants to study why similarity leads to attraction. ―That‘s great,‖ her professor replies, ―but what do you mean, exactly, by ‗similarity‘ and ‗attraction‘?‖ What is Simone‘s professor urging her to do? a. Propose a theory to explain why similarity is related to attraction b. Create operational definitions of the variables she wants to study c. Compute a correlation coefficient between her variables d. Formulate a hypothesis about the relationship between her variables of interest Answer: b. create operational definitions of the variables she wants to study Learning Objective: LO 1.6 Know the eight steps of the research model.

Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.7.31 Which activity qualifies as a research method? a. Ensuring validity b. Operationalizing the definition c. Divining an answer d. Using unobtrusive measures Answer: d. Using unobtrusive measures Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.32 __________ is the extent to which an operational definition measures what it is intended to measure. a. A variable b. Validity

c. Hypothesis d. Reliability Answer: b. Validity Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.33 Reliability refers to __________. a. the consistency of a measurement process b. performing secondary analyses c. how close the data come to proving what a researcher wants to prove d. the way in which a researcher measures a variable Answer: a. consistency of results Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.34 The __________ is composed of people who are intended to represent the population being studied. a. sample b. control group c. respondent d. average Answer: a. sample Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.35 When a researcher selects a sample for a sociological study, the aim is to get __________. a. everyone in the population b. friends, colleagues, or other readily available people to be the sample c. a representative sample d. a different individual to answer each item on the questionnaire

Answer: c. a representative sample Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.36 In a __________, everyone in the target population has the same chance of being included in the study. a. stratified random sample b. random sample c. sample of any sort d. survey Answer: b. random sample Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.37 __________ are the people who respond to a survey. a. Researchers b. Respondents c. Interviewers d. Populations Answer: b. Respondents Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.38 Which phrase illustrates an example of an open-ended question? a. Should public officials who accept bribes be jailed? b. In your opinion, should public officials who accept bribes be required to perform community service? c. Should public officials who have been convicted for accepting bribes be registered in a public list, in the same manner that sex offenders are registered? d. What do you think should happen to a public official who accepts bribes?

Answer: d. What do you think should be done to a public official who accepts bribes?

Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs)

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.7.39 To get people to answer in their own words, interviewers often use __________ questions. a. structured b. controlled c. open-ended d. closed-ended Answer: c. open-ended Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.40 Questions that are followed by a list of possible answers to be selected by the respondent are called __________. a. closed-ended questions b. unstructured c. open-ended questions d. unfair Answer: a. closed-ended questions Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.41 It is difficult to __________ participant observation research. a. generalize from b. establish rapport in c. understand alternative lifestyles encountered in d. get a feel for the real life of the respondents studied in Answer: a. generalize Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.42 In secondary analysis, researchers analyze data collected by __________. a. artificial intelligence algorithms

b. their own interviews c. others d. the subjects themselves Answer: c. others Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.43 The research participants exposed to an independent variable in an experiment are in the __________. a. experimental group b. population c. sources of potential bias d. control group Answer: a. experimental group Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.44 Dr. Sardonicus asks individuals to run on a treadmill for 0, 15, or 30 minutes and then measures their self-reported willingness to help a stranger in need. Dr. Sardonicus predicts that people whose heartrate it elevated will be more likely to offer assistance. In this hypothetical study, the independent variable is: ____________. a. the self-reported willingness to help a stranger a need b. the individuals who run for 15 or 30 minutes c. the individuals who run for 0 minutes d. the number of minutes individuals run on the treadmill Answer: d. the number of minutes individuals run on the treadmill.

Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q1.7.45 __________ means that two or more variables are present together. a. Control group b. An unobtrusive measure c. Correlation

d. Secondary analysis Answer: c. Correlation Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.46 The best method of sociological research __________. a. is a survey b. depends on the type of question being asked c. is an experiment d. is document analysis Answer: b. depends on the type of question Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.8.47 In sociological research, gender __________. a. plays no role b. excludes female subjects from most contemporary social research c. bias must be guarded against d. always leads to interviewer bias Answer: c. bias must be guarded against Learning Objective: LO 1.8 Explain how gender is significant in sociological research.

Topic/Concept: Gender in Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.9.48 Plagiarism in sociological research __________. a. is acceptable in controlled experimental studies b. is virtually unavoidable c. violates research ethics d. is acceptable when conducting document studies Answer: c. violates research ethics Learning Objective: LO 1.9 Explain why it is vital for sociologists to protect the people they study and discuss the two cases that are presented.

Topic/Concept: Ethics in Sociological Research Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q1.9.49 Professional handling of confidential sociological field notes entails __________. a. publishing them only in professional journals b. burning the notes after the researcher has had time to draw conclusions from them c. publishing them online so that anyone can read them d. protecting respondents Answer: d. protecting respondents Learning Objective: LO 1.9 Explain why it is vital for sociologists to protect the people they study and discuss the two cases that are presented.

Topic/Concept: Ethics in Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.10.50 Technological breakthroughs have enabled people to communicate, trade, and travel much more freely; the resultant erosion of what were previously impermeable national boundaries is known as __________. a. conflict theory b. globalization c. social understanding d. focusing on the macro level Answer: b. globalization Learning Objective: LO 1.10 Explain how research versus social reform and globalization are likely to influence sociology.

Topic/Concept: Trends Shaping the Future of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q1.2.51: Very broadly, where did Max Weber believe that capitalism was more likely to flourish?

Feedback: Max Weber believed that religion was the main force impacting social change. He thought that Roman Catholicism encouraged its followers to cling to traditional ways of life, whereas the Protestant belief system encouraged its adherents to embrace change. Weber compared the extent of capitalism in Roman Catholic and Protestant countries and found that capitalism was more advanced in the latter group.

Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber.

Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It

TB_Q1.3.52: Describe the three historical phases of sociology.

Feedback: A tension between social reform and social analysis runs through sociology‘s history, and the differential attention paid to these considerations can be seen in three historical phases of the discipline: First phase: Goal: To improve society Timeframe: From the origins of the discipline until the 1920s Second phase: Goal: To develop abstract knowledge Timeframe: From the 1920s until the 1960s Third phase: Goal: To seek ways to apply sociological research findings Timeframe: From the 1960s to the present Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform.

Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.4.53: Discuss how conflict theory can be applied to feminism.

Feedback: Karl Marx relied on conflict theory to examine conflict between capitalists (the bourgeoisie) and workers (the proletariat). Many feminists look at conflict between women and men in the same way, as the result of historical inequalities, contemporary inequalities, and global inequalities. From this perspective, the traditional dominance by men can be overcome to bring about equality of the sexes. Not all feminists employ conflict theory, with many opting to apply appropriate theories to their specific questions of interest.

Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory.

Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.6.54: Describe the eight steps of the research model?

Feedback: The eight steps of the research model (in chronological order) are 1. Select a topic.

2. Define the problem.

3. Review the literature.

4. Formulate a hypothesis.

5. Choose a research method.

6. Collect the data.

7. Analyze the results.

8. Share the results.

Learning Objective: LO 1.6 Know the eight steps of the research model.

Topic/Concept: A Research Model Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.55: What are the three necessary conditions for establishing a causal relationship between two variables?

Feedback: The three conditions necessary to establish causality are a correlation between two variables (they exist together), temporal priority (one variable occurs before the other), and the absence of a spurious correlation (the relationship between the variables is not actually caused by some underlying third variable).

Learning Objective: LO 1.7 Know the main elements of the seven research methods.

Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It

Chapter 2: Culture Multiple-Choice Questions TB_Q2.1.1 The language, beliefs, values, norms, behaviors, and objects passed from one generation to the next make up a group‘s __________. a. identity b. ethnocentrism c. culture d. folkways Answer: c. culture Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.1.2 Both _________ and __________ would be part of material culture. a. hairstyles; weapons b. language; art c. beliefs; assumptions

d. values; jewelry Answer: a. hairstyles; weapons Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.1.3 Nonmaterial culture refers to a group‘s __________. a. art b. use of everyday objects c. ways of thinking and doing d. architecture Answer: c. ways of thinking and doing Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.1.4 Sociologists agree that material culture _________ . a. is ―natural‖ b. includes gestures c. includes a people‘s language d. has nothing ―natural‖ about it Answer: d. has nothing ―natural‖ about it Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.5 Mārtiŋš believes that his Latvian ways are the best: ―In Latvia we greet each other with a quick, firm handshake; none of this kissing cheeks or patting backs. All cultures should use a firm handshake.‖ Mārtiŋš continued without prompting: ―Latvians have freedom of religion; any culture that doesn‘t allow religious freedom is bad, wrong, and misguided. Our people are quiet and reserved; we don‘t go much for excessive displays of emotion. People who do that shouldn‘t

do that; they need some kind of cultural realignment!‖ As Mārtiŋš continued his Latvian list long into the night, it became clear that he was showing strong signs of _____________. a. ethnocentrism b. cultural relativism c. inclusiveness d. pluralism Answer: a. ethnocentrism Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.1.6 Trying to understand a culture on its own terms is called __________. a. ethnocentrism b. cultural relativism c. folklore d. cultural education Answer: b. cultural relativism Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.1.7 Which statement about cultural relativism is correct? a. Cultural relativism has not been criticized by social scientists. b. Cultural relativism has come under attack on various grounds. c. Sociologists accept all cultural practices, without judgment. d. Cultural relativism encourages cultural smugness.

Answer: b. Cultural relativism has come under attack on various grounds.

Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.8

When he arrived at his ecotourism destination after a long plane ride from New York City, Roylston found himself in a dizzying environment of sights, sounds, and smells. Children were badgering him to buy trinkets, while the pungent odor of some kind of tobacco blend filled his nostrils. Small groups of men wearing what appeared to be colorful wraps of cloth were either kissing each other‘s cheeks or speaking harshly and loudly, with forceful gestures…although no one seemed to be threatened. Some older women were kneeling and wailing, while others sat in the middle of walkways on rough mats made of thistles. As he worked to gather his wits, Roylston was likely experiencing __________ . a. ethnocentrism b. culture shock c. value contradictions d. cultural universals Answer: b. culture shock Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.9 Sociologists also refer to nonmaterial culture as __________. a. material culture b. symbolic culture c. gestural culture d. culture shock Answer: b. symbolic culture Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.2.10 An advantage of knowing a culture‘s gestures is __________. a. they are closely tied to the language b. that although most gestures are recognized as universal, differences occasionally occur between cultures c. being able to communicate with simplicity d. that they will enable you to completely understand the culture Answer: c. being able to communicate with simplicity Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.11 The primary way people communicate is through __________. a. gestures b. intermarriage c. language d. artwork Answer: c. language Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.2.12 ___________ allows culture to exist. a. Education b. Heredity c. Language d. Sociology Answer: c. language Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.13 The Sapir-Whorf hypothesis proposes that __________. a. languages are universal b. some languages, such as English, are phonetically superior to others c. perception and language are unrelated d. language creates ways of thinking and perceiving Answer: d. language creates ways of thinking and perceiving Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult

Skill Level: Analyze It TB_Q2.2.14 People‘s __________ have to do with what they think is desirable in life. a. values b. mores c. taboos d. folkways Answer: a: values Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.2.15 Sociologists refer to rules of behavior as __________. a. culture b. norms c. moral holidays d. sanctions Answer: b. norms Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.2.16 When someone breaks a norm, that person typically receives __________. a. positive sanctions b. formal reeducation c. negative sanctions d. hugs and kisses Answer: c. negative sanctions Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.17

Martino loved to party during Mardi Gras, even if he was not involved in making a float or anything else. The atmosphere on Bourbon Street was just so different, so relaxed, so easy. He had a great time drinking in the morning and observing lots of public nudity. At such a __________, the rules were loosened. a. culture-free event b. police-free event c. free-for-all d. moral holiday Answer: d. moral holiday Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.18 When someone is jogging on the left side of the sidewalk and you, running faster, overtake that person on the right, this action would be counter to a __________ in the United States. a. taboo b. more c. tradition d. folkway Answer: d. folkway Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.19 Murderers have violated a society‘s __________. a. mores b. incidental values c. folkways d. ethnocentrism Answer: a. mores Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate

Skill Level: Apply What You Know TB_Q2.2.20 Even just the thought of the violation of a __________ fills us with revulsion. a. taboo b. more c. parking regulation d. folkway Answer: a. taboo Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.21 A distinct world within the larger world of the dominant culture is called a __________. a. superculture b. subculture c. miniculture d. monoculture Answer: b. subculture.

Learning Objective: LO 2.3 Distinguish between subcultures and countercultures.

Topic/Concept: Many Cultural Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.22 How many subcultures does U.S. society contain? a. five b. almost ninety c. hundreds d. thousands Answer: d. thousands Learning Objective: LO 2.3 Distinguish between subcultures and countercultures.

Topic/Concept: Many Cultural Worlds Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.3.23 Some of the values and norms of a __________ place it at odds with the dominant culture. a. subculture

b. core culture c. counterculture d. sociologists‘ group Answer: c. counterculture Learning Objective: LO 2.3 Distinguish between subcultures and countercultures.

Topic/Concept: Many Cultural Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.24 Ingo polished the motorcycles while Felice packed a picnic lunch. Their destination was a park about 50 miles away, where they would meet some friends who also liked to ride motorcycles on weekends. About halfway to their destination, the pair were overtaken by a speeding clump of about 10 motorcycles ridden by people with Satan’s Sadists written on the backs of their leather jackets. Some riders appeared naked under their jackets, whereas others steered with one hand while swigging beer from a bottle with the other. As they roared past Ingo and Felice they cursed, spat, and made obscene gestures.

In all likelihood, Ingo and Felice could be termed members of a motorcycle-enthusiast __________, and the cyclists who passed them could be termed members of a motorcycleenthusiast __________. a. culture; subculture b. subculture; counterculture c. subculture; culture d. counterculture; subculture Answer: b. subculture; counterculture Learning Objective: LO 2.3 Distinguish between subcultures and countercultures.

Topic/Concept: Many Cultural Worlds Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.4.25 A society made up of many different groups is called a(n) __________. a. pluralistic society b. fragmented society c. anachronous society d. ungovernable aggravation Answer: a. pluralistic society Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Easy Skill Level: Remember the Facts

TB_Q2.4.26 Sociologists call the values held by most of the groups in a society __________. a. core values b. taboos c. habitual values d. universal values Answer: a. core values Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.4.27 The core value of education has __________. a. been easily pursued in the United States, because college students are uninhibited b. changed to the point where currently attaining a college education is thought to be an appropriate goal for most students in the United States c. not been held by most Americans since the 1960s d. changed over the years, such that currently a college education is considered an appropriate goal only for a small, select, elite group of Americans Answer: b. changed to the point where nowadays a college education is thought to be a reasonable aim for most students in the United States Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.28 Most Americans feel that the only proper basis for marriage is __________, reflecting a core value in their culture. a. parental approval b. economics c. mutual respect d. romantic love Answer: d. romantic love Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q2.4.29 ―In God We Trust‖ appears on money in the United States. This reflects the core value of __________. a. group superiority b. religiosity c. education d. freedom Answer: b. religiosity Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.4.30 If you study hard to get a degree so you can get a good job and afford a nice home and car, you could be said to be bound up in __________. a. a confused approach to life b. a value contradiction c. a value cluster pertaining to success d. the value of democracy Answer: c. a value cluster pertaining to success Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q2.4.31 A __________ exists between the value of group superiority and the values of freedom, democracy, and equality. a. continuity b. folkway c. taboo d. value contradiction Answer: d. value contradiction Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It

TB_Q2.4.32 Which statement about the origin of values is true? a. Essentially, values ―just happen.‖ b. Values are unrelated to context in society. c. Values emerge out of the conditions that exist in a society. d. Individuals invent their own values.

Answer: c. Values emerge out of the conditions that exist in a society.

Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.33 Values are like lenses through which we see the world __________. a. in a nutshell b. as it ought to be c. with great clarity d. like it is Answer: b. as it ought to be Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.4.34 The __________ culture refers to the values, norms, and goals that a group considers worth aiming for. a. real b. concrete c. ideal d. fantasy Answer: c. ideal Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.4.35 The human potential movement exemplifies the emerging __________ value.

a. self-fulfillment b. aging population c. leisure d. acceptance Answer: a. self-fulfillment Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.4.36 The term ―real culture‖ refers to __________. a. the norms and values that people aspire to follow b. historical culture c. universal culture d. the norms and values that people actually follow Answer: d. the norms and values that people actually follow Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.5.37 Sociobiology was referred to in the past as __________. a. social exchange theory b. symbolic interactionism c. terror management d. neo-Darwinism Answer: d. neo-Darwinism Learning Objective: LO 2.5 Explain why most sociologists consider genes to be an inadequate explanation of human behavior.

Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.5.38 Sociologists would propose that sociobiology is to _________ whereas sociology is to _________. a. nature; nurture b. definitive; questioning

c. questioning; definitive d. nurture; nature Answer: a. nature; nurture Learning Objective: LO 2.5 Explain why most sociologists consider genes to be an inadequate explanation of human behavior.

Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.6.39 Sociobiologists argue that __________. a. natural selection and biological factors are fundamental causes of human behavior b. the key to understanding human behavior is understanding culture c. as a result of natural selection, biological forces no longer play a role in human behavior d. the key to understanding human behavior is understanding religion

Answer: a. natural selection and biological factors are fundamental causes of human behavior Learning Objective: LO 2.5 Explain why most sociologists consider genes to be an inadequate explanation of human behavior.

Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB Q2.6.40 Way back in 1975, when the tenets of sociobiology were first being worked out, __________ mused that sociobiology might eventually absorb sociology and other social sciences. a. Margaret S. Mead b. Edward O. Wilson c. William F. Ogburn d. Benjamin Lee Whorf Answer: b. Edward O. Wilson Learning Objective: LO 2.5 Explain why most sociologists consider genes to be an inadequate explanation of human behavior.

Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q2.6.41 Sociobiology emphasizes __________. a. the influence of genes and the forces of natural selection on human behavior b. classical sociology

c. conflict theory d. sociologically informed genetics Answer: a. the influence of genes on human behavior Learning Objective: LO 2.5 Explain why most sociologists consider genes to be an inadequate explanation of human behavior.

Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.42 In a narrow sense, technology is associated with __________. a. culture b. history c. tools d. sociology Answer: c. tools Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.43 The term ―new technology‖ refers to __________. a. anything invented in the last five years b. emerging technology that impacts social life in a major way c. twenty-first-century technology d. an established technology that has changed the course of history Answer: b. emerging technology that impacts social life in a major way Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.44 Cultural diffusion can be seen as a __________. a. group of people adopting things they find desirable from another culture b. one-way ―street‖ from the West to other parts of the world c. change in ―thinking‖ but not ―doing‖ d. distraction from technology

Answer: a. a group of people adopting things they find desirable from another culture Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.7.45 __________ refers to one part of a culture changing while other parts do not. a. Cultural reluctance b. Cultural lag c. Ethnocentrism d. Culture shock Answer: b. Cultural lag Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.7.46 When there is culture change, a group‘s __________ usually changes first. a. material culture b. sociobiology c. nonmaterial culture d. counterculture Answer: a. material culture Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.47 How is the typical nine-month school year common in the United States a living example of cultural lag? a. Material culture never caught up with nonmaterial culture. b. The length of the school year was determined by the farming culture of the late 1800s. c. The school year was not lengthened to nine months until the mid-1900s. d. The length of the school year was based on one-room schools, which have all but vanished.

Answer: b. The length of the school year was determined by the farming culture of the late 1800s.

Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.7.48 Which sociologist coined the term ―cultural lag?‖ a. C. Wright Mills b. Frances Perkins c. William Ogburn d. Agnes Moorhead Answer: c. William Ogburn Answer: c. It may enable computers to replace human culture.

Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.49 In the process of cultural leveling, __________. a. cultures become more and more dissimilar to one another b. the least advanced culture dominates the economic marketplace c. culture is leveled or destroyed, as in a single assault during wartime d. cultures become more and more similar to one another Answer: d. cultures become more and more similar to one another Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.50 It would be fair to say that in the cultural leveling process taking place today, __________. a. traditional cultures have all but disappeared b. certain qualities are lost forever c. sociobiology is the driving force d. we are producing a more distinctive, less bland way of life Answer: b. certain qualities are lost forever

Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q2.1.51: What are the positive and negative sides of ethnocentrism?

Feedback: Positive—Ethnocentrism creates in-group loyalties. Negative—Ethnocentrism can lead to discrimination against people whose ways differ from our own.

Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.52: Describe at least three effects of language on human life.

Feedback: Any three of these five effects: Language allows human experience to be cumulative.

It provides a social or shared past. It provides a social or shared future. It allows shared perspectives. It allows shared, goal-directed behavior.

Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.53: List at least five current core values of U.S. society.

Feedback: Any five could be described: achievement and success, individualism, hard work, efficiency and practicality, science and technology, material comfort, freedom, democracy, equality, group superiority, education, religiosity, romantic love.

Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.54: Identify four interrelated core values emerging as a value cluster in the United States today.

Feedback: The four interrelated core values emerging in the United States today are leisure, selffulfillment, physical fitness, and youthfulness.

Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture.

Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.7.55: What is the sociological significance of technology?

Feedback: Technology constructs the framework for a group‘s nonmaterial culture. It influences how people think and how people relate to one another. Learning Objective: LO 2.6 Explain how technology changes culture and what cultural lag and cultural leveling are.

Topic/Concept: Technology in the Global Village Difficulty Level: Difficult Skill Level: Analyze It

Chapter 3: Socialization Multiple-Choice Questions TB_Q3.1.1 Reports describing __________ children consistently note that they walked on all fours, growled, and showed no sensitivity to cold. a. prehistoric b. feral c. isolated d. institutionalized Answer: b. feral Learning Objective: LO 3.1 Explain how feral and isolated children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.1.2 __________ intrigue sociological researchers, particularly those separated at birth. a. Quadruplets b. Feral children c. Twins d. Laboratory animals Answer: c. Twins Learning Objective: LO 3.1 Explain how feral and isolated children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q3.1.3 Children require __________ to develop in any kind of typical or expected fashion. a. parents b. siblings c. solitary time d. language Answer: d. language Learning Objective: LO 3.1 Explain how feral and isolated children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.1.4 Without language, there can be no _________; essentially, no shared way of life. a. religion b. intelligence c. norms d. culture Answer: d. culture Learning Objective: LO 3.1 Explain how feral and isolated children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.1.5 The case of ―Genie,‖ a 13-year-old girl who had been locked in a small room and tied to a potty chair since she was 20 months old, illustrates that the longer that children __________, the more difficulty they have intellectually. a. are deprived of sunlight b. live without siblings c. lack stimulating interaction d. are punished by their caregivers Answer: a. more Learning Objective: LO 3.1 Explain how feral and isolated children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human

Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.1.6 Harry and Margaret Harlow observed that frightened baby monkeys preferred a fake terrycloth ―mother‖ to one that provided food (but was constructed of wire). Their conclusion was that __________. a. frightened mammals will seek any form of defense available to them b. fear is the primary elicitor of caregiving instincts in humans c. infant-caregiver bonding was based on intimate physical contact rather than the provision of food d. institutionalized children need food and shelter, but not much more in order to thrive Answer: c. infant-caregiver bonding was based on intimate physical contact rather than the provision of food Learning Objective: LO 3.1 Explain how feral and isolated children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.2.7 The term __________ was coined by Charles Horton Cooley. a. looking-glass self b. a stitch in time c. significant other d. precocious child Answer: a. looking-glass self Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q3.2.8 When is the development of self-concept finished? a. Childhood b. Adolescence c. Middle adulthood d. Never Answer: d. Never Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Topic/Concept: Socialization into the Self and Mind

Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.9 George Herbert Mead primarily was associated with the __________ perspective in sociology. a. symbolic interactionist b. conflict theory c. feminist d. communist Answer: a. symbolic interactionist Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.2.10 George Herbert Mead believed that we cannot think without __________, and that __________ gives us our symbols (often in the form of language). a. society; reading b. symbols; reading c. symbols; society d. society; instinct Answer: c. symbols; society Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.11 The term ―generalized other‖ refers to __________. a. our ideal of how a person should think and behave, and how they should feel b. our perception of how people in general think of us c. role models who occupy a significant position in our lives d. the certainty that no one likes us, because no one is like us Answer: b. what we think others in general think of us Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q3.2.12 __________ studied the natural process that children go through to develop their ability to reason. a. Jean Piaget b. Charles Horton Cooley c. Margaret Mead d. George Herbert Mead Answer: a. Jean Piaget Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.2.13 The first of Jean Piaget‘s cognitive developmental stages is called the __________ stage. a. preoperational b. sensorimotor c. concrete operational d. formal operational Answer: b. sensorimotor Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.3.14 Psychoanalysis was developed by __________. a. Margaret and Harry Harlow b. Lawrence Kohlberg c. Sigmund Freud d. Charles Horton Cooley Answer: c. Sigmund Freud.

Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Remember the Facts

TB_Q3.3.15 In Sigmund Freud‘s psychoanalytic theory, the id is to ―fun‖ as the superego is to ____________. a. guilt b. pride c. rules d. freedom Answer: a. guilt Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.3.16 Enyo effused, ―Man, I‘m all ego! I do what I want whenever I want to. Self-gratification is the name of the game, baby!‖ Ivar intoned, ―Me, I‘m pure id. I know right from wrong, and I always tread the moral path.‖ Solomon shrieked, ―I am the definition of superego! Straight and steady through the world, trying to be sensible about it all. I meet the demands of society head-on.‖ Despite their best intentions, these three Freudian fellows are a bit mixed up. Can you assign the correct attributes to each person? a) Enyo is id, Ivar is superego, Solomon is ego b) Enyo is superego, Ivar is ego, Solomon is id c) Enyo is ego, Ivar is id, Solomon is superego d) Enyo is ego, Ivar is superego, Solomon is id Answer: a. Enyo is id, Ivar is superego, Solomon is ego Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.3.17 In Sigmund Freud‘s terms, the internalized norms and values of a social group are represented by the __________. a. alter ego b. super-id c. psychosis d. superego Answer: d. superego

Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.3.18 According to Lawrence Kohlberg, when children have learned ―right‖ from ―wrong‖ and cooperate to avoid punishment, they are in the __________ stage of moral development. a. preconventional b. amoral c. conventional d. complicit Answer: a. preconventional Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q3.3.19 In Lawrence Kohlberg‘s opinion, children in the __________ stage are basically concerned just with themselves and do not seem to know the difference between right and wrong. a. id b. preconventional c. postconventional d. amoral Answer: d. amoral Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q3.3.20 According to a substantial amount of research conducted by Paul Ekman and many other experimental psychologists, which emotion has a universal facial expression? a. Confusion b. Thoughtfulness c. Disgust d. Shame

Answer: c. Disgust Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.4.21 Learning the paths in life set out for us according to cultural ideals of sex-linked behaviors and attitudes is known as __________. a. socialization out of gender b. gender socialization c. the preconventional stage d. cultural imposition Answer: b. gender socialization Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.4.22 Carlotta got dolls and jewelry for presents. Her brother, Carlos, got action figures and toy guns.

Such a division in toys and play give children __________ lessons. a. biological b. ethical c. gender d. gender-neutral Answer: c. gender Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.4.23 Sasha is a sworn virgin in Albania. Therefore, Sasha is treated by people in Albania as __________. a. a woman b. a being without gender c. a clergy member d. a man

Answer: d. a man Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.4.24 Individuals more or less the same age who share common interests make up a __________. a. peer group b. society c. gender d. transgender group Answer: a. peer group Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.4.25 Amber is experiencing a dilemma because she sees fashion models in __________ whose shape and looks are almost impossible to replicate in real life. a. the church b. the mass media c. public d. avant garde films Answer: b. the mass media Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.4.26 Which of the following statements about video games is true? a. Few portrayals of women in video games are sexist. b. Most parents think these games are useful for their children. c. Females are vastly underrepresented in video games. d. Video games are regarded as sports by most colleges.

Answer: c. Females are vastly underrepresented in video games.

Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

Topic/Concept: Socialization into Gender Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.27 People or groups that affect our self-concept, attitudes, behaviors, or other orientations toward life are called __________. a. the looking-glass crowd b. agents of socialization c. the ego d. agents of fortune Answer: b. agents of socialization Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.5.28 Sociologist Melvin Kohn found that __________ parents tend to use physical punishment to get their children to conform to expectations. a. upper-class b. all c. middle-class d. working-class Answer: d. working-class Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Difficult Skill Level: Analyze It

TB_Q3.5.29 In the formal education system, children are most likely to learn about racism, sexism, illicit ways to make money, coolness, and superiority in what sociologists call __________. a. the manifest functions b. sixth grade c. the corridor curriculum d. cultural programming

Answer: c. the corridor curriculum Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.30 In the sociological context of formal education, manifest is to _________ as latent is to __________. a. unwanted; desired b. intended; unintended c. effective; ineffective d. secondary; primary Answer: b. intended; unintended Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.31 The manifest function of formal education refers to __________. a. education‘s unintended consequences b. the hidden curriculum c. the corridor curriculum d. education‘s intended purposes Answer: d. education‘s intended purposes Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.5.32 Unintended consequences of schools, or __________ functions, help the society at large. a. manifest b. latent c. explicit curricular d. formal curricular

Answer: b. latent Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.5.33 Alonso is in sixth grade. Some of the stories that his teachers tell when teaching English, history, and math include lessons in patriotism and honesty, which are part of the school‘s __________. a. hidden curriculum b. explicit curriculum c. corridor curriculum d. manifest function Answer: a. hidden curriculum Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.5.34 Junior heard, as part of the __________ curriculum in his school, that certain races were not as good as others, and that demonstrating coolness and indifference was the key to everything. a. hidden b. corridor c. universal d. manifest Answer: b. corridor Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.5.35 Compared to the others, which statement would be MOST likely to be uttered by a sociologist adopting the conflict theory perspective? a. ―To understand what terms such as ‗education,‘ ‗peers,‘ or ‗instruction‘ mean to an individual, we must first examine their symbolic use in the greater context of the folkways and mores of the social setting in which they occur.‖ b. ―Each person has an innate ability to attain the highest levels of success possible; the school system is designed to help those goals to be achieved.‖

c. ―Social class separates children into different educational worlds; children of wealthy parents go to private schools, children of middle-class parents go to public schools, and children from blue-collar families learn that not many of ‗their kind‘ will become professionals or leaders.‖ d. ―Universal education levels the playing field for all concerned; the roles of teacher, peer, caregiver, or administrator are all carefully spelled out and agreed upon by the various actors in the educational arena.‖ Answer: c. ―Social class separates children into different educational worlds; children of wealthy parents go to private schools, children of middle-class parents go to public schools, and children from blue-collar families learn that not many of ‗their kind‘ will become professionals or leaders.‖ Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.36 When a person learns to play a role before entering it, it is known as __________. a. sink or swim b. disengagement c. anticipatory socialization d. resocialization Answer: c. anticipatory socialization Learning Objective: LO 3.5 Explain how the family, the neighborhood, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.6.37 __________ refers to the process of learning new norms, values, attitudes, and behaviors to match a new situation in life. a. Conflicting socialization b. Pseudosocialization c. Anticipatory socialization d. Resocialization Answer: d. Resocialization Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people.

Topic/Concept: Resocialization Difficulty Level: Easy Skill Level: Remember the Facts

TB_Q3.6.38 An example of a total institution is a __________. a. school b. family c. law firm d. maximum-security prison Answer: d. maximum-security prison Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people.

Topic/Concept: Resocialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.6.39 An attempt to remake someone by removing their current identity and replacing it with a new one is called __________. a. a graduation ceremony b. a degradation ceremony c. matriculation d. repeating a grade in school Answer: b. a degradation ceremony Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people.

Topic/Concept: Resocialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.6.40 A total institution leaves an indelible mark on a person‘s self. The mark can be imposed quickly or in a more brutal and prolonged process. In __________, the process is not only incredibly harsh, but also long term. a. prison b. boot camp c. jail d. a conventional school Answer: a. prison Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people.

Topic/Concept: Resocialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.7.41 A significant sociological point about the life course is that it __________.

a. is the same for people across the socioeconomic spectrum b. affects the way a person acts and faces life c. is unaffected by gender identity d. has no impact on a person‘s current behavior Answer: b. affects the way a person acts and faces life Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.7.42 Childhood really is __________. a. not much more than biology b. a defined sequence of events independent of history c. socially universal d. about more than simply the age of the child Answer: d. about more than simply the age of the child Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.7.43 Adolescence is a(n) __________. a. natural age division b. ancient invention c. Industrial Revolution development d. obsolete age distinction Answer: c. Industrial Revolution development Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.7.44 Transitional adulthood covers ages __________. a. 14–17 b. 16–18 c. 17–25

d. 18–29 Answer: d. 18–29 Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q3.7.45 Ages 30 to 49 in the life course are known as the __________ years. a. early middle b. middle c. later middle d. transitional older Answer: a. early middle Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q3.7.46 A major shift in looking at life—from thinking in terms of the time since our birth to thinking in terms of the time we have left to live—occurs during __________. a. adolescence b. adultolescence c. the later middle years d. the later older years Answer: c. the later middle years Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.7.47 The stage of life most recently emerging, given people‘s changing attitudes toward health, wellness, and the aging process itself, encompasses the __________ years. a. transitional childhood b. early middle c. transitional middle d. transitional older

Answer: d. transitional older years Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.7.48 The later older years begin at about age __________. a. 50 b. 65 c. 75 d. 95 Answer: c. 75 Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.7.49 The later older years __________. a. are reached by everyone b. remain an abstract concept c. are really part of late middle age d. end the same for everyone who enters that stage Answer: d. end the same for everyone who enters that stage Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.7.50 __________ factors influence our life course. a. Few external b. Social c. Only biological d. No individual Answer: b. Social Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q3.1.51: How does ―society make us human?‖ Feedback: Infants do not develop naturally into social adults. Language provides concepts to grasp relationships between people. Bonding requires warm, friendly interactions. Through human contact, we learn the ways of society or of particular groups—this is called socialization.

Learning Objective: LO 3.1 Explain how feral and isolated children help us understand that ―society makes us human.‖ Topic/Concept: Society Makes Us Human Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.52: Charles Cooley summarized the idea of the looking-glass self in a rhymed couplet.

What was the couplet, and what does it mean?

Feedback: Each to each a looking-glass / Reflects the other that doth pass. We see ourselves as we think others see us, and even if our perceptions are not correct, we form a conception of ourselves from them nonetheless. Just as a looking glass (that is, a mirror) reflects an image back to us, so too the reactions of those people with whom we associate reflect back to us, and influence the formation of our self-concepts.

Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.53: What are the three elements of George Herbert Mead‘s stages of development?

How do significant and generalized others play a role in this development?

Feedback: George Herbert Mead proposed that people go through three stages as we learn to take on the role of the other: imitation to around age 3; play from then to around age 6; and team games from then on. With imitation and even into play, children tend to reflect significant others (such as parents, siblings, or teachers) who are the closest influences. In the play stage, children begin to relate to specific others, but in team games, they must be able to think in terms of the generalized other. Mead used baseball to illustrate how each individual player must understand the roles of all other players in the game.

Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It

TB_Q3.4.54: How do parents and caregivers do most of their gender teaching?

Feedback: Sometimes our parents or caregivers teach us gender purposefully, consciously trying to pass their images of gender on to us. For example, although most of the impact is now lost, they sometimes use pink and blue, colors that have no meaning in themselves but that have been arbitrarily associated with gender. Because parents‘ or caregivers‘ gender orientations are embedded so firmly, most of their gender teaching occurs without them being aware of what they are doing. Their gender messages are encapsulated in the adjectives they use to refer to their children, the toys they buy for them, the stories they read to them, and other recurring gender patterns that express their expectations of attitudes and behavior.

Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

Topic/Concept: Socialization into Gender Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.8.55: Are we prisoners of socialization? Why or why not?

Feedback: We are not prisoners of socialization. Socialization is very powerful, but so too is the self. The self is a vigorous, essential part of our being that allows us to act on and manipulate our environment. We are each actively involved in the construction of the self, and we influence our socialization as we make choices throughout the life span.

Learning Objective: LO 3.8 Understand why we are not prisoners of socialization.

Topic/Concept: Are We Prisoners of Socialization?

Difficulty Level: Difficult Skill Level: Analyze It

Chapter 4: Social Structure and Social Interaction Multiple-Choice Questions TB_Q4.1.1 Sociologists rely on __________ to analyze the broad features of society. a. experimental psychology b. macrosociology c. chaos theory d. microsociology Answer: b. macrosociology Learning Objective: LO 4.1 Distinguish between macrosociology and microsociology.

Topic/Concept: Levels of Sociological Analysis Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q4.1.2 Sociologists rely on __________ to analyze social interactions.

a. microsociology b. behavioral ecology c. macrosociology d. order theory Answer: a. microsociology Learning Objective: LO 4.1 Distinguish between macrosociology and microsociology.

Topic/Concept: Levels of Sociological Analysis Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q4.1.3 Mimiko endorses the __________ perspective in sociology, so her interests are most likely focused on microsociology. a. functionalist b. symbolic interactionist c. structuralist d. conflict theorist Answer: b. symbolic interactionist Learning Objective: LO 4.1 Distinguish between macrosociology and microsociology.

Topic/Concept: Levels of Sociological Analysis Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q4.1.4 Monique has been experiencing homelessness for over a year. Her days are kept busy pursuing tasks necessary to survive—finding shelter, panhandling for money, foraging for food, and finding dry clothes. A __________ would focus on where Monique is located in the social class system of the United States and what opportunities are available because of that. a. microsociologist b. symbolic interactionist c. research sociologist d. conflict theorist Answer: d. conflict theorist Learning Objective: LO 4.1 Distinguish between macrosociology and microsociology.

Topic/Concept: Levels of Sociological Analysis Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.2.5 __________ consists of the typical patterns between elementary school students and their teachers, for example, or between older people and younger people in a given social context; these patterns usually were established before any of these people were born.

a. Behavior b. Ordination c. Social structure d. Classical structure Answer: c. Social structure Learning Objective: LO 4.2 Explain the significance of social structure.

Topic/Concept: The Sociological Significance of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.2.6 What is the sociological significance of social structure? a. It guides our behavior. b. Understanding it helps to demonstrate the randomness of human behavior. c. It is a synonym for the term ―microsociology.‖ d. Our behavior is usually in opposition to a particular social structure.

Answer: a. It has a major effect on how we act.

Learning Objective: LO 4.2 Explain the significance of social structure.

Topic/Concept: The Sociological Significance of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.2.7 Are street people influenced by social structure? a. No b. Yes c. They are only influenced in scattered instances. d. The research evidence is unclear.

Answer: b. Yes Learning Objective: LO 4.2 Explain the significance of social structure.

Topic/Concept: The Sociological Significance of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.2.8 People‘s __________ the social structure will teach them behaviors and attitudes are appropriate for them. a. attitude toward b. willingness to be part of c. location in

d. number of friends within Answer: c. location in Learning Objective: LO 4.2 Explain the significance of social structure.

Topic/Concept: The Sociological Significance of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.9 Lamont was studying for an upcoming exam in his Theory and Society sociology course. ―Let‘s see,‖ he muttered, reviewing his flashcards, ―this term refers to a group‘s language, beliefs, values, behaviors, and even gestures, and also includes the material objects that a group uses.

That would be…that would be…‖ Suddenly his roommate, Demond, blurted out the correct answer: ―Easy! That‘s the definition of: a. culture!‖ b. microsociology!‖ c. social structure!‖ d. dramaturgy!‖ Answer: a. culture Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.10 The __________ framework that determines what kind of people we become is culture. a. biological b. narrowest c. only d. most overarching Answer: d. most overarching Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.3.11 Social class is based on __________. a. income, education, and occupational prestige b. birth c. marriage

d. religion Answer: a. income, education, and occupational prestige Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Easy Skill Level: Remember the Facts TB_Q4.3.12 A billionaire and a person experiencing homelessness share __________. a. the same social class b. comparable status c. the influence of social class on their lives d. a comparable level of privilege Answer: c. the influence of social class on their lives Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.3.13 Arjun is a husband, a son, an entrepreneur, and an amateur magician. A sociologist would say that these statuses or positions make up Arjun‘s __________. a. role b. social class c. status set d. culture Answer: c. status set Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.3.14 A(n) __________ status is involuntary, neither asked for nor chosen, but simply received. a. achieved b. ascribed c. earned d. marital

Answer: b. ascribed Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.15 Prison inmate, class president, embezzler, and physician are examples of __________. a. ascribed status b. social classes c. lack of status d. achieved status Answer: d. achieved status Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.3.16 A backward collar is a(n) __________ for a priest. a. negative status symbol b. standard in all cultures c. status symbol d. ascribed status Answer: c. status symbol Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.17 Emily had an accident in which she fell headlong into a large vat of hot cooking grease. Despite many operations, her face, neck, and hands were forever altered. Regardless of her accomplishments or occupation, many people viewed Emily‘s disfigurement as her __________. a. ascribed status b. master status c. status symbol d. status set

Answer: b. master status Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q4.3.18 A 90-year-old college student exemplifies __________. a. status shock b. prestige c. status inconsistency d. role Answer: c. status inconsistency Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.3.19 __________ are the behaviors, obligations, and privileges attached to a status. a. Roles b. Sociology c. Parts d. Master status Answer: a. Roles Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.20 When we belong to a group, to whom do we yield the right to judge our behavior? a. No one b. Only a court of law c. No one but ourselves d. The group Answer: d. The group

Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.3.21 Inez belonged to a group that got together once a month in group members‘ houses to converse in Lithuanian, which they had all learned in school. The Lithuanian enthusiasts were an example of a group that wielded influence over __________. a. vast segments of their behavior b. the need to conform with group norms over many aspects of life c. just a small part of their behavior d. social class Answer: c. just a small part of their behavior Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.4.22 __________ refer(s) to the organized, usual, or standard ways that a society develops to meets its basic needs. a. Religion b. Social institutions c. Status d. Social class Answer: b. Social institutions Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.23 Which activity is one of the five functional requisites that functionalists believe a society must meet to survive? a. Removing a sense of purpose b. Yielding the needs of the group in favor of self-interest

c. Promoting creative chaos d. Socializing youth Answer: d. Socializing youth Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.24 One need addressed by __________ is the replenishment of the population. a. medicine b. the family c. the economy d. education Answer: b. the family Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.25 Daughter, cousin, dad, and grandmother are examples of statuses associated with which social institution? a. the family b. medicine c. religion d. the economy Answer: a. The family Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.26 Mathilde owns her own grocery. She buys items in bulk and sells each item for more than she paid for it so she can make some money. To encourage repeat business, she is always very polite to her customers and will, for example, give someone a new carton of milk for free if he or she claims there was a problem with the last carton bought—no questions asked! Mathilde‘s ways exemplify the norms associated with which social institution? a. medicine

b. economy c. family d. politics Answer: b. Economy Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.4.27 Priest, minister, rabbi, and imam are examples of statuses associated with the social institution of __________. a. religion b. the law c. the family d. medicine Answer: a. religion Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

Topic/Concept: Social Institutions Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q4.4.28 The social institution of __________ would include groups or organizations such as lawyers‘ associations, courts, and jails. a. religion b. the law c. the economy d. politics Answer: b. the law Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.29 Which group of sociologists would argue that social institutions were originally designed to meet basic survival needs? a. conflict theorists

b. functionalist theorists c. both conflict and functionalist theorists d. the status set Answer: c. Both conflict and functionalist theorists Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

Topic/Concept: Social Institutions Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.5.30 Emile Durkheim was interested in how societies united their members by shared values and other social bonds to produce __________. a. social dissolution b. aggregation c. dissonance d. social integration Answer: d. social integration Learning Objective: LO 4.5 Explain what holds society together.

Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.5.31 For Emile Durkheim, people who performed similar tasks had in common the way they looked at life, which he called __________. a. mechanical solidarity b. impromptu solidarity c. organic solidarity d. social class Answer: a. mechanical solidarity Learning Objective: LO 4.5 Explain what holds society together.

Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.5.32 In the absence of __________, the same person will catch a fish, bring it to market, and sell it. a. common sense b. a division of labor c. basic capitalism d. mechanical solidarity

Answer: b. a division of labor Learning Objective: LO 4.5 Explain what holds society together.

Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Analyze It TB_Q4.5.33 The term ―organic solidarity‖ is based on the way that different members of society __________. a. intermarry b. need each other c. share the same status level d. exploit each other Answer: b. need each other Learning Objective: LO 4.5 Explain what holds society together.

Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.5.34 The Old Order Amish of the United States exemplify the concept of __________. a. Gesellschaft b. Gemeinschaft c. modern d. mainstream Answer: b. Gemeinschaft Learning Objective: LO 4.5 Explain what holds society together.

Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.35 __________ is (are) the primary focus of microsociologists. a. Hidden meanings and innuendo b. The broader features of society c. In-person interaction d. The demise of society as we know it Answer: c. In-person interaction Learning Objective: LO 4.6 Discuss what symbolic interactionists study.

Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.36

Our assumptions about what people are like are known as __________. a. educated guesses b. stereotypes c. roles d. status sets Answer: b. stereotypes Learning Objective: LO 4.6 Discuss what symbolic interactionists study.

Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Easy Skill Level: Remember the Facts TB_Q4.6.37 In a self-fulfilling stereotype, __________. a. the behaviors of the person match our expectations from the get-go b. the underlying truth of stereotypes is confirmed c. the other person ends up adapting to fit our expectations d. many factors can play a role, but attractiveness is not one of them Answer: c. the other person ends up adapting to fit our expectations Learning Objective: LO 4.6 Discuss what symbolic interactionists study.

Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.6.38 Who surrounds themselves with a personal bubble (personal space)? a. No one b. Children only c. Only adults past middle age d. Everyone Answer: d. Everyone Learning Objective: LO 4.6 Discuss what symbolic interactionists study.

Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.39 While investigating ―distance zones,‖ anthropologist Edward T. Hall found that North Americans use __________ distance for business relationships. a. intimate b. personal c. social d. public

Answer: c. social Learning Objective: LO 4.6 Discuss what symbolic interactionists study.

Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.40 To interpret __________, we consider facial expressions, posture, and gestures. a. the extent of intimate distance b. body language c. stereotypes d. macrosociology Answer: b. body language Learning Objective: LO 4.6 Discuss what symbolic interactionists study.

Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.41 The same element of body language—sustained eye contact, a warm smile, or a pat on someone‘s arm—can be: a. used to convey a single nonverbal message. b. interpreted in a universal manner, across people, cultures, time periods, and context. c. only has meaning if the interaction partners agree on what that meaning is. d. misinterpreted, depending on the social, cultural, or interpersonal context in which it occurs.

Answer: a. used to convey a single nonverbal message.

Learning Objective: LO 4.6 Discuss what symbolic interactionists study.

Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.7.42 Sociologist Erving Goffman used the term __________ to propose that social life is like a drama or a stage play. a. ―proscenium‖ b. ―dramaturgy‖ c. ―movie‖ d. ―rehearsal‖ Answer: b. ―dramaturgy‖ Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play.

Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q4.7.43 __________ refers to our efforts to manage the impressions that others receive of us. a. Dramaturgy b. Back stage c. Impression management d. Center stage Answer: c. Impression management Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play.

Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Easy Skill Level: Remember the Facts TB_Q4.7.44 According to sociologist Erving Goffman‘s notions, we have __________ where we can have some privacy and relax. a. front stages b. bleachers c. back stages d. precast dramas Answer: c. back stages Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play.

Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.7.45 ―Role strain‖ refers to __________. a. conflict between roles b. conflict occurring within the same role c. compatibility between roles d. a vain attempt to find a role Answer: b. conflict occurring within the same role Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play.

Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q4.7.46 Your sign-vehicles include __________. a. the appearance of others b. written scripts c. role conflict d. your way of presenting yourself Answer: d. your way of presenting yourself Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play.

Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.8.47 Ethnomethodologists explore __________ assumptions about how the world operates that underlie our behavior. a. background b. written c. legal d. foreground Answer: a. background Learning Objective: LO 4.8 Explain what background assumptions are and how they are an essential part of social life.

Topic/Concept: Ethnomethodology: Uncovering Background Assumptions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.9.48 ―If people define situations as real, they are real in their consequences.‖ This statement was made by sociologist(s) __________. a. Emile Durkheim b. W. I. and Dorothy S. Thomas c. Mark Snyder and Arnold Buss d. Erving Goffman Answer: b. W. I. and Dorothy S. Thomas Learning Objective: LO 4.9 Be able to apply the social construction of reality to your own life.

Topic/Concept: The Social Construction of Reality Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q4.9.49 The social construction of reality theory states that through __________, we construct what for us is reality.

a. ethnomethodology b. interactions with others c. examinations d. introspection Answer: b. interactions with others Learning Objective: LO 4.9 Be able to apply the social construction of reality to your own life.

Topic/Concept: The Social Construction of Reality Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.9.50 In a study of male gynecologists, during a vaginal examination doctors __________ social reality to define the examination as __________. a. deny; sexual b. ignore; nonsexual c. dismiss; normal d. construct; nonsexual Answer: d. construct; nonsexual Learning Objective: LO 4.9 Be able to apply the social construction of reality to your own life.

Topic/Concept: The Social Construction of Reality Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q4.3.51: Distinguish the term ―social status‖ from the term ―prestige.‖ Feedback: People tend to think that the terms ―social status‖ and ―prestige‖ are synonymous.

Sociologists use social status to refer to the position that someone occupies regardless of its level of prestige. Prestige, on the other hand, is an attribute associated with a position: a lot of prestige, as is associated with a judge; a little prestige, such as that associated with a waiter; or no prestige, as with a criminal.

Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.4.52: For the social institution of religion, describe some of the basic needs addressed by and some norms of the institution.

Feedback: Basic needs include concerns about life after death, the meaning of suffering and loss, and the desire to connect with some kind of assumed spiritual entity. Norms often include attending worship services, contributing money, or following the teachings of the religion.

Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

Topic/Concept: Social Institutions Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.5.53: What do the German terms Gemeinschaft and Gesellschaft mean? In which direction—toward which of the two—is society changing?

Feedback: Gemeinschaft means ―intimate community.‖ Gesellschaft means ―impersonal association.‖ Society is changing, or has changed, from a Gemeinschaft in the direction of a Gesellschaft.

Learning Objective: LO 4.5 Explain what holds society together.

Topic/Concept: Changes in Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.7.54: What does it mean to say that we ―become the roles that we play?‖ Feedback: The sociological perspective of dramaturgy likens social life to a drama or stage play.

The roles that we play in the drama of our lives—romantic partner, occupational worker, family member— become incorporated into our self-concept. In this way, we tend to become the roles we play.

Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play.

Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.10.55: Why are both macrosociology and microsociology necessary to understand social life?

Feedback: Macrosociology and microsociology each focus on different aspects of social life.

Without one or the other viewpoint, our understanding of social life would be limited.

Learning Objective: LO 4.10 Explain why we need both macrosociology and microsociology to understand social life.

Topic/Concept: The Need for Both Macrosociology and Microsociology Difficulty Level: Difficult Skill Level: Analyze It

Chapter 5: Social Groups and Formal Organizations

Multiple-Choice Questions TB_Q5.1.1 People who interact with one another, have something in common, and believe that what they have in common is significant, form a __________. a. hunting and gathering society b. group c. domestication revolution d. pastoral society Answer: b. group Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q5.1.2 Individuals who temporarily share the same physical space, but who do not see themselves as belonging together, make up a(n) __________. a. aggregate b. category c. in-group d. clique Answer: a. aggregate Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q5.1.3 A(n) __________ consists of people who share similar characteristics and are classified together, but who do not think of themselves as belonging together. a. out-group b. reference group c. category d. primary group Answer: c. category Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Easy

Skill Level: Remember the Facts TB_Q5.1.4 As she was walking through the park, Herlinda was struck by the sounds of two improvising musicians. They were standing on the grass near some benches, one playing a guitar and the other a flute, and Herlinda stopped to listen to them. Half a dozen other people also stopped. The people listening to the musicians made up a(n) __________. a. category b. aggregate c. social network d. secondary group Answer: b. aggregate Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q5.1.5 When __________ groups are dysfunctional and fail to meet the basic needs of their members, they produce dysfunctional adults, wounded people who make life difficult for others. a. secondary b. reference c. primary d. aggregate Answer: c. primary Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.1.6 A small group characterized by intimate, long-term, face-to-face association and cooperation is a(n) __________. a. primary group b. reference group c. secondary group d. out-group Answer: a. primary group Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q5.1.7 A __________, compared to a primary group, has a greater number of members whose relationships are more distant; relatively speaking, this kind of group does not last as long as a primary group and is based on some shared pursuit. a. society b. secondary group c. tertiary group d. categorical group Answer: b. secondary group Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.1.8 The local theater group, Camp Fire USA, and the Business and Professional Women‘s Club are examples of __________. a. temporary organizations b. alternatives to bureaucracies c. oligarchies d. voluntary associations Answer: d. voluntary associations Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q5.1.9 The term __________ refers to a system in which many are ruled by a few. a. ―oligarchy‖ b. ―bureaucracy‖ c. ―voluntary association‖ d. ―leadership‖ Answer: a. oligarchy Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q5.1.10 Sociologist Robert Michels proposed that a small group of elite members tends to perpetuate itself at the top levels of organizations, a situation called the __________. a. McDonaldization of contemporary life b. hidden voluntary culture c. iron law of oligarchy d. democratic group Answer: c. iron law of oligarchy Learning Objective: LO 5.3 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.1.11 A person feels loyalty toward a(n) __________. a. in-group b. aggregate c. out-group d. category Answer: a. in-group Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.1.12 A person generally feels antagonism toward a(n) __________. a. out-group b. primary group c. aggregate d. in-group Answer: a. out-group Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q5.1.13 The standards we refer to as we evaluate ourselves come primarily from our __________. a. reference groups b. categories c. out-groups d. primary groups Answer: a. reference groups Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.1.14 __________ are the links generating outward from a person that ties the person to others. a. Cliques b. Reference groups c. All groups d. Social networks Answer: d. Social networks Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.1.15 Our social networks __________. a. generally cause us to fight inequality b. are unrelated to inequality c. can contribute to the persistence of inequality d. reflect our desire to change the world Answer: c. can contribute to the persistence of inequality Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Difficult Skill Level: Analyze It

TB_Q5.2.16 A(n) __________ includes a formal organization, hierarchical authority, and a clear division of labor. a. information age b. feudal society c. bureaucracy d. traditional society Answer: c. bureaucracy Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.2.17 According to Max Weber, in a bureaucracy the task assignments flow __________ and accountability flows __________. a. upward; upward b. upward; downward c. downward; downward d. downward; upward Answer: d. downward; upward Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.2.18 Communications in a bureaucracy are __________. a. recorded in written form and retained b. not recorded c. written down, but must be discarded after thirty days d. always a matter of public record Answer: a. recorded in written form and retained Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q5.2.19 In a bureaucracy, every worker is __________. a. replaceable b. the boss c. irreplaceable d. hired based on previous experience Answer: a. replaceable Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.2.20 The bureaucratic structure of an organization typically has _________. a. fifteen (or sometimes sixteen) people employed at the presidential (or highest) level b. a single, long, horizontal ―layer‖ c. a three-dimensional representation d. several layers, designating different roles and responsibilities of workers at each layer Answer: d. several layers, designating different roles and responsibilities of workers at each layer Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.2.21 The __________ of society refers to the process by which ordinary aspects of life are rationalized and efficiency comes to rule them. a. goal displacement b. alienation c. bureaucratization d. McDonaldization Answer: d. McDonaldization Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.2.22

The organizational structure of the School of Fine Arts at Hudson University has this ascending structure: Faculty, Chairperson, Associate Dean, Dean, Provost. Salvador, a faculty member in the School, has some concerns that he would like to discuss with a person in authority. Based on the organizational structure, Salvador should first talk to _________. a. the provost b. the dean c. the chairperson d. the associate dean Answer: c. the chairperson Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.2.23 When an organization replaces old goals with new ones, this is known as __________. a. alienation b. McDonaldization c. goal displacement d. the Peter Principle Answer: c. goal displacement Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Easy Skill Level: Remember the Facts TB_Q5.2.24 Koko is in charge of the town‘s construction unit, and Casey is in charge of the town‘s eventplanning unit; if they are typical for separate units of a bureaucracy, they will find their units __________ communicate very well in scheduling. a. always b. do not always c. never try to d. have no mandate to Answer: b. do not always Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Moderate Skill Level: Apply What You Know

TB_Q5.2.25 Bureaucracies are widespread in society because __________. a. they are inefficient b. there is no other form of social organization c. they work well on the whole d. they are required by federal law Answer: c. they work well on the whole Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.2.26 According to Karl Marx, workers feel alienation because they are __________. a. not connected to the finished products of their labor b. spoiled by previous employers who were more accommodating c. tired of using their own tools to make the finished product d. overstimulated by their jobs Answer: a. not connected to the finished products of their labor Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.2.27 Having family photos and personal decorations in one‘s workspace is a way to resist __________. a. rules b. making friends at work c. alienation d. working Answer: c. alienation Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.3.28 Humanizing the work setting aims to __________.

a. impede people‘s potential b. placate those workers advancing a contemporary corporate fad c. develop human potential d. keep people from working at home Answer: c. develop human potential Learning Objective: LO 5.3 Discuss the ―hidden‖ corporate culture and worker diversity.

Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.3.29 __________ refer(s) to stereotypes of the traits that make for successful and unsuccessful workers, which end up producing both types of workers. a. Self-fulfilling stereotypes b. Quality circles c. ―Hidden‖ corporate culture d. The conflict perspective Answer: c. Hidden corporate culture Learning Objective: LO 5.3 Discuss the ―hidden‖ corporate culture and worker diversity.

Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.3.30 Today, __________ of workers are women and __________ are minorities. a. 10 percent; 8 percent b. 26 percent; 21 percent c. 47 percent; 36 percent d. 56 percent; 41 percent Answer: c. 47 percent; 36 percent Learning Objective: LO 5.3 Discuss the ―hidden‖ corporate culture and worker diversity.

Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q5.3.31 Sociologists who have investigated the impact of diversity training on corporate culture have concluded that _______. a. very little is known about the actual results of these training efforts b. aggressive, demeaning training—calling coworkers derogatory names and insulting them—is the most effective method for enacting meaningful and lasting change c. older workers are more responsive to training efforts, compared to younger workers

d. mild forms of training, such as asking workers to simply meditate on the concept of ―unity‖ or ―equality,‖ are most effective Answer: a. very little is known about the actual results of these training efforts Learning Objective: LO 5.3 Discuss the ―hidden‖ corporate culture and worker diversity.

Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q5.3.32 Early attempts at diversity training were __________. a. more effective than the trainings today b. ineffective if not worse c. so successful the concept of diversity training took off d. always held in the boss‘s office so people would know they were serious Answer: b. ineffective if not worse Learning Objective: LO 5.3 Discuss the ―hidden‖ corporate culture and worker diversity.

Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.3.33 __________ holds substantial potential for producing more effective diversity training. a. McDonaldization b. The ―hidden‖ corporate culture c. Virtual humanization d. Virtual reality Answer: d. Virtual reality Learning Objective: LO 5.3 Discuss the ―hidden‖ corporate culture and worker diversity.

Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.4.34 With the extent and type of government surveillance, plus our smartphones and cars emitting information about where we are, we may be entering a__________. a. minimum-security society b. utopia, because we will have little to fear c. maximum-security society d. ―memory hole‖ Answer: c. maximum-security society

Learning Objective: LO 5.4 Explain how bureaucracy and technology are coming together to produce a maximum security society.

Topic/Concept: Technology and the Maximum Security Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.5.35 __________ refer(s) to the ways that individuals affect groups, and the ways in which groups influence individuals. a. Dyads b. Group dynamics c. Leadership styles d. Groupthink Answer: b. Group dynamics Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q5.5.36 In __________, each member can have a direct interaction with every other group member. a. large groups b. a society c. group dynamics d. small groups Answer: d. small groups Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.5.37 The smallest number of people that can still be considered a group is __________. a. one person b. two people c. three people d. ten people Answer: b. two people

Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.5.38 Triads often generate __________. a. dyads b. coalitions c. groups of four d. groups of six Answer: b. coalitions Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.5.39 In a dyad, how many relationships are possible? a. one b. two c. three d. six Answer: a. one Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.5.40 You are in a group of six people. As you start to count the number of possible relationships between the different people in the group, you realize the maximum number is __________. a. three b. six c. nine d. fifteen Answer: d. fifteen

Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q5.5.41 Numerous carefully controlled laboratory experiments conducted by experimental social psychologists can illuminate general principals of human behavior, such as the tendency to ignore people in need or foster an environment that promotes groupthink. Anecdotal one-shot sociological case studies can ___________. a. contradict these findings in almost every instance b. sometimes make it appear that these general principals have understandable exceptions c. support these findings in almost every instance d. highlight the larger anthropological significance of this research Answer: b. sometimes make it appear that these general principals have understandable exceptions Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.5.42 A leader focused on tasks and who keeps the group working toward its objectives is known as a(n) __________ leader. a. expressive b. instrumental c. laissez-faire d. authoritarian Answer: b. instrumental Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.5.43 The __________ leader serves to increase harmony and minimize conflict in a group. a. expressive

b. authoritarian c. aggressive d. instrumental Answer: a. expressive Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.5.44 Any leadership style might create resentment among group members, but the style most likely to do so is the __________ leadership style. a. democratic b. expressive c. authoritarian d. instrumental Answer: c. authoritarian Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.5.45 A(n) __________ leader tries to gain consensus among group members. a. democratic b. expressive c. laissez-faire d. authoritarian Answer: a. democratic Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q5.5.46 Compared to the others, the most permissive leadership style is the __________ leader. a. instrumental

b. laissez-faire c. authoritarian d. democratic Answer: b. laissez-faire Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q5.5.47 Solomon Asch‘s classic experiment showed that most individuals in a group __________. a. will even say what they know to be false to go along with their peers b. are much stronger than the group itself c. couldn‘t care less about conformity d. will not say things they know are not true Answer: a. will even say what they know to be false to go along with their peers Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.5.48 Stanley Milgram‘s experiments investigating obedience to authority was __________. a. inspired by the actions of the Nazis during World War II b. provoked by Stalinists who were gaining political power in the United States at the time c. ordered by his dean at the time in the Yale University Department of Psychology d. conducted to demonstrate to a panel of federal investigators that he was a loyal American Answer: a. inspired by the actions of the Nazis during World War II Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.5.49 Stanley Milgram‘s experiments investigating obedience to authority __________. a. failed to demonstrate any systematic behavior by the research participants b. provide a classic example of how to conduct research in an ethical and internally valid manner

c. would not be conducted in the same way today d. encouraged him to become more authoritarian in his own dealings with others Answer: c. would not be conducted in the same way today Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.5.50 Social psychologist Irving Janis investigated the phenomenon of groupthink, which refers to: a. the circumstances under which a person will obey the commands of a perceived authority figure. b. resistance to conformity when three or more dissenters are present. c. a narrowing of thought by a group of people, leading to the perception that there is only one correct answer. d. the way in which people make dispositional or situational attributions for the behavior of another person.

Answer: c. a narrowing of thought by a group of people, leading to the perception that there is only one correct answer.

Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q5.1.51: Describe one example of an aggregate and one example of a category.

Feedback: An example of an aggregate would be any collection of people who do not see themselves as belonging together, such as onlookers at a public event. An example of a category is people with similar characteristics who are classified together, but are a group only in a statistical sense, such as bald people.

Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.2.52: Is the small world phenomenon an academic myth? Why or why not?

Feedback: Stanley Milgram‘s 1967 experiment on the small world phenomenon concluded that most people in the United States are separated by just six individuals (―six degrees of separation‖). Thirty-five years later, another psychologist, Judith Kleinfeld, found confounds in Milgram‘s research protocol that may have influenced the results, suggesting (to her) that the small-world phenomenon was illusory. However, more recent experiments have had findings similar to Milgram‘s. It has been shown that 250 million people who exchanged chat messages showed a link of less than seven, and 700 million people on Facebook showed a connection of less than five.

Learning Objective: LO 5.1 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Social Networks Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.2.53: What are the characteristics of a bureaucracy, as identified by Max Weber?

Feedback: Max Weber‘s view of bureaucracy had separate levels (hierarchy), a division of labor, written rules, written communication and records, and impersonality and replaceability of positions.

Learning Objective: LO 5.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement.

Topic/Concept: Bureaucracies Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.5.54: In just a few words, what is the effect of growing group size?

Feedback: As a small group grows larger, it becomes more stable, but its intensity–or intimacy– decreases. This is because as each new person comes into a group, the connections among people multiply. For example, the number of connections possible in a dyad (two people) is one. Those connections grow to ten in a group of five people, and to twenty-one in a group of seven; that is, only two more people added to the group doubles the possible connections.

Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.5.55: Describe the central features of groupthink, and illustrate them with a historical example.

Feedback: Groupthink is a narrowing of thought by a group of people, leading to the perception that there is only one correct answer, and that to suggest alternatives is a sign of disloyalty. It can bring catastrophe, as numerous historical examples illustrate. In the text, examples include the use of torture following 9/11 as ―the lesser of two evils;‖ refusal by U.S. officials during the Vietnam War to believe that ―little, uneducated, barefoot people in pajamas‖ could defeat the U.S. military; and refusal by President Franklin D. Roosevelt and his chiefs of staff to believe that the Japanese were preparing to attack Pearl Harbor. Other, clearer, examples of groupthink include the Bay of Pigs fiasco in the 1960s, the Watergate scandal in the 1970s, NASA‘s decision to launch the space shuttle Challenger in the 1980s, and the corporate failure of Swissair in the 1990s.

Learning Objective: LO 5.5 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.

Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It

Chapter 6: Deviance and Social Control Multiple-Choice Questions TB_Q6.1.1 __________ is the violation of norms (or rules or expectations). a. Negative sanction b. Deviance c. Social control d. Stigma Answer: b. Deviance Learning Objective: LO 6.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions.

Topic/Concept: What Is Deviance?

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.2 __________ refers to ―blemishes‖ that discredit a person‘s claim to a ―normal‖ identity. a. Crime b. Norm c. Deviance d. Stigma Answer: d. Stigma Learning Objective: LO 6.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions.

Topic/Concept: What Is Deviance?

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.3 __________ is the violation of norms that are written into law. a. Crime b. Deviance c. Stigmatization d. Social discomfort Answer: a. Crime Learning Objective: LO 6.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions.

Topic/Concept: What Is Deviance?

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.4 A group‘s __________, or usual and customary social arrangements, is brought about by norms. a. social order b. deviance c. crime d. stigma Answer: a. social order Learning Objective: LO 6.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions.

Topic/Concept: What Is Deviance?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.5 Because deviance undermines predictability, a system of __________ was developed to enforce the norms. a. street crime b. sociology c. social control d. assumption reinforcement Answer: c. social control Learning Objective: LO 6.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions.

Topic/Concept: What Is Deviance?

Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q6.1.6 Simon gave a presentation to his high school history class that was laden with humor and understanding and showed that he really grasped the important points of the First Boer War, which was the topic his class was studying. When he was finished, Simon was praised by his teacher as well as by several classmates. The praise was an example of a __________. a. norm b. positive sanction c. stigmatization d. negative sanction Answer: b. positive sanction Learning Objective: LO 6.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions.

Topic/Concept: What Is Deviance?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.1.7 A highway patrol car appeared out of nowhere and the officer pulled Helle over for speeding.

The officer was respectful and businesslike as she stood by Helle‘s open window and issued her a $250 ticket. This is an example of a __________. a. negative sanction b. neutral sanction c. positive sanction d. street crime Answer: a. negative sanction Learning Objective: LO 6.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions.

Topic/Concept: What Is Deviance?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.2.8 __________ tend to explain deviance by looking for answers within individuals, such as a possible genetic predisposition to deviance. a. All sociologists b. Conflict theorists c. Sociobiologists d. Psychologists Answer: c. Sociobiologists

Learning Objective: LO 6.2 Contrast sociobiological, psychological, and sociological explanations of deviance.

Topic/Concept: What Is Deviance?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.9 Street crimes refer to acts such as __________. a. embezzlement b. identity theft c. burglaries and assaults d. a corporation hiding large sums of money to avoid paying taxes Answer: c. burglaries and assaults Learning Objective: LO 6.2 Contrast sociobiological, psychological, and sociological explanations of deviance.

Topic/Concept: What Is Deviance?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.10 Psychologists often associate a diagnosis of __________ as a possible cause of deviance. a. posttraumatic stress disorder b. seasonal affective disorder c. personality disorders d. anxiety Answer: c. personality disorders Learning Objective: LO 6.2 Contrast sociobiological, psychological, and sociological explanations of deviance.

Topic/Concept: What Is Deviance?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.11 Edward Sutherland used the term __________ to indicate that people who associate with some groups learn more messages favorable to deviance, increasing their chances of becoming deviant. a. control theory b. labeling theory c. shaming d. differential association Answer: d. differential association Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.12 According to the assumptions of differential association theory, developed one hundred years ago

by Edwin Sutherland, living in a family represents a kind of __________ differential association. a. preordained b. voluntary c. involuntary d. unwanted Answer: c. involuntary Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.13 Among families living in dangerous neighborhoods, parents want to move because they feel that if their children have delinquent friends, they will also be likely to become delinquents.

Sociological research __________ this belief. a. rejects b. supports c. has not addressed d. is mixed in its findings on Answer: b. supports Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.14 Killing is __________ in mainstream society, but for members of the Mafia, when certain their norms are broken that threaten a person‘s honor, not killing would be __________. a. deviant; deviant b. not deviant; more desirable c. frowned upon; more desirable d. not deviant; deviant Answer: a. deviant; deviant

Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.15 Symbolic interactionists propose that people __________. a. are prisoners of socialization b. are pawns in the hands of manipulative others, so to speak c. contribute to the formation of their own lives d. are predestined to think and act as their primary groups dictate Answer: c. contribute to the formation of their own lives Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.3.16 From the control theory perspective, how many control systems are in place to work against our tendencies to deviate? a. none b. one c. two d. six Answer: c. two Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.17 According to sociologist Travis Hirschi, if our bonds with society are __________, our inner controls will be __________. a. weak; strong b. weak; working harder c. strong; strong d. strong; ineffective Answer: c. strong; strong

Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.3.18 Shaming as a control strategy is __________. a. illegal b. a relic dating to colonial times c. apparently becoming popular again d. a form of neutralization Answer: c. apparently becoming popular again Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.19 Sociologist Harold Garfinkel mused that during a(n) __________, people answer to a group, hear testimony against themselves, are found guilty, and have their statuses as group members removed. a. internal mental conflict b. degradation ceremony c. positive sanction d. absence of self-control Answer: b. degradation ceremony Learning Objective: LO 6.2 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q6.3.20 __________ argues that the labels people are given affect their own and others‘ perceptions of them, thus channeling their behavior into either deviance or conformity. a. Deviance theory b. Control theory c. Labeling theory d. Neutralization Answer: c. Labeling theory

Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.21 Techniques of __________ are ways of thinking or rationalizing that help people deflect society‘s norms. a. neutralization b. the cyber age c. control theory d. degradation Answer: a neutralization Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.22 __________ attempt(s) to justify the breaking of some norms. a. None of us b. Very few people c. Only deviants d. Everyone Answer: d. Everyone Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.3.23 Dee Dee cut his hair into a bowl cut, put on a pair of ratty blue jeans full of holes, and donned a Perfecto leather motorcycle jacket as he boarded the subway to the tattoo parlor. There, he got a tattoo that said ―Vera Forever‖ on his bicep and a pair of scorpions on his abdomen. Pleased with the day‘s events, Dee Dee scored some heroin on the street corner and spent the evening in a relaxed stupor. By all accounts, Dee Dee has fully embraced a(n) _________. a. appeal to higher loyalties b. degradation ceremony c. condemnation of a victim d. deviant identity

Answer: d. deviant identity Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.3.24 Judge Reinhold sentenced Lateesha, a 13-year-old shoplifter, to a diversion program consisting of counseling, rather than sending her to reform school or jail. The judge did not want Lateesha to be saddled with a reputation as a thief so early in life. This exemplifies a practice influenced by __________. a. labeling theory b. neutralization c. shaming d. degradation ceremonies Answer: a. labeling theory Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q6.4.25 How does deviance clarify moral boundaries and affirm norms? a. by following the tenets of strain theory b. Punishment of a deviating group member helps make clear what it means to be a member of the group. c. by opening the illegitimate opportunity structure d. Rewarding deviance enhances the strength of the group as a whole.

Answer: b. Punishment of a deviating group member helps make clear what it means to be a member of the group.

Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.4.26 According to the functionalist perspective, deviance __________ a feeling of solidarity in a group.

a. promotes b. has no discernible impact upon c. virtually destroys d. discourages Answer: a. actually promotes Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.4.27 Helga was adamant that her sorority‘s practice of hazing should end. Although her attitude was considered __________ in the sorority at the time, it caused her sorority sisters to reconsider the morality of their hazing practice, move forward in changing with the times, and suspend all hazing activities. a. deviant b. strained c. normative d. differential Answer: a. deviant Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.4.28 Sociologist Robert Merton developed __________. a. deviance theory b. a legal defense of white-collar crime c. strain theory d. modern sociology Answer: c. strain theory Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate

Skill Level: Remember the Facts TB_Q6.4.29 In strain theory, institutionalized means are __________. a. rejected b. approved ways of reaching cultural goals c. unapproved ways of reaching cultural goals d. outmoded Answer: b. approved ways of reaching cultural goals Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.4.30 Strain theory __________ the sociological view that deviants are the product of society. a. rejects b. offers an alternative to c. diminishes d. supports Answer: d. supports Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.4.31 The __________ refers to opportunities for crimes that are woven into the texture of life. a. illegitimate opportunity structure b. strain theory c. legitimate opportunity structure d. social disorder theory Answer: a. illegitimate opportunity structure Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.4.32 A __________ is one that is committed by people of respectable and high social status in the course of their occupations. a. street crime b. white-collar crime c. victimless crime d. crime that results in society‘s most severe punishments Answer: b. white-collar crime Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.4.33 Executives who committed corporate crimes at Macy‘s, Sears, and Bloomingdales spent __________ in jail. a. an average of ten years b. an average of five years c. an average of six months d. no time Answer: d. no time Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q6.4.34 In the years from 1992 to 2019, the percentage of people arrested for burglary who were women __________. a. decreased dramatically b. decreased slightly c. increased slightly d. increased dramatically Answer: d. increased dramatically

Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.5.35 The __________ system as a whole consists of several components, such as police departments and officers, the court system, and jails and prisons. a. social service b. criminal justice c. halfway house d. debt relief Answer: b. criminal justice Learning Objective: LO 6.5 Apply the conflict perspective to deviance by explaining how social class is related to the criminal justice system and how the criminal justice system is oppressive.

Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.5.36 Conflict theorists view the criminal justice system as __________. a. operating impartially to bring justice to all b. a way for the elite to exert control c. focusing on punishment of the powerful d. an honest endeavor by society to settle disputes equitably Answer: b. a way for the elite to exert control Learning Objective: LO 6.5 Apply the conflict perspective to deviance by explaining how social class is related to the criminal justice system and how the criminal justice system is oppressive.

Topic/Concept: The Conflict Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.5.37 A corporate executive who gets in trouble for authorizing her company to pollute a river will most likely __________. a. spend a modest amount of time in jail b. bypass the courts altogether c. enter the witness protection program d. know her corporation will not have to pay any fines Answer: b. bypass the courts altogether

Learning Objective: LO 6.5 Apply the conflict perspective to deviance by explaining how social class is related to the criminal justice system and how the criminal justice system is oppressive.

Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.6.38 The United States has 5 percent of the world‘s population but about __________ of the world‘s prisoners. a. 3 percent b. 5 percent c. 13 percent d. 21 percent Answer: d. 21 percent Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.6.39 On any given day in the U.S. prison system, __________ are incarcerated. a. fewer high school dropouts than college graduates b. fewer never-marrieds than ever-marrieds c. more men than women d. more women than men Answer: c. more men than women Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.6.40 Among the U.S. prison population, __________ are underrepresented compared to their representation in the general U.S. population. a. Latino Americans b. Black Americans c. Native Americans d. Asian Americans

Answer: d. Asian Americans Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.6.41 Who did the spate of ―three-strikes‖ laws actually end up convicting? a. People who hadn‘t necessarily committed a violent crime b. Murderers c. Rapists d. Arsonists Answer: a. People who hadn‘t necessarily committed a violent crime Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.6.42 The sharp decline in violent crime can be attributed to __________. a. increased unemployment b. multiple factors c. a higher birth rate d. lead in gasoline Answer: b. multiple factors Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.6.43 The recidivism rate, which is the percentage of released prisoners who are rearrested, is __________ within two years of release. a. 15 percent b. 38 percent c. 54 percent d. 71 percent

Answer: c. 54 percent Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q6.6.44 The term ―capital punishment‖ refers to __________. a. white-collar crime b. nonviolent crime c. the death penalty d. laws regulating capitalism in countries under autocratic rule Answer: c. the death penalty Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.6.45 _________ kill many people all at the same time; the murders of _________ may occur over several days, weeks, or years. a. Mass murderers; serial killers b. Arsonists; thrill killers c. Serial killers; mass murderers d. Thrill killers; arsonists Answer: a. three Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.6.46 A good indicator that the death penalty shows a social-class bias is that __________ of all the prisoners on death row have not finished high school. a. a quarter

b. almost half c. a tenth d. almost all Answer: b. almost half Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.6.47 Although women represent about __________ of people sentenced to prison for murder, they make up only about __________ of death row inmates. a. 6 percent; 2 percent b. 10 percent; 4 percent c. 18 percent; 11 percent d. 22 percent; 13 percent Answer: a. 6 percent; 2 percent Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q6.6.48 Since the death penalty was reinstated in 1977, __________ of those put to death have been White people and __________ have been Black people. a. 21 percent; 49 percent b. 38 percent; 44 percent c. 56 percent; 34 percent d. 73 percent; 24 percent Answer: c. 56 percent; 34 percent Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q6.6.49

__________, the decision to arrest someone or overlook a matter, is a routine part of police work. a. Police corruption b. Police discretion c. Recidivism d. Medicalization of deviance Answer: b. Police discretion Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.6.50 According to the medicalization of deviance, deviance becomes a symptom of some underlying illness that needs to be treated by __________. a. the court b. sociologists c. physicians d. the police Answer: c. physicians Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts Essay Questions TB_Q6.1.51: How do norms make a social life possible?

Feedback: Norms make behavior predictable. We are socialized to follow norms and to play the basic roles that society assigns to us. Without norms we would have social chaos, therefore, norms bring about social order.

Learning Objective: LO 6.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions.

Topic/Concept: What Is Deviance?

Difficulty Level: Difficult Skill Level: Analyze It

TB_Q6.3.52: Explain the central tenets of differential association theory.

Feedback: ―Differential association‖ is a term coined by Edwin Sutherland in the 1920s. From the different groups we associate with, we learn to deviate from, or conform to, society‘s norms.

We may get mixed messages, but we end up with more of one kind of message than the other.

Consequently, we gravitate toward one direction (conformity) or the other (deviance).

Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.3.53: What are the five techniques of neutralization proposed by sociologists Gresham Sykes and David Matza based on their opinions about a group of boys who were engaged in acts of juvenile delinquency?

Feedback: In their observations, Sykes and Matza found that delinquent boys in the 1950s used five techniques of neutralization to deflect society‘s norms: denial of responsibility, denial of injury, denial of a victim, condemnation of the condemners, and appeal to higher loyalties.

Learning Objective: LO 6.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.4.54: Describe three ways that functionalists such as Emile Durkheim say deviance contributes to the social order.

Feedback: Deviance, including crime, contributes to the social order by clarifying moral boundaries and affirming norms, encouraging social unity, and promoting social change.

Learning Objective: LO 6.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.6.55: Describe the relationship between homelessness and mental illness. Is the relationship causal or correlational?

Feedback: There is an association between being homeless and developing (or having) some form of mental illness, so on that basis there is a correlation between these two variables. Living on the streets can cause unusual thinking and behaviors, which are often (but not always) indicators of some forms of mental illness, so there is evidence that the causal direction moves from homelessness to illness. However, having a mental illness can also result in homelessness

in many cases, especially if the person is unable to pay bills, maintain a property, hold a job, and so on. The causal arrow would now point from illness to homelessness. Because causation can move in either direction with these broad variables, it makes the most sense to say that a reciprocal relationship exists: homelessness can be a contributing factor to the onset of mental illness, and mental illness can be a contributing factor to experiencing homelessness.

Learning Objective: LO 6.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach.

Topic/Concept: Reactions to Deviance Difficulty Level: Difficult Skill Level: Analyze It

Chapter 7: Global Stratification Multiple-Choice Questions TB_Q7.1.1 __________ refers to the division of large numbers of people into layers according to their relative property, power, and prestige. a. Social stratification b. Bonded labor c. Ideology d. A caste system Answer: a. Social stratification Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.2 Which statement about slavery is true? a. It is a product of modern times. b. Racism is the usual basis for it. c. It has been practiced since ancient times. d. All slaves were powerless and poor.

Answer: c. It has been practiced since ancient times.

Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Difficult Skill Level: Analyze It

TB_Q7.1.3 In some instances, slavery was __________. a. not a permanent situation b. a social arrangement sought by the slaves c. not a case of people owning other people d. due to the slave owners being in debt to the slaves Answer: a. not a permanent situation Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.4 What is the difference between bonded labor and slavery? a. They are merely different terms for the same social situation. b. People agree to become bonded laborers (or their parents make the agreement for them). c. Some people own other people in a bonded labor arrangement. d. People enter into slavery voluntarily; bonded labor is always involuntary.

Answer: b. People agree to become bonded laborers (or their parents make the agreement for them).

Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.1.5 __________ refers to beliefs about the way things ought to be, that justify social arrangements. a. Social stratification b. Ideology c. Endogamy d. Apartheid Answer: b. Ideology Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Easy Skill Level: Remember the Facts

TB_Q7.1.6 In __________, a person‘s status is a lifelong condition determined by birth. a. a social democracy b. bonded labor c. a caste system d. all forms of social stratification Answer: c. a caste system Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.7 The practice of endogamy involves a person __________. a. marrying within their own group b. being morally and legally forbidden to marry within their own group c. who has multiple legally recognized spouses d. who does not marry at all, taking a lifelong vow of celibacy Answer: a. marrying within their own group Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q7.1.8 The system of separating racial-ethnic groups that was practiced in South Africa was called __________. a. slavery b. bonded labor c. apartheid d. the caste system, which was imported from India Answer: c. apartheid Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.9

In the estate stratification system of medieval Europe, _________ constituted one of the three groups or ―estates.‖ a. soldiers b. clergy c. intellectuals d. tenements Answer: b. clergy Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.10 In a class system, what is the main basis for social stratification? a. The ability to identify one‘s ancestors through seven past generations b. Money or material possessions c. Appearance and conformity to traditional standards of beauty d. Kindness and a demonstrated willingness to help others in need Answer: b. Money or material possessions Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.11 Gender is a basis of social stratification for ___________ society(ies) in the world. a. no b. a few c. many d. all Answer: d. all Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.12 The wealthiest 1 percent of adults worldwide own __________ of the Earth‘s wealth. a. almost a tenth

b. almost a quarter c. almost half d. almost all Answer: c. almost half Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.13 The means of production consists of __________. a. investment capital only b. the proletariat, the bourgeoisie, and investment capital c. tools, factories, land, and investment capital d. class consciousness, false consciousness, and investment capital Answer: c. tools, factories, land, and investment capital Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what determines social class.

Topic/Concept: What Determines Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.14 Karl Marx described the bourgeoisie as __________. a. members of the proletariat b. capitalists who owned the means of production c. socialists d. having little social prestige Answer: b. capitalists who owned the means of production Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what determines social class.

Topic/Concept: What Determines Social Class?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.2.15 In Karl Marx‘s opinion, people who were taken advantage of because they did not own the means of production were called the __________. a. bourgeoisie b. proletariat c. clergy d. superclass

Answer: b. proletariat Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what determines social class.

Topic/Concept: What Determines Social Class?

Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q7.2.16 Karl Marx used the term ―class consciousness‖ to refer to awareness of a common identity based on one‘s __________. a. race b. caste c. position in the means of production d. education level Answer: c. position in the means of production Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what determines social class.

Topic/Concept: What Determines Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.17 When workers identified with the interests of capitalists, Marx called it __________ class consciousness. a. false b. misguided c. optimistic d. budding Answer: a. false Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what determines social class.

Topic/Concept: What Determines Social Class?

Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q7.2.18 Winona, a sociology student, views property as significant in determining a person‘s standing in society; Winona is therefore aligned with the thinking of __________. a. neither Weber nor Marx b. both Weber and Marx c. Weber, but not Marx d. Marx, but not Weber Answer: b. both Weber and Marx

Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what determines social class.

Topic/Concept: What Determines Social Class?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.2.19 Pedro, a graduate student in sociology, views property as the only real source of power; that kind of thinking is aligned with __________. a. neither Weber nor Marx b. both Weber and Marx c. Weber, but not Marx d. Marx, but not Weber Answer: d. Marx, but not Weber Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what determines social class.

Topic/Concept: What Determines Social Class?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.2.20 Max Weber believed that __________. a. property could bring prestige, but prestige could not bring property b. property could not bring prestige, but power could bring prestige c. prestige could not bring property, and prestige could not bring power d. property could bring prestige, and prestige could bring property Answer: d. property could bring prestige, and prestige could bring property Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what determines social class.

Topic/Concept: What Determines Social Class?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.3.21 __________ believe(s) that stratification exists because it works well for society. a. All sociologists b. Functionalists c. No one d. Conflict theorists Answer: b. Functionalists Learning Objective: LO 7.3 Contrast the functional and conflict views of why social stratification is universal.

Topic/Concept: Why Is Social Stratification Universal?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.22 The research conducted by Kingsley Davis and Wilbert Moore suggested that stratification of society is inevitable because __________. a. no positions are more important than other positions b. qualified people are most important at the lower levels c. a society‘s positions must be occupied for it to work well d. smaller rewards at the top will motivate qualified people Answer: c. a society‘s positions must be occupied for it to work well Learning Objective: LO 7.3 Contrast the functional and conflict views of why social stratification is universal.

Topic/Concept: Why Is Social Stratification Universal?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.23 In a meritocracy, all positions are assigned on the basis of __________. a. power b. social standing c. education level attained d. who is best able to do them Answer: d. who is best able to do them Learning Objective: LO 7.3 Contrast the functional and conflict views of why social stratification is universal.

Topic/Concept: Why Is Social Stratification Universal?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.24 __________ hold that conflict is the cause of social stratification. a. Conflict theorists b. Functionalists c. All sociologists of this century d. Symbolic interactionists Answer: a. Conflict theorists Learning Objective: LO 7.3 Contrast the functional and conflict views of why social stratification is universal.

Topic/Concept: Why Is Social Stratification Universal?

Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q7.3.25 In the 1800s, sociologist Gaetano Mosca said that __________. a. leadership requires inequalities of power b. it is possible for societies to exist without any organization c. people in power can be trusted not to use their positions to seize greater rewards for themselves d. in a just society, anyone can be a follower or a leader Answer: a. leadership requires inequalities of power Learning Objective: LO 7.3 Contrast the functional and conflict views of why social stratification is universal.

Topic/Concept: Why Is Social Stratification Universal?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.26 In trying to synthesize the views of functionalists and conflict theorists, Gerhard Lenski suggested that the concept of __________ is the key. a. civility b. surplus c. merit d. greed Answer: d. surplus Learning Objective: LO 7.3 Contrast the functional and conflict views of why social stratification is universal.

Topic/Concept: Why Is Social Stratification Universal?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.4.27 Elites in medieval Europe maintained stratification by using __________. a. an iron fist b. monitoring c. soft control d. hard control Answer: c. soft control Learning Objective: LO 7.4 Discuss the ways that elites keep themselves in power.

Topic/Concept: How Do Elites Maintain Stratification?

Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q7.4.28 The divine right of kings asserts that a sovereign‘s authority comes from __________. a. that sovereign‘s forebears b. God c. the people d. the sovereign‘s superior intellectual ability Answer: b. God Learning Objective: LO 7.4 Discuss the ways that elites keep themselves in power.

Topic/Concept: How Do Elites Maintain Stratification?

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q7.4.29 Compared to the others, which tactic is most effective in maintaining society‘s stratification? a. Use of brute force b. Control of people‘s ideas c. Control of people‘s food d. Installing elites without term limits Answer: b. Control of people‘s ideas Learning Objective: LO 7.4 Discuss the ways that elites keep themselves in power.

Topic/Concept: How Do Elites Maintain Stratification?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.4.30 To maintain their power, elites attempt to __________ information. a. freely distribute b. honestly convey c. shut off all d. restrict Answer: d. restrict Learning Objective: LO 7.4 Discuss the ways that elites keep themselves in power.

Topic/Concept: How Do Elites Maintain Stratification?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.4.31 Someone whose writing criticizes the ruling family in Qatar can be __________. a. registered as a public debater in that country b. imprisoned for life c. considered a distant relative of the ruling family d. protected by free speech laws

Answer: b. imprisoned for life Learning Objective: LO 7.4 Discuss the ways that elites keep themselves in power.

Topic/Concept: How Do Elites Maintain Stratification?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.4.32 Suppose Ingo Larsen is a member of the power elite. Which statement regarding this person and new technology would most likely be true? a. New technology is irrelevant to Ingo. b. New technology does not give the elite power tools for monitoring citizens like the old technology did. c. New technology makes it harder for the elite to control information. d. As is the case with most of the elite, Ingo Larsen is probably unfamiliar with new technology.

Answer: c. New technology makes it harder for the elite to control information.

Learning Objective: LO 7.4 Discuss the ways that elites keep themselves in power.

Topic/Concept: How Do Elites Maintain Stratification?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.5.33 The main way the British perpetuate their class system from one generation to the next is through __________. a. education b. surveillance c. the absence of a middle class d. wealth Answer: a. education Learning Objective: LO 7.5 Contrast social stratification in Great Britain and the former Soviet Union.

Topic/Concept: Comparative Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.5.34 In the former Soviet Union, the main way to rank higher in the stratification system was __________. a. formally declaring that socialism was dead b. to be a member of the Communist party c. to secretly amass great private wealth d. via the social class structure Answer: b. to be a member of the Communist party

Learning Objective: LO 7.5 Contrast social stratification in Great Britain and the former Soviet Union.

Topic/Concept: Comparative Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.6.35 The world‘s billionaires—_________ people—own as much of the world‘s wealth as the bottom 60 percent of the entire world‘s population, or roughly ___________ people. a. 800; 5.8 billion b. 5,104; 328 million c. 128; 7.2 billion d. 2,200; 4.6 billion Answer: d. 2,200; 4.6 billion Learning Objective: LO 7.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations.

Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Easy Skill Level: Remember the Facts TB_Q7.6.36 The terms that do NOT imply value judgments about some parts of the world, while dividing it into conceptual groups, are __________. a. first, second, and third worlds b. most industrialized, industrializing, and least industrialized c. superb, adequate, and subpar d. developed, developing, and underdeveloped Answer: b. Most Industrialized, Industrializing, and Least Industrialized Learning Objective: LO 7.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations.

Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.6.37 Which category of nations has the most land? a. Most Industrialized Nations b. Industrializing Nations c. Least Industrialized Nations d. Most populous nations Answer: c. Least Industrialized Nations Learning Objective: LO 7.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations.

Topic/Concept: Global Stratification: Three Worlds

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.6.38 Most of the world‘s population lives in the __________. a. Most Industrialized Nations b. Industrializing Nations c. Least Industrialized Nations d. Western Nations Answer: c. Least Industrialized Nations Learning Objective: LO 7.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations.

Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.6.39 The United States, Canada, Great Britain, France, Japan, Australia, and other countries make up the __________. a. Most Industrialized Nations b. Industrializing Nations c. Least Industrialized Nations d. League of Nations Answer: a. Most Industrialized Nations Learning Objective: LO 7.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations.

Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q7.6.40 Most of the former Soviet Union and the countries it controlled fall into the category of the __________. a. Most Industrialized Nations b. Industrializing Nations c. Least Industrialized Nations d. Unclassified nations Answer: b. Industrializing Nations Learning Objective: LO 7.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations.

Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q7.6.41 In the Least Industrialized Nations, __________ people are poor. a. none b. some c. most d. all Answer: c. most Learning Objective: LO 7.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations.

Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.6.42 The oil-rich, nonindustrialized nations, like Kuwait, __________. a. are among the Least Industrialized Nations b. are distinguished from the Least Industrialized Nations because of their great wealth c. are among the Most Industrialized Nations d. are among the Industrializing Nations Answer: b. are distinguished from the Least Industrialized Nations because of their great wealth Learning Objective: LO 7.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations.

Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.7.43 __________ occurs when one country takes control of another country, usually to take advantage of its resources. a. Colonialism b. The culture of poverty c. World system theory d. Capitalism Answer: a. Colonialism Learning Objective: LO 7.7 Discuss how colonialism and world system theory explain how the world‘s nations became stratified.

Topic/Concept: How Did the World‘s Nations Become Stratified?

Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q7.7.44 ―Core nations‖ and the ―periphery‖ are in relation to a __________. a. neocolony b. colony c. world system d. culture of poverty Answer: c. world system Learning Objective: LO 7.7 Discuss how colonialism and world system theory explain how the world‘s nations became stratified.

Topic/Concept: How Did the World‘s Nations Become Stratified?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.7.45 __________ assumes that the poor have certain attitudes and behaviors that cause them to be different from other people in essential ways. a. Colonialism b. The culture of poverty c. Neocolonialism d. World system theory Answer: b. The culture of poverty Learning Objective: LO 7.7 Discuss how colonialism and world system theory explain how the world‘s nations became stratified.

Topic/Concept: How Did the World‘s Nations Become Stratified?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.8.46 Some sociologists have argued that when colonialism became unfavorable, it was replaced by __________. a. functionalism b. conflict theory c. multinational corporations d. neocolonialism Answer: d. neocolonialism Learning Objective: LO 7.8 Explain how neocolonialism, multinational corporations, and technology help to maintain global stratification.

Topic/Concept: Maintaining Global Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.8.47 The heritage of neocolonialism __________.

a. does not affect people in the West today b. can be found only in history books c. affects people in the West today, in the wars fought and terrorist ideology coming from the affected areas d. is proudly claimed by the nations affected Answer: c. affects people in the West today, in the wars fought and terrorist ideology coming from the affected areas Learning Objective: LO 7.8 Explain how neocolonialism, multinational corporations, and technology help to maintain global stratification.

Topic/Concept: Maintaining Global Stratification Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.8.48 __________ sustain stratification merely through their typical ways of conducting business. a. Local small businesses b. Multinational corporations c. Industrializing nations d. Small farmers Answer: b. Multinational corporations Learning Objective: LO 7.8 Explain how neocolonialism, multinational corporations, and technology help to maintain global stratification.

Topic/Concept: Maintaining Global Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.8.49 Global domination currently __________, with more pronounced changes evident as we enter the twenty-second century. a. remains in the hands of the East b. may be moving from West to East c. is shared democratically by the East and the West d. may be moving from East to West Answer: b. may be moving from West to East Learning Objective: LO 7.8 Explain how neocolonialism, multinational corporations, and technology help to maintain global stratification.

Topic/Concept: Maintaining Global Stratification Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.7.50 Global stratification in its present configuration__________. a. is not difficult to sustain

b. will likely be protected forever c. is precarious d. will definitely disappear in a few years Answer: c. is precarious Learning Objective: LO 7.9 Identify strains in today‘s system of global stratification Topic/Concept: Strains in the Global System: Uneasy Realignments Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q7.1.51: Describe India‘s caste system.

Feedback: India‘s caste system is based on religion rather than race. The system is nearly three thousand years old. The four main castes are (top to bottom): Brahmin (priests and teachers); Kshatriya (rulers and soldiers); Vaishya (merchants and traders); Shudra (peasants and laborers); and Dalit (outcastes). Although the system was officially abolished in 1949, it persists.

Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.1.52: What is the global superclass?

Feedback: The global superclass is a worldwide upper class that concentrates wealth and power more than ever before. It is made up of about 1,000 members. These have more wealth than the 2½ billion poorest people on Earth. Almost all members are White. There are few women except as wives and daughters. There is nothing in history to which to compare this class.

Learning Objective: LO 7.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification.

Topic/Concept: Systems of Social Stratification Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.2.53: Discuss the ―three Ps‖ of social class, according to Max Weber.

Feedback: The ―three Ps‖ are property, prestige, and power. (Weber actually used the terms ―class,‖ ―power,‖ and ―status.‖) Property leads to power, which leads to prestige; prestige can lead to power, which can lead to property; power leads to property, which leads to prestige.

Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what determines social class.

Topic/Concept: What Determines Social Class?

Difficulty Level: Difficult Skill Level: Analyze It

TB_Q7.3.54: Which groups receive the most and the least resources under the functionalist perspective? Does this arrangement change according to the conflict theory perspective?

Feedback: From the functionalist perspective, most resources go to people who perform the more important functions. These are thought to be more capable and more industrious people. The fewest resources go to people who perform the less important functions, who are thought to be less capable and less industrious. Under the conflict theory perspective, most resources go to those who occupy the more powerful positions, and the fewest resources go to those who occupy the less powerful positions.

Learning Objective: LO 7.3 Contrast the functional and conflict views of why social stratification is universal.

Topic/Concept: Why Is Social Stratification Universal?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.7.55: Describe the viewpoint that colonialism explains how the world‘s nations became stratified.

Feedback: The countries that industrialized first got a jump on the rest of the world. They used their increasing wealth to make arms and fast ships. They invaded weaker nations and made colonies out of them. The more powerful countries left a controlling force behind to exploit the nation‘s labor and natural resources. In this way, colonialism shaped many of the Least Industrialized Nations.

Learning Objective: LO 7.7 Discuss how colonialism and world system theory explain how the world‘s nations became stratified.

Topic/Concept: How Did the World‘s Nations Become Stratified?

Difficulty Level: Difficult Skill Level: Analyze It

Chapter 8: Social Class in the United States Multiple-Choice Questions TB_Q8.1.1 Max Weber defined _________ as a large group of people who rank close to one another in property, power, and prestige. a. status consistency b. social class c. the proletariat d. capitalists Answer: b. social class Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.1.2 __________ consists of any of the various types of material possessions. a. Wealth b. Property c. Income d. Power Answer: b. Property Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.3 The total value of all a person owns, minus the debts of that person, yields__________. a. income b. property c. wealth d. power Answer: c. wealth Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.4 Any money a person receives, whether it comes from a paycheck or from assets is considered __________. a. capital b. property c. wealth d. income Answer: d. income

Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.5 Income and wealth are __________. a. different terms for the same thing b. different concepts c. related in the same way that output is related to input d. related in that if a person has a lot of one, they are certain to have a lot of the other Answer: b. different concepts Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q8.1.6 What percentage of the nation‘s wealth is owned by the wealthiest 1 percent of Americans? a. about a tenth b. about a quarter c. about a third d. most Answer: c. about a third Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.7 What percentage of the nation‘s wealth is owned by the wealthiest 10 percent of Americans? a. about a tenth b. about a third c. about half d. about three-quarters

Answer: d. about three-quarters Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.8 Applying the analogy that some U.S. families have an income that could be represented by the height of Mount Everest, then the average American family has an income that is about __________ feet off the ground. a. 3 b. 22 c. 700 d. 4,000 Answer: b. 22 Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q8.1.9 In 2022, the highest-paid U.S. chief executive officer (CEO) received __________. a. $950,000 b. $36 million c. $102 million d. $372 million Answer: d. $372 million Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q8.1.10 Income inequality in the United States __________. a. has decreased dramatically since 1970 b. decreased from 1935 to 1970, and increased thereafter c. has not changed since 1970 d. has steadily increased since 1935 to the present Answer: b. decreased from 1935 to 1970, and increased thereafter

Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.11 __________ enables a person to exert their will even in the face of opposition. a. Social class b. Status c. Power d. Prestige Answer: c. Power Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.12 C. Wright Mills identified the major decision-makers at the highest levels of corporations, politics, and the armed forces in the United States as the __________. a. power elite b. intelligentsia c. nation‘s finest d. bourgeoisie Answer: a. power elite Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.13 Compared to the others, which occupation has the most prestige in the United States? a. Physician b. Banker c. Actress d. Plumber Answer: a. Physician

Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q8.1.14 The __________ of an occupation refers specifically to how highly people think of it. a. status consistency b. power c. prestige d. status inconsistency Answer: c. prestige Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.15 Ida Claire is the president of her neighborhood association, which in that group affords her a high __________. a. status inconsistency b. status c. degree of wealth d. status consistency Answer: b. status Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q8.1.16 Status consistency refers to __________. a. day-to-day stability b. ranking high on power and prestige even if low on property c. ranking the same in power, prestige, and property d. lateral mobility Answer: c. ranking the same in power, prestige, and property

Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.17 Ranking high on some dimensions of social class and low on others would constitute __________. a. status inconsistency b. prestige c. status consistency d. limited power Answer: a. status inconsistency Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q8.2.18 Emile Durkheim used the term __________ to describe the situation in which people become separated from the usual norms that are expected to guide their behavior. a. ―frustration‖ b. ―the underclass‖ c. ―politics‖ d. ―anomie‖ Answer: d. ―anomie‖ Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.19 Based on anecdotal musings about lottery winners, sudden wealth often seems to bring __________. a. only pleasant consequences b. trouble c. many genuine offers of friendship d. guaranteed happiness Answer: b. trouble Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class

Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q8.2.20 Sociologist Erik Wright characterized a position in the class structure that contains inherently contradictory interests as a(n) __________. a. contradictory class location b. proletariat c. inconsequential other d. capitalist Answer: a. contradictory class location Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.21 Karl Marx‘s model of the social classes specifically included __________. a. managers b. workers c. petty officers d. royalty Answer: b. workers Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.2.22 Which group members, because of their great wealth, are at the top of Erik Wright‘s modification of Karl Marx‘s model of social classes? a. Workers b. Petty bourgeoisie c. Managers d. Capitalists Answer: d. Capitalists Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q8.2.23 Because of the large differences between types of workers and owners, Erik Wright felt it necessary to modify Karl Marx‘s model of social classes to include __________ . a. clergy b. capitalists

c. managers d. royalty Answer: c. managers Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.24 The upper end of the capitalist class is occupied by those __________. a. with ―old money‖ b. who are philanthropists exclusively c. with ―new money‖ d. with the highest level of happiness Answer: a. with ―old money‖ Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.25 Philanthropist Bill Gates has given away __________. a. $50 million. b. $100 million. c. $3 billion. d. $30 billion.

Answer: d. $50 billion.

Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q8.2.26 The social class members most clearly affected by education are those in the __________ class. a. upper-middle b. lower-middle c. working d. upper Answer: a. upper-middle Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q8.2.27 Compared to the working class, the lower-middle class generally has __________. a. less prestige b. a higher income c. the same attributes d. a lower income Answer: b. a higher income Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.28 Which social class members likely consider themselves the real workers and those above them practically inexperienced? a. The underclass b. The working poor c. The working class d. The upper-middle class Answer: c. The working class Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.29 Most members of the working-poor class __________. a. dropped out of high school b. are really lower-middle-class people who are unemployed c. dropped out of college d. have earned a bachelor‘s degree Answer: a. dropped out of high school Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.30 Sara did menial work—mostly housecleaning—when she could find it. She had been homeless for a year, and since then simply did not have a good enough employment record to find a regular job. She relied on welfare, a subsidized rental, food stamps, and even the occasional visit

to a food pantry to supplement her meager work income. In terms of class, Sara belonged to the __________. a. working poor b. underclass c. working class d. lower-middle class Answer: b. underclass Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q8.2.31 The __________ includes people who are currently experiencing homelessness. a. working poor b. working class c. underclass d. lower-middle class Answer: c. underclass Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.32 As a person moves up the social class ladder, what generally happens to their health? a. It improves. b. It stays the same. c. There is no change. d. It worsens.

Answer: a. It improves.

Learning Objective: LO 8.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system.

Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.33 As people move down the social class ladder, what typically happens to their mental health? a. It improves. b. It stays the same. c. There is no change. d. It worsens.

Answer: d. It worsens.

Learning Objective: LO 8.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system.

Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.34 In the context of raising children, parents occupying the social lower class tend to __________. a. develop their children‘s creative skills b. encourage their children to question authority c. encourage their children to obey and conform d. develop their children‘s leadership skills Answer: c. encourage their children to obey and conform Learning Objective: LO 8.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system.

Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.35 In the context of religion, people occupying the social lower classes tend to be attracted to __________. a. quieter services b. more expressive forms of worship c. Zoroastrianism d. the nearest church Answer: b. more expressive forms of worship Learning Objective: LO 8.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system.

Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.36 Which statement is true about people toward the bottom of the class structure? a. They are more likely to be politically active. b. On economic issues, they are conservative. c. They are less likely to be politically active. d. They walk the same political paths as the rich.

Answer: c. They are less likely to be politically active.

Learning Objective: LO 8.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system.

Topic/Concept: Consequences of Social Class Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q8.3.37 White-collar crimes are usually addressed __________. a. by police b. by courts c. outside the purview of the criminal justice system d. by prison sentences Answer: c. outside the purview of the criminal justice system Learning Objective: LO 8.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system.

Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.4.38 __________ refers to the change that family members make in social class from one generation to the next. a. Structural mobility b. Exchange mobility c. Intergenerational mobility d. Anomie Answer: Intergenerational mobility Learning Objective: LO 8.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain.

Topic/Concept: Social Mobility Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.4.39 In Mexico, Javier was a physician. Javier immigrated to the United States and ended up working as a carpenter (which had been his hobby in Mexico). Javier experienced __________ mobility. a. downward social b. upward social c. intergenerational d. exchange Answer: a. downward social Learning Objective: LO 8.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain.

Topic/Concept: Social Mobility Difficulty Level: Moderate Skill Level: Apply What You Know

TB_Q8.4.40 Gino‘s first job out of college was as a bank teller, and fifteen years later he ended up running the bank. This is an example of __________ mobility a. upward social b. intergenerational c. downward social d. lateral Answer: a. upward social Learning Objective: LO 8.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain.

Topic/Concept: Social Mobility Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q8.4.41 __________ mobility is movement either up or down the social class ladder due more to changes in society than to the actions of individuals. a. Structural b. Upward c. Downward d. Intergenerational Answer: a. Structural Learning Objective: LO 8.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain.

Topic/Concept: Social Mobility Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.4.42 In __________ mobility, a large number of people move up the social class ladder, a large number move down, and the social class system shows little change. a. downward b. structural c. exchange d. upward Answer: c. exchange Learning Objective: LO 8.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain.

Topic/Concept: Social Mobility Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.4.43

It is likely to be painful __________. a. only to go up the social ladder b. only to go down the social ladder c. to move on the social ladder, either up or down d. to remain at the same spot on the social ladder Answer: c. to move on the social ladder, either up or down Learning Objective: LO 8.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain.

Topic/Concept: Social Mobility Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.4.44 What proportion of all African American adults works at white-collar jobs today? a. one-fourth b. more than half c. two-thirds d. more than three-fourths Answer: b. More than half Learning Objective: LO 8.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain.

Topic/Concept: Social Mobility Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.5.45 The official measure of poverty used by the U.S. government is __________. a. the poverty line b. kept secret c. five times a low-cost food budget d. nine times a low-cost food budget Answer: a. the poverty line Learning Objective: LO 8.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age.

Topic/Concept: Poverty Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.5.46 Which statement about poverty is correct? a. Poverty is rare in the United States. b. Most of the people who are poor do not want to get a job. c. More children than adults live in poverty.

d. There is more poverty in urban areas than in rural areas.

Answer: c. More children than adults live in poverty.

Learning Objective: LO 8.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age.

Topic/Concept: Poverty Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.5.47 The region of the United States that has the most poverty is the __________. a. South b. North c. West d. East Answer: a. South Learning Objective: LO 8.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age.

Topic/Concept: Poverty Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.5.48 About __________ of high school dropouts are poor, whereas approximately __________ of those with college degrees are poor. a. 25 percent; 75 percent b. 75 percent; 25 percent c. 5 percent; 20 percent d. 25 percent; 5 percent Answer: d. 25 percent; 5 percent Learning Objective: LO 8.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age.

Topic/Concept: Poverty Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.5.49 The Horatio Alger myth __________. a. challenges the geography of poverty b. encourages limitless deprivation for its own sake c. contributes to maintaining society as it is d. supports getting ahead through immediate gratification Answer: c. contributes to maintaining society as it is

Learning Objective: LO 8.6 Contrast the dynamics of poverty with the culture of poverty, explain why people are poor and how deferred gratification is related to poverty, and comment on the Horatio Alger myth.

Topic/Concept: The Dynamics of Poverty versus the Culture of Poverty Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.7.50 Those who have __________ will likely make up the second tier in a three-tier society. a. the least money b. no skills c. technical skills d. the most money Answer: c. technical skills Learning Objective: LO 8.7 Discuss the possibility that we are developing a three-tier society.

Topic/Concept: Peering in the Future: Will We Live in a Three-Tier Society?

Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q8.1.51: What are the four characteristics of jobs that have the most prestige?

Feedback: Jobs that command the greatest prestige have four elements in common: they pay more, they require more education, they involve more abstract thought, and they offer greater autonomy.

Learning Objective: LO 8.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency.

Topic/Concept: What Is Social Class?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.2.52: Describe characteristics of the underclass.

Feedback: The underclass is the lowest rung of the social class system. About 5 percent of the U.S. population falls into this class. It may be characterized as concentrated in the inner city, composed of people with little or no connection to the job market who tend to be supported by welfare, food stamps, and food pantries. This social class includes people who are currently experiencing homelessness.

Learning Objective: LO 8.2 Contrast Marx‘s and Weber‘s models of social class.

Topic/Concept: Sociological Models of Social Class Difficulty Level: Difficult Skill Level: Analyze It

TB_Q8.3.53: Describe three effects of social class on family life.

Feedback: Three effects of social class on family life are: (1) Choice of a spouse or partner; background expectations shrink the field of eligible romantic partners in the capitalist class. (2) Divorce; the more difficult life of people occupying the lower social classes leads to higher rates of divorce. (3) Child rearing; parents raise children differently, depending on the parents‘ occupations, and by extension, the social class they occupy.

Learning Objective: LO 8.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system.

Topic/Concept: Consequences of Social Class Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.4.54: Discuss research investigating women and social mobility.

Feedback: Sociological research efforts have historically not focused on women in studies of social mobility, with an abundance of research focused on fathers, sons, or husbands. Early research tended to ascribe the social class position of a husband to the husband‘s wife. Now that white-collar jobs and professions have opened up to women to a much greater extent, studies of social mobility among women have begun; however, research in this area is in its infancy. This will be a fruitful area of research in coming years.

Learning Objective: LO 8.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain.

Topic/Concept: Social Mobility Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.5.55: Discuss the impact of geography on poverty in the United States.

Feedback: Poverty in the United States has clustered in the South for over 150 years. Poverty in rural areas is consistently higher than either poverty in cities or the national average. In a reversal of past trends, more poor people now live in the suburbs than in the cities.

Learning Objective: LO 8.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age.

Topic/Concept: Poverty Difficulty Level: Difficult Skill Level: Analyze It

Chapter 9: Race and Ethnicity Multiple-Choice Questions TB_Q9.1.1 A(n) __________ refers to a group whose inherited physical characteristics distinguish it from other groups. a. ethnicity b. race

c. minority group d. dominant group Answer: b. race Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.1.2 Given the vast variety of skin colors, hair types, eye shapes and colors, lip shapes, and other attributes that humans display, contrasted with the biological reality of the human genome underlying all people, perhaps the most sensible conclusion to reach is that _______________. a. there are two fundamental ―races‖ and no more b. ―race‖ has no meaning in any sociological sense c. there are as many ―races‖ as there are humans; so, about eight billion d. there is only one ―race‖; the human race Answer: d. there is only one ―race‖; the human race Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.1.3 Which statement about race is true? a. ―Race‖ is a concept that biologists and anthropologists agree upon. b. Physical anthropologist Ashley Montagu thought there were only two verifiable ―racial‖ groups. c. Physical anthropologist Ashley Montagu classified humans into forty ―racial‖ groups. d. Sociologists and anthropologists agree that there are two thousand ―races.‖ Answer: c. Physical anthropologist Ashley Montagu classified humans into forty ―racial‖ groups.

Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q9.1.4 The idea of racial superiority is __________. a. consistent with some of the sociological evidence b. a myth

c. generally applied to a group other than one‘s own d. undeniably true Answer: b. a myth Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.5 The annihilation or attempted annihilation of a people because of their presumed race or ethnicity is known as __________. a. genocide b. racial superiority c. racial purification d. ethnic work Answer: a. genocide Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.1.6 The difference between ethnicity and race is that ethnicity refers to __________ characteristics, and race to __________ characteristics to distinguish one group of people from another. a. cultural; biological b. inherited biological; cultural c. dominant group; minority group d. minority group; dominant group Answer: a. cultural; biological Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.7 People who are singled out for unequal treatment and who regard themselves as objects of collective discrimination constitute a __________. a. dominant-recessive group b. smaller group c. minority group

d. majority group Answer: c. minority group Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.8 A(n) __________ group has the most power, greatest privileges, and highest social status. a. racial b. established minority c. ethnic d. dominant Answer: d. dominant Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.9 There are two ways that a group can become a minority group. Both involve, in one way or another, __________. a. race b. ethnic work c. climate d. geography Answer: d. geography Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.1.10 Siobhan has a strong sense of ethnic identity. This identity should be __________ by Siobhan‘s group having smaller numbers in society and being the object of discrimination. a. somewhat lessened b. heightened c. unaffected d. pretty well eliminated Answer: b. heightened Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q9.2.11 __________ is to thought as _________ is to behavior. a. Minority; majority b. Prejudice; discrimination c. Majority; minority d. Discrimination; prejudice Answer: b. Prejudice; discrimination Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.2.12 Usually negative, __________ is an attitude or prejudgment. a. prejudice b. contact theory c. rejecting the norms of a dominant group d. discrimination Answer: a. prejudice Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.2.13 __________ refers to discrimination based on race. a. Ethnicity b. Racism c. Institutional discrimination d. Unintended discrimination Answer: b. Racism Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q9.2.14 Like most attitudes that people hold, prejudice is __________. a. largely genetic b. a tangible quality c. learned d. inevitable Answer: c. learned Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.2.15 Sociologists who interviewed some members of extremist groups, such as neo-Nazi skinheads or members of the Ku Klux Klan, found that in many cases __________. a. members‘ racism was not the cause of their joining an extremist group; rather, joining was the cause of their racism b. potential members held no opinion one way or another regarding prejudice or discrimination directed toward a particular racial group c. extremist groups have a kind of ―standardized test‖ they administer to new members, to identify their existing level of racial prejudice d. members‘ existing racist attitudes led them to seek groups whose members shared similar beliefs Answer: a. members‘ racism was not the cause of their joining an extremist group; rather, joining was the cause of their racism Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.2.16 In the 1940s, Eugene Hartley made up the names of three ethnic groups—Wallonians, Pireneans, and Danireans—and found that people who were prejudiced against Jews and Black people __________. a. expressed global admiration for the nonexistent Wallonians, Pireneans, and Danireans b. also hated the nonexistent Wallonians, Pireneans, and Danireans c. praised the nonexistent Wallonians, Pireneans, and Danireans for their support in the struggle against their enemies d. questioned who the nonexistent Wallonians, Pireneans, and Danireans were Answer: b. also hated the nonexistent Wallonians, Pireneans, and Danireans

Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.2.17 Raphael Ezekiel‘s sociological investigations found that Ku Klux Klan and neo-Nazi leaders __________. a. are motivated primarily by hunger for power b. have a deep, underlying psychological insecurity brought on by poverty c. believe all people are the same in the eyes of God d. are motivated primarily by hate Answer: a. are motivated primarily by hunger for power Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q9.2.18 Carefully controlled psychological experiments employing the Implicit Association Test reveal that, in many cases, people in the minority __________ the norms of the dominant group and learn to be __________ people in their own group. a. are prejudiced against; always tolerant of b. internalize; prejudiced against c. externalize; critical of d. reject; accepting of Answer: b. internalize; prejudiced against Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.2.19 __________ refers to person-to-person or face-to-face discrimination. a. Institutional discrimination b. Individual discrimination c. Racism d. Prejudice

Answer: b. Individual discrimination Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.2.20 __________ is negative treatment of a minority group built into society‘s institutions. a. Institutional prejudice b. Unintentional discrimination c. Institutional discrimination d. Sexism Answer: c. Institutional discrimination Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.2.21 Compared to the others, which group of applicants statistically are most frequently offered unfavorable mortgage loans? a. White applicants b. African American applicants c. Wallonian applicants d. Asian American applicants Answer: b. African American applicants Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.2.22 Presently, the life expectancy for African American females is about __________ years, and for white American females it is __________ years. a. 68; 68 b. 78; 81 c. 83; 89 d. 88; 90 Answer: b. 78; 81

Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Analyze It TB_Q9.2.23 In unintentional discrimination, __________. a. the discrimination is deliberate b. the discrimination is written into law c. no one realizes it is happening d. health care is one area that is exempt Answer: c. no one realizes it is happening Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.3.24 A person or group unfairly blamed for someone‘s troubles is a(n) __________. a. scapegoat b. symbolic interactionist c. authoritarian personality d. example of selective perception Answer: a. scapegoat Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.3.25 Florian is someone whom Theodor Adorno, back in the 1940s and 1950s, would likely have said has an authoritarian personality. As a prime example, Florian is __________. a. tolerant of others b. secure c. very submissive to superiors d. free of prejudice Answer: c. very submissive to superiors Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q9.3.26 One counterintuitive perspective on prejudice is that it is __________ for groups because of the way it creates bonding, cohesion, and unity. a. interactionist b. functional c. dysfunctional d. a product of a split labor market Answer: functional Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.3.27 According to conflict theory, owners take advantage of the __________ to keep workers from having too much power. a. reserve labor force b. split labor market c. functionalists d. authoritarians Answer: b. split labor market Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.3.28 Conflict theorists argue that capitalists use the __________ to increase production during good economic times and then lay them off during the bad times. a. split labor market b. overemployed c. reserve labor force d. scapegoats Answer: c. reserve labor force Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q9.3.29 According to __________, members of different groups think their group will only be able to get ahead if the other groups fall behind. a. conflict theorists b. functionalists c. anthropologists d. symbolic interactionists Answer: a. conflict theorists Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.3.30 Symbolic interactionists focus on the role of __________ in affecting perception and creating prejudice. a. the authoritarian personality b. labels c. history d. conflict Answer: b. labels Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.3.31 In Gertie‘s mind, members of a group other than her own are always given the best grades in class; however, she doesn‘t realize it is because they work so hard to get those grades. Gertie‘s tendency of seeing certain aspects of the situation, but not being able to see other aspects of that situation, is __________. a. normal perception b. a route to greater tolerance if we apply labels to groups c. a focus of conflict theorists d. selective perception Answer: d. selective perception Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Moderate

Skill Level: Apply What You Know TB_Q9.3.32 __________ can create self-fulfilling stereotypes. a. Labels b. Capitalists c. Functionalists d. The authoritarian personality Answer: a. Labels Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.4.33 As White people colonized the United States and expanded westward, what did most Native Americans die from? a. Disease b. Violence c. Starvation d. Segregation Answer: a. Disease Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.4.34 __________ enables people to separate what they do, even if it is reprehensible, from the way they feel about themselves. a. Segregating b. Compartmentalizing c. Assimilating d. Encouraging pluralism Answer: b. Compartmentalizing Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.4.35

The United States government forced Native Americans to move to reservations; this is an example of __________. a. direct population transfer b. friendship c. indirect population transfer d. assimilation Answer: a. direct population transfer Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q9.4.36 Genocide and forced population transfer are both types of __________. a. internal colonialism b. segregation c. assimilation d. ethnic cleansing Answer: d. ethnic cleansing Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.4.37 __________ takes advantage of the work of minority group members and allows the dominant group to reap the economic gain. a. Ethnic cleansing b. Internal colonialism c. Population transfer d. Compartmentalization Answer: b. Internal colonialism Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.4.38 __________ is a policy of keeping racial–ethnic groups apart. a. Segregation

b. Multiculturalism c. Internal colonialism d. Assimilation Answer: a. Segregation Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.4.39 When a group is absorbed into the mainstream culture, it is known as __________. a. assimilation b. apartheid c. segregation d. population transfer Answer: a. assimilation Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.4.40 __________ refers to a policy that permits or encourages ethnic differences. a. Functionalism b. Ethnic cleansing c. Multiculturalism d. Compartmentalization Answer: c. Multiculturalism Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.5.41 WASP stands for __________. a. Women Against Sexual Predators b. White Anglo-Saxon Protestant c. War Against Selected Populations d. Working Around Selected Populations Answer: b. White Anglo-Saxon Protestant

Learning Objective: LO 9.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans.

Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.5.42 Immigrants to the United States from Poland, Ireland, Italy, and Germany are examples of __________. a. White ethnics b. WASPs c. PIIGs d. Latinos Answer: a. White ethnics Learning Objective: LO 9.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans.

Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.5.43 Among Americans of European descent, the largest group comes from __________. a. Germany b. England c. Italy d. Norway Answer: a. Germany Learning Objective: LO 9.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans.

Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Moderate Skill Level: Analyze It TB_Q9.5.44 __________ refers to people from any of the Spanish-speaking countries of Latin America. a. Latino b. WASP c. Mexicano d. Cubano Answer: a. Latino Learning Objective: LO 9.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans.

Topic/Concept: Racial–Ethnic Relations in the United States

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.5.45 Broadly speaking, the highest percentage of the dominant group in the United States is found in the __________. a. North b. South c. East d. West Answer: a. North Learning Objective: LO 9.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans.

Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.5.46 Compared to the others, which group in the United States has the highest median family income? a. Whites b. Asian Americans c. Latinos d. Native Americans Answer: b. Asian Americans Learning Objective: LO 9.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans.

Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q9.5.47 Sociologists disagree among themselves on whether the life chances of African Americans are affected more by __________ or by race. a. history b. ethnicity c. White ethnics d. social class Answer: d. social class Learning Objective: LO 9.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans.

Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q9.5.48 Native Americans today speak __________ different languages. a. 3 b. 27 c. 84 d. 169 Answer: d. 169 Learning Objective: LO 9.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans.

Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q9.6.49 The fear many people hold, that too many immigrants will change the United States too much, is __________. a. traced to just the last two decades b. causing immigration to taper to a trickle c. age-old d. confined to Arizona Answer: c. age-old Learning Objective: LO 9.6 Discuss immigration, a multicultural society, and the future of racial-ethnic relations.

Topic/Concept: Looking toward the Future Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.6.50 There is __________ prejudice and discrimination in U.S. race–ethnic relations today than there was in the past. a. vastly more b. somewhat more c. the same amount of d. less Answer: d. less Learning Objective: LO 9.6 Discuss immigration, a multicultural society, and the future of racial-ethnic relations.

Topic/Concept: Looking toward the Future Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions

TB_Q9.1.51: Discuss the myth of pure races.

Feedback: There is such a mixture of physical characteristics among people that the idea of pure races is a myth. Human characteristics flow endlessly together. The mapping of the human genome system shows how similar humans around the world are, and how little biological variation, even at the molecular level, there is in what are called racial groups.

Learning Objective: LO 9.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work.

Topic/Concept: Laying the Sociological Foundation Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.2.52: Differentiate between prejudice and discrimination.

Feedback: Discrimination is an action. It is unfair treatment in some way. Prejudice is an attitude, a prejudging, usually in a negative way, but it can also be in a positive way. Prejudice can lead to discrimination, just as many other attitudes manifest themselves in behavior. It is also the case, however, that performing a behavior can shape attitudes, so engaging in acts of discrimination can foster prejudicial attitudes. The important point is that these are distinguishable levels of analysis; presumably someone could hold highly prejudicial attitudes without ever acting on them, in which case the person is prejudiced but not engaged in discrimination.

Learning Objective: LO 9.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination.

Topic/Concept: Prejudice and Discrimination Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.3.53: What is the connection between frustration and scapegoats?

Feedback: John Dollard, Neal Miller, and other psychologists in the 1930s suggested that frustration leads to aggression, a rather global proposal that has received some support (but not consistently) in the many decades since it was proposed. Part of that ―aggression‖ might manifest itself in the formation of prejudicial attitudes and subsequent discriminatory behavior. People unable to strike out at the real source of their frustration (such as unemployment) look for someone to blame: a scapegoat. Generally, a scapegoat is a racial–ethnic or religious minority, but really, anyone will do. The scapegoat becomes a target upon which to vent frustrations.

Learning Objective: LO 9.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.4.54:

Explain the relationship between labels and genocide, and how labeling can help a person maintain cognitive consistency in the face of performing unconscionable acts.

Feedback: Labels are powerful, and dehumanizing labels are especially powerful. Labels help to separate acts of cruelty from people‘s sense of being good and decent people (compartmentalization). People can even kill members of what is regarded as an inferior group and still retain a good self-concept.

Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.4.55: Arrange the six global patterns of intergroup relations along a continuum from greatest acceptance to least acceptance.

Feedback: The six global patterns of intergroup relations, from greatest to least acceptance, are multiculturalism (pluralism), assimilation, segregation, internal colonialism, population transfer, and genocide.

Learning Objective: LO 9.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism.

Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Difficult Skill Level: Analyze It

Chapter 10: Gender and Age Multiple-Choice Questions TB_Q10.1.1 __________ refers to the biological characteristics that distinguish females and males. a. Gender b. Sex c. Gender stratification d. Nurture Answer: b. Sex Learning Objective: LO 10.1 Distinguish between sex and gender; use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology.

Topic/Concept: Issues of Sex and Gender Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.1.2 The behaviors and attitudes that a society considers proper for its females and males are known as __________.

a. primary sex characteristics b. sex c. gender stratification d. gender Answer: d. gender Learning Objective: LO 10.1 Distinguish between sex and gender; use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology.

Topic/Concept: Issues of Sex and Gender Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.1.3 The dominant sociological position is that _________, rather than _________, provide a more compelling explanation of why people do what they do. a. biological forces; social factors b. masculinities; femininities c. femininities; masculinities d. social factors; biology Answer: d. social factors; biology Learning Objective: LO 10.1 Distinguish between sex and gender; use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology.

Topic/Concept: Issues of Sex and Gender Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.2.4 A large-scale study of Vietnam veterans found that men with higher levels of testosterone were more likely to use hard drugs, get into fights, end up in lower-status jobs, and have more sexual partners, compared to those with lower levels of testosterone. However, this was especially true for _________, illustrating a not-unexpected effect of a moderating variable. a. men who remained in the military after their conscription was finished b. men from lower social classes c. veterans who served five or more tours of duty d. veterans who reported having struggled with their gender identity throughout life Answer: b. men from lower social classes Learning Objective: LO 10.1 Distinguish between sex and gender; use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology.

Topic/Concept: Issues of Sex and Gender Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q10.2.5 In a patriarchy, who has the authority? a. democratically elected leaders b. women

c. men d. everyone Answer: c. men Learning Objective: LO 10.2 Discuss the origin of gender discrimination, and review global aspects of violence against women.

Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q10.2.6 No matter what the activity, it is given __________ prestige if it is considered women‘s work. a. less b. greater c. no d. all available Answer: a. less Learning Objective: LO 10.2 Discuss the origin of gender discrimination, and review global aspects of violence against women.

Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.2.7 In countries such as Afghanistan, India, Pakistan, Syria, and Jordan, a woman thought to have brought disgrace on her family may be __________. a. condemned to go without speaking for a year b. killed by a male relative in a so-called honor killing c. forced to emigrate abroad d. forbidden to marry Answer: b. killed by a male relative in a so-called honor killing Learning Objective: LO 10.2 Discuss the origin of gender discrimination, and review global aspects of violence against women.

Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.2.8 Which statement about female circumcision is accurate? a. It is legal in all African countries. b. It is practiced in societies controlled by women. c. It is practiced in societies controlled by men. d. It is banned by all hospitals.

Answer: c. It is practiced in societies controlled by men.

Learning Objective: LO 10.2 Discuss the origin of gender discrimination, and review global aspects of violence against women.

Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.3.9 __________ is the philosophy that women and men should be politically, economically, and socially equal. a. Sexism b. Gender tracking c. Feminism d. Suffragism Answer: c. Feminism Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.3.10 Astrid was involved in the first wave of feminism. She was thrilled when women received the right to vote in the United States, which is the goal she had sought. Astrid was part of the __________. a. radical branch of the first wave of feminism b. conservative branch of the first wave of feminism c. losing branch of the women‘s movement d. the focused branch, as it is known, of the women‘s movement Answer: b. the conservative branch of the first wave Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q10.3.11 In 1916, feminists founded the _________, and in 1917 they began to picket the White House, primarily in support of suffrage for women. a. Suffragists for Progress b. National Women‘s Party c. National Organization of Women d. Women United for Advancement organization b. National Women‘s Party Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q10.3.12 The goals of the second wave of feminism __________. a. are still continuing b. have been met c. mainly concerned voting rights d. have been subsumed under the more general goals of socialism Answer: a. are still continuing Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.3.13 A focus on the problems of women found in Least Industrialized Nations is characteristic of __________ feminism. a. the first wave of b. the second wave of c. the third wave of d. all waves of Answer: c. the third wave of Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.3.14 Currently in higher education, women earn ________ percent of all bachelor‘s degrees and _______percent of all master‘s degrees. a. 14; 33 b. 38; 46 c. 57; 61 d. 63; 72 Answer: c. 57; 61Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q10.3.15 __________ is evident at the community college level, where men earn 93 percent of the associates‘ degrees in the ―masculine‖ field of construction trades, whereas women are awarded 95 percent of the associates‘ degrees in the ―feminine‖ field of ―family and consumer sciences.‖ a. The glass ceiling b. Inequity c. Gender tracking d. Gender stratification Answer: c. Gender tracking Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.3.16 The sociological perspective would argue that _________, rather than _________, channels women and men into different educational paths. a. some presumed innate characteristic; limited opportunities b. limited opportunities; personal interests c. socialization; some presumed innate characteristic d. personal interests; socialization Answer: c. socialization; some presumed innate characteristic Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Analyze It TB_Q10.3.17 The __________ of women has led to affirmative action for men in some U.S. colleges. a. declining enrollment b. equal enrollment c. soaring enrollment d. gender tracking Answer: c. soaring enrollment Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q10.3.18 From 1970 to the present, the number of women entering the field of dentistry __________. a. remained virtually unchanged b. decreased in small increments with each passing decade c. increased dramatically d. remained stable until 1985, then began to drop quickly Answer: c. increased dramatically Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q10.3.19 As a female, Edweena is statistically more likely to earn a degree in __________ than in __________. a. psychology; information sciences b. physical sciences; biological sciences c. engineering; psychology d. computer sciences; information sciences Answer: a. psychology; information sciences Learning Objective: LO 10.3 Review the rise of feminism, and summarize gender inequality in education.

Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q10.4.20 Currently, about _______ percent of U.S. workers are women. a. 26 b. 48 c. 53 d. 61 Answer: b. 48 Learning Objective: LO 10.4 Explain reasons for the pay gap and discuss the glass ceiling.

Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.4.21 The percentage of women in the work force __________. a. is equal from state to state b. is higher in Texas than in Vermont c. peaks at about 70 percent in North Dakota

d. peaks at about 54 percent in Alabama Answer: c. peaks at about 70 percent in North Dakota Learning Objective: LO 10.4 Explain reasons for the pay gap and discuss the glass ceiling.

Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.4.22 The ―testosterone bonus‖ means that, on average, employers start men out at __________ salaries than women, and __________ catch up. a. lower; men soon b. higher; women soon c. higher; women never d. lower; men never Answer: c higher; women never Learning Objective: LO 10.4 Explain reasons for the pay gap and discuss the glass ceiling.

Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.4.23 A gender gap in pay occurs in __________. a. the West exclusively b. all industrialized nations c. the East exclusively d. some but not all industrialized nations Answer: b. all industrialized nations Learning Objective: LO 10.4 Explain reasons for the pay gap and discuss the glass ceiling.

Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q10.4.24 __________ of the gender pay gap can be explained by career choices. a. Exactly half b. Some portion c. None d. No one knows if any Answer: b. Some portion Learning Objective: LO 10.4 Explain reasons for the pay gap and discuss the glass ceiling.

Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q10.5.25 Which of the following statements about rape is true? a. The rate of rape in the United States has tripled since 1990. b. The rate of rape in the United States has doubled since 1990. c. A fear of rape among U.S. women is well founded. d. Rape has been virtually eliminated.

Answer: c. A fear of rape among U.S. women is well founded.

Learning Objective: LO 10.5 Summarize violence against women: rape, murder, and violence in the home.

Topic/Concept: Gender and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.5.26 Typically, women who are victims of sexual assault are in the __________ age group. a. 15 to 24 b. 25 to 34 c. 50 to 64 d. 65 and older Answer: a. 15 to 24 Learning Objective: LO 10.5 Summarize violence against women: rape, murder, and violence in the home.

Topic/Concept: Gender and Violence Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q10.5.27 Which statement about sexual violence is true? a. Few people who have been victimized by rape are acquainted with the perpetrator. b. Rape does not occur on college campuses. c. Only strangers commit sexual assault. d. Most people victimized by rape are acquainted with the perpetrator.

Answer: d. Most people victimized by rape are acquainted with the perpetrator.

Learning Objective: LO 10.5 Summarize violence against women: rape, murder, and violence in the home.

Topic/Concept: Gender and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.6.28 The first Latina was sworn into the U.S. Senate in __________. a. 1986 b. 2017 c. 1992

d. 2001 Answer: b. 2017 Learning Objective: LO 10.6 Discuss changes in gender and politics.

Topic/Concept: The Changing Face of Politics Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q10.7.29 Women‘s fuller participation in the decision-making processes of social institutions has __________. a. worsened stereotypes b. pushed males into ―masculine‖ activities c. caused the distinction between the sexes to disappear d. allowed us to glimpse what our lives can be like when gender equality is simply a given Answer: d. allowed us to glimpse what our lives can be like when gender equality is simply a given Learning Objective: LO 10.6 Discuss changes in gender and politics.

Topic/Concept: The Changing Face of Politics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.8.30 One of the factors that appears to account for the long lives of the Abkhasians, an agricultural people who live in Georgia, a country that was formerly part of the former Soviet Union, is a diet __________. a. based almost entirely on meat b. that includes soft drinks at every meal c. containing an abundance of fresh fruits and vegetables d. free of alcohol Answer: c. containing an abundance of fresh fruit and vegetables Learning Objective: LO 10.7 Understand how attitudes toward the elderly vary around the world; explain how industrialization led to a graying globe.

Topic/Concept: Aging in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.8.31 Nothing in the nature of aging summons forth any particular viewpoint, leading to the conclusion that people‘s perceptions of how to define ―aging‖ are apparently __________. a. biologically determined b. socially constructed c. unrelated to a person‘s social circumstances d. fabrications Answer: b. socially constructed

Learning Objective: LO 10.7 Understand how attitudes toward the elderly vary around the world; explain how industrialization led to a graying globe. Topic/Concept: Aging in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.8.32 __________ refers to the number of years that an average person at any age can expect to live. a. Global graying b. Life expectancy c. Life span d. Terminal span Answer: b. Life expectancy Learning Objective: LO 10.7 Understand how attitudes toward the elderly vary around the world; explain how industrialization led to a graying globe. Topic/Concept: Aging in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.8.33 The growing percentage of older people in the U.S. population is __________. a. known as life expectancy b. a minor demographic adjustment c. referred to as the graying of America d. referred to as the life span Answer: c. referred to as the graying of America Learning Objective: LO 10.7 Understand how attitudes toward the elderly vary around the world; explain how industrialization led to a graying globe. Topic/Concept: Aging in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.8.34 Life expectancy peaks at a world high of 86.0 years in __________. a. Japan b. Denmark c. Australia d. Taiwan Answer: a. Japan Learning Objective: LO 10.7 Understand how attitudes toward the elderly vary around the world; explain how industrialization led to a graying globe.

Topic/Concept: Aging in Global Perspective Difficulty Level: Moderate Skill Level: Analyze It

TB_Q10.9.35 __________ is the longest that any human has lived. a. Aging b. Life expectancy c. Life span d. Age 141 years Answer: c. Life span Learning Objective: LO 10.7 Understand how attitudes toward the elderly vary around the world; explain how industrialization led to a graying globe.

Topic/Concept: Aging in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.9.36 In colonial times in what is now the United States, old age __________. a. was stigmatized as being a burden on society b. was looked upon favorably c. did not exist d. marked the onset of early retirement Answer: b. was looked upon favorably Learning Objective: LO 10.8 Discuss changes in perceptions of the elderly.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.9.37 __________ weakened the traditional respect for older adults found in earlier times. a. The Internet b. The twenty-first century c. Immigration d. Industrialization Answer: d. Industrialization Learning Objective: LO 10.8 Discuss changes in perceptions of the elderly.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.9.38 Gerotranscendence, a sociological theory, implies that as people age, __________. a. they tend to see things more as black and white b. they begin to see themselves as part of a grander scheme c. their tolerance of others diminishes d. they become more judgmental of others

Answer: b. they begin to see themselves as part of a grander scheme Learning Objective: LO 10.8 Discuss changes in perceptions of the elderly.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.9.39 In the media, the elderly are __________. a. shown more than one would expect based upon their proportion of the population b. presented only as the Lost Generation c. shown less than one would expect based upon their proportion of the population d. always represented in demeaning ways Answer: c. shown less than one would expect based upon their proportion of the population Learning Objective: LO 10.8 Discuss changes in perceptions of the elderly.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q10.9.40 __________ would emphasize that no set meaning accompanies old age. a. Conflict theorists b. Symbolic interactionists c. Functionalists d. All social scientists Answer: b. Symbolic interactionists Learning Objective: LO 10.8 Discuss changes in perceptions of the elderly.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.10.41 __________ theory maintains that the retirement of older people and the replacement of those retirees with younger people enhances social stability. a. Engagement b. Disengagement c. Continuity d. Activity Answer: b. Disengagement Learning Objective: LO 10.9 Summarize theories of disengagement, activity, and continuity.

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.10.42

According to __________ theory, satisfaction during old age is related to a person‘s amount and quality of activity. a. activity b. continuity c. engagement d. conflict Answer: a. activity Learning Objective: LO 10.9 Summarize theories of disengagement, activity, and continuity.

Topic/Concept: The Functionalist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.10.43 Mohammed had been a science teacher for decades. When he retired, he taught science classes for the general public at the local senior center. This way of adjusting to changes in the lives of the elderly is called __________. a. continuity theory b. disengagement theory c. downsizing d. activity theory Answer: a. continuity theory Learning Objective: LO 10.9 Summarize theories of disengagement, activity, and continuity.

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q10.11.44 According to __________, young people and old people are on opposite sides of a competition playing out in society. a. functionalism b. the conflict perspective c. most older Americans d. symbolic interactionists Answer: b. the conflict perspective Learning Objective: LO 10.10 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict.

Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.11.45 Prior to the introduction of the Social Security system, two-thirds of all U.S. citizens older than 65 had no savings. To rectify this situation, a physician named ___________ rallied older

Americans to agitate for a variety of federal plans that would substantially improve the financial resources of older Americans. a. Milton Caniff b. Maggie Kuhn c. Francis Townsend d. Ruth Handler Answer: c. Francis Townsend Learning Objective: LO 10.10 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict.

Topic/Concept: The Conflict Perspective Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q10.11.46 Social Security and Medicare together take almost __________ of total government revenue. a. one-fifth b. one-third c. one-half d. three-fifths Answer: c. one-half Learning Objective: LO 10.10 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict.

Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q10.11.47 Comparing 1967 to the present, poverty in the United States among children __________, and poverty among the elderly __________. a. decreased; increased b. decreased; returned to 1967 levels c. increased; increased d. returned to 1967 levels; decreased Answer: d. returned to 1967 levels; decreased Learning Objective: LO 10.10 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict.

Topic/Concept: The Conflict Perspective Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q10.12.48 __________ involves people developing creative skills and learning new perspectives in their older years. a. The decline of old age

b. Disengagement c. Creative aging d. Industrialization Answer: c. Creative aging Learning Objective: LO 10.11 Discuss developing views of aging.

Topic/Concept: Looking toward the Future Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.12.49 Compared to the others, which activity is an example of creative aging for a person who is 70 years old? a. Entering a nursing home b. Taking a dance class c. Watching television all day d. Receiving hospice care Answer: b. Taking a dance class Learning Objective: LO 10.11 Discuss developing views of aging.

Topic/Concept: Looking toward the Future Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q10.12.50 How older people live and spend their time is __________. a. evolving b. the same as it has always been c. exclusively a matter of luck d. of no interest to researchers Answer: a. evolving Learning Objective: LO 10.11 Discuss developing views of aging.

Topic/Concept: Looking toward the Future Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q10.1.51: Does the concept of gender have sociological significance? If so, explain that significance.

Feedback: Yes, gender does have sociological significance: it is a device by which society controls its members; it can lead to different life experiences; and it often differentially opens and closes doors to property, power, and prestige.

Learning Objective: LO 10.1 Distinguish between sex and gender; use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology.

Topic/Concept: Issues of Sex and Gender Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.2.52: Because there are more females than males in the general population, how can females be considered a minority group?

Feedback: The term ―minority group‖ refers to people who are discriminated against, regardless of their numbers. In some cases (e.g., women), the minority group is actually the majority in number.

Learning Objective: LO 10.2 Discuss the origin of gender discrimination, and review global aspects of violence against women.

Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.4.53: Today, women are paid about 76 percent of what men are paid. What are some of the reasons for this pay gap?

Feedback: Gender discrimination and career choices are among the many reasons for a pay gap, including the fact that women are more likely to choose lower-paying jobs (such as teaching primary school), whereas men are more likely to enter better-paying fields (such as business and engineering). Sociological concepts such as the ―testosterone bonus‖ or the ―child penalty‖ also play a role.

Learning Objective: LO 10.4 Explain reasons for the pay gap and discuss the glass ceiling.

Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.4.54: Contrast life span and life expectancy in the context of both individuals and populations, and apply each concept to the ―‖graying of America‖ and ―global graying‖ in general.

Feedback: People are often curious to discover some kind of answer to the question, ―How long am I going to live?‖ Turns out it‘s a bit of a tricky question unless some definition and clarity are applied. Life span refers to the maximum length of life of a species; for humans, it refers to the longest that a human has lived. Applying this to any given individual…who can say? The longest presumably documented life span was 122 years, and most biologists agree that the human life span tops off around 120 or so. Life expectancy, on the other hand, refers to the number of years that an average person at any age, including newborns, can expect to live. With advances in vaccinations, nutrition, medical procedures, increased awareness of the importance of exercise, and a host of other biological and environmental factors, life expectancy has generally increased; people tend to live longer now than they did in past generations. What‘s an individual‘s life expectancy? There are plenty of actuarial tables that offer predictions and estimates, but it also comes down to lifestyle factors; diet, exercise, genetics, and so on. At an individual level, then, life span is pretty much assured (―No humans tend to live past 120 or so‖) and life expectancy is

a little bit up for grabs (―Maybe I should eat better, quit smoking, exercise more, and drink less alcohol; that‘ll probably help me live longer‖). At a population level, life span hasn‘t changed – humans still live as long as humans can live – but life expectancy has led to a general ―graying‖ of the population. Because people are living longer (and often in better health), there has been a demographic shift such that older people are now more numerous in the general population than they were previously.

Learning Objective: LO 10.7 Understand how attitudes toward the elderly vary around the world; explain how industrialization led to a graying globe.

Topic/Concept: Aging in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.10.55: Evaluate activity theory, outlining the strengths and limitations of this theoretical perspective on aging.

Feedback: As a general rule, staying active throughout life is a good practice; it works wonders for both the mind and the body. If ―activity‖ is defined as ―staying interested in things, moving one‘s body, staying sharp, exercising one‘s mind,‖ and so on, who could argue with that? But sociologists who focus on incidental elements of the theory suggest that researchers have simply discovered the obvious: what makes life satisfying for one person doesn‘t work for another.

Again…can‘t really argue with that, because it merely highlights individual differences in what people like to do and what people are interested in. As sociologists point out, many people find informal, intimate activities, such as spending time with friends, to be more satisfying than the formal activities that other people thrive on. Some people receive more satisfaction from solitary tasks, such as doing home repairs. No quibble there; indeed, people like to do different kinds of things. So, is it a theory or not? Yes, it is a theory in the sense that it proposes a definable position and allows testable hypotheses to be derived: ―Satisfaction during old age is related to a person‘s amount and quality of activity.‖ No, it is not a theory if one focuses only on the incidental fact that different activities contribute to people‘s differential levels of satisfaction; then it is merely an observation of individual differences.

Learning Objective: LO 10.9 Summarize theories of disengagement, activity, and continuity.

Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It

Chapter 11: Politics and the Economy Multiple-Choice Questions TB_Q11.1.1 __________ refers to the exercise of power and attempts to maintain or change power relations. a. Micropolitics b. Macropolitics c. Manipulation d. Politics

Answer: d. Politics Learning Objective: LO 11.1 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority.

Topic/Concept: Power, Authority, and Violence Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.1.2 The ability to carry out one‘s will, even over the resistance of others, is called __________. a. power b. politics c. micropolitics d. macropolitics Answer: a. power Learning Objective: LO 11.1 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority.

Topic/Concept: Power, Authority, and Violence Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.1.3 __________ is a form of power that people do not accept as rightly exercised over them. a. Legitimate power b. Large-scale power c. Authority d. Coercion Answer: d. Coercion Learning Objective: LO 11.1 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority.

Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.1.4 The __________ is the only entity that can legitimately authorize the use of violence within a country. a. citizens b. state c. army d. court Answer: b. state Learning Objective: LO 11.1 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority.

Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q11.1.5 Rational–legal authority is based upon __________. a. oral tradition b. coercion c. written rules d. custom Answer: c. written rules Learning Objective: LO 11.1 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority.

Topic/Concept: Power, Authority, and Violence Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.1.6 People were so attracted to Zorkan, a cult leader, that they did whatever Zorkan told them to do, even when it broke the law. Zorkan exemplified __________ authority. a. charismatic b. rational–legal c. traditional d. no Answer: a. charismatic Learning Objective: LO 11.1 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority.

Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q11.1.7 Because there is no rule for succession when a charismatic authority figure dies, that leader will sometimes name a successor in advance or build an organization that can govern after the charismatic figure is gone. Max Weber called this kind of transition the __________. a. traditional authority b. routinization of charisma c. organic revolution d. best of all possible worlds Answer: b. routinization of charisma Learning Objective: LO 11.1 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority.

Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q11.2.8 A feature of early societies was __________, the power of which radiated outward to adjacent areas that came under its rule. a. representative democracy b. revolutionary authority c. universal citizenship d. the city-state Answer: d. the city-state Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.9 King Charles III is currently the monarch of Great Britain. He will eventually pass on to William, Prince of Wales, the power to rule because William is Charles‘s __________ . a. brother b. child c. Prime Minister d. chancellor Answer: b. child Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q11.2.10 The term ―democracy‖ literally translates from the Greek as __________. a. ―hail! hail! oyez!‖ b. ―let the buyer beware‖ c. ―common denominator‖ d. ―power to the people‖ Answer: d. ―power to the people‖ Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.2.11 In a(n) __________ democracy, all those who are eligible to vote get together with each other to decide what should be done about the issues that face them. a. indirect b. representative c. direct d. totalitarian

Answer: c. direct Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.12 __________ is a set of rights that comes with birth in the United States. a. Retroactivity b. Citizenship c. Dictatorship d. Township Answer: b. Citizenship Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.13 In the early years of the United States, __________ could vote. a. anyone b. all men c. all White men d. all White men who owned property Answer: d. all White men who owned property Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Analyze It TB_Q11.2.14 In a(n) __________, one individual takes power. a. direct democracy b. dictatorship c. oligarchy d. representative democracy Answer: b. dictatorship Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.15

A small group of people has taken power in a(n) __________. a. oligarchy b. representative democracy c. dictatorship d. direct democracy Answer: a. oligarchy Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.16 The amount of control wielded over a people by totalitarianism is __________. a. almost total b. moderate c. very slight d. nonexistent Answer: a. almost total Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.3.17 fundamentally, Republicans and Democrats represent __________. a. radically different political parties b. the exact same viewpoint c. only slightly different centrist positions d. extreme viewpoints Answer: c. only slightly different centrist positions Learning Objective: LO 11.3 Discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q11.3.18 In the United States, third parties __________. a. have consistently been successful b. must support the same centrist themes as Democrats and Republicans to play a role c. are illegal, based on the 1873 Electoral Parties Act d. have to set themselves apart from the two main parties to play a role Answer: b. must support the same centrist themes as Democrats and Republicans to play a role Learning Objective: LO 11.3 Discuss voting patterns, lobbyists, and PACs.

Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.3.19 Those eligible voters who do not care enough to cast a vote are demonstrating __________. a. compassion fatigue b. coalition blues c. voter apathy d. proportionate representation Answer: c. voter apathy Learning Objective: LO 11.3 Discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q11.3.20 In the last seven U.S. presidential elections, a majority of __________ have consistently voted for the Democratic candidate. a. men b. women c. neither men nor women d. both men and women Answer: b. women Learning Objective: LO 11.3 Discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.3.21 The Midwest Dairy Association, the National Retail Federation, and the National Rifle Association are examples of __________. a. lobbyists b. PACs c. special-interest groups d. third parties Answer: c. special-interest groups Learning Objective: LO 11.3 Discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Moderate Skill Level: Apply What You Know

TB_Q11.3.22 In its 2010 ruling on Citizens United v. Federal Election Commission, the U.S. Supreme Court __________. a. gave corporations even more freedom to contribute money for political purposes b. outlawed political contributions over $100 c. recognized that corporations are not people d. ruled that the First Amendment limits the amount of money that corporations can contribute to politicians Answer: a. gave corporations even more freedom to contribute money for political purposes Learning Objective: LO 11.3 Discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.4.23 __________ is a condition of lawlessness or political disorder caused by the absence or collapse of governmental authority. a. Pluralism b. Anarchy c. An oligarchy d. Functionalism Answer: b. Anarchy Learning Objective: LO 11.4 Compare the functionalist (pluralist) and conflict (power elite) perspectives on U.S. power.

Topic/Concept: Who Rules the United States?

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.4.24 The intention of _____ is to keep any individual branch of the U.S. government from dominating. a. the conflict perspective b. pluralism c. checks and balances d. anarchy Answer: c. checks and balances Learning Objective: LO 11.4 Compare the functionalist (pluralist) and conflict (power elite) perspectives on U.S. power.

Topic/Concept: Who Rules the United States?

Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q11.4.25 Conflict theorists take the position that __________ dominate(s) the United States. a. lobbyists b. functionalists c. anarchy d. a ruling class Answer: d. a ruling class Learning Objective: LO 11.4 Compare the functionalist (pluralist) and conflict (power elite) perspectives on U.S. power.

Topic/Concept: Who Rules the United States?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.5.26 According to sociologist Nicholas Timasheff, one of the three necessary conditions for a war to take place is __________. a. aggressive impulses b. a weaker nation‘s desire to dominate a stronger one c. an antagonism representing an unresolvable incompatibility d. a slight to the nation‘s honor Answer: c. an antagonism representing an unresolvable incompatibility Learning Objective: LO 11.5 Explain why countries go to war and why some groups choose terrorism.

Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.5.27 Sociologist Nicholas Timasheff identified seven ―fuels‖ that make war likely, including the idea that __________. a. religious beliefs should not be shared b. a cultural tradition of war is desirable c. it is necessary to seek revenge on enemies for what they did previously d. an antagonistic situation can only be resolved through violent methods Answer: c. it is necessary to seek revenge on enemies for what they did previously Learning Objective: LO 11.5 Explain why countries go to war and why some groups choose terrorism.

Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.5.28 Terrorists try to create __________ to reach certain __________. a. fear; political goals

b. chaos; order c. fear; reconciliation d. alarm; attention Answer: a. fear; political goals Learning Objective: LO 11.5 Explain why countries go to war and why some groups choose terrorism.

Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.6.29 A system of producing and distributing goods and services is known as __________. a. market forces b. the common market c. an economy d. a hunting and gathering society Answer: c. an economy Learning Objective: LO 11.6 Emphasizing inequality, summarize the broad historical shifts in economic systems.

Topic/Concept: The Transformation of Economic Systems Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.6.30 Hunting and gathering societies had a(n) __________ economy; they lived off the land and had few belongings. a. subsistence b. modern c. pastoral d. industrial Answer: a. subsistence Learning Objective: LO 11.6 Emphasizing inequality, summarize the broad historical shifts in economic systems.

Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.6.31 Which type of societies were the first in which not everyone‘s work was needed for food production? a. Pastoral and horticultural societies b. Industrial and postindustrial societies

c. Hunting and gathering societies d. Subsistence economies Answer: a. Pastoral and horticultural societies Learning Objective: LO 11.6 Emphasizing inequality, summarize the broad historical shifts in economic systems.

Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.6.32 The __________ first enabled agricultural societies to develop. a. use of child labor b. development of the plow c. subsistence economy d. invention of the steam engine Answer: b. development of the plow Learning Objective: LO 11.6 Emphasizing inequality, summarize the broad historical shifts in economic systems.

Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.6.33 In what century was the steam engine invented? a. Seventeenth b. Eighteenth c. Nineteenth d. Twentieth Answer: b. eighteenth Learning Objective: LO 11.6 Emphasizing inequality, summarize the broad historical shifts in economic systems.

Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.6.34 According to sociologist Thorstein Veblen, thrift, savings, and investments characterized __________, whereas _________ has led to showing off wealth through spending and the display of possessions. a. subsistence economies; the global village b. the Protestant ethic; conspicuous consumption c. the Industrial Revolution; mediums of exchange d. Catholic guilt; the information society Answer: b. the Protestant ethic; conspicuous consumption

Learning Objective: LO 11.6 Emphasizing inequality, summarize the broad historical shifts in economic systems.

Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q11.6.35 __________ is an economic system characterized by the private ownership of the means of production, market competition, and the pursuit of profit. a. Socialism b. Convergence theory c. Laissez-faire socialism d. Capitalism Answer: d. capitalism Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.7.36 Manfred operates a small business that produces gourmet fish food for a very select clientele of aquarium owners. Manfred owns the factory that creates his product, he limits the release of the product so as not to cheapen the market, and he determines how much his fish food sells for to give him a handsome profit. his business model would only be possible in a ________ economy. a. socialist b. barter c. subsistence d. capitalist Answer: d. capitalist Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems Difficulty Level: Easy Skill Level: Apply What You Know TB_Q11.7.37 In laissez-faire capitalism, __________. a. the government controls the market b. central committees control the market c. the market is not affected by any government action d. the market is tightly controlled by the public Answer: c. the market is not affected by any government action

Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.7.38 The United States follows __________, where the means of production are privately owned and profits are pursued, but the welfare of the population is protected by a system of laws. a. state socialism b. state capitalism c. laissez-faire capitalism d. pure capitalism Answer: b. state capitalism Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.7.39 One important feature of socialism is __________. a. the lack of a monopoly b. profit-making c. the lack of a need to compete d. distribution of goods according to people‘s ability to pay Answer: c. the lack of a need to compete Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.7.40 Democratic socialism is __________. a. an economic system where only individuals own businesses b. a hybrid economic system c. pure capitalism d. an economic system where only the government owns businesses Answer: b. a hybrid economic system Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.7.41 The main anticapitalism argument is that such a system __________. a. focuses too much on the public good b. leads to too great a degree of prosperity c. does not respect individual rights d. leads to social inequality Answer: d. leads to social inequality Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.7.42 __________ argues that capitalist and socialist systems, in taking on ways of doing things from each other, will ultimately create a mixed economic system. a. Communism b. Convergence theory c. Market forces d. Divergence theory Answer: b. Convergence theory Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.7.43 __________ in place within the policies of the United States. a. Quite a few elements of socialism are b. Social Security‘s independence from the government is c. Market-force-blind capitalism is d. No socialist practices are Answer: a. Quite a few elements of socialism are Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems Difficulty Level: Difficult Skill Level: Analyze It

TB_Q11.8.44 The new world structure has integrated the world‘s nations into __________. a. a stockholder society b. dysfunctional mechanical solidarity c. a global production and distribution system d. corporate neosocialism Answer: c. a global production and distribution system Learning Objective: LO 11.8 Discuss the globalization of capitalism, including its effects on workers, the divisions of wealth, and the global superclass.

Topic/Concept: The Globalization of Capitalism Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.8.45 __________ believe the three primary trading blocs that have emerged in the world benefit people globally, not just the multinational corporations. a. Conflict theorists b. Functionalists c. Symbolic interactionists d. Feminists Answer: b. Functionalists Learning Objective: LO 11.8 Discuss the globalization of capitalism, including its effects on workers, the divisions of wealth, and the global superclass.

Topic/Concept: The Globalization of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.8.46 The income gap between rich and poor Americans is __________. a. historically high b. narrowing c. slightly higher than it has been in the past d. about the same as it has always been Answer: a. historically high Learning Objective: LO 11.8 Discuss the globalization of capitalism, including its effects on workers, the divisions of wealth, and the global superclass.

Topic/Concept: The Globalization of Capitalism Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.8.47 The poorest fifth of the U.S. population receives about __________ of the nation‘s income.

a. 1 percent b. 3 percent c. 10 percent d. 33 percent Answer: b. 3 percent Learning Objective: LO 11.8 Discuss the globalization of capitalism, including its effects on workers, the divisions of wealth, and the global superclass.

Topic/Concept: The Globalization of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.8.48 Stephen Schwarzman, CEO of Blackstone Group and one of the members of the global superclass, stated that __________ people make the world‘s major decisions. a. 5 to 10 b. 20 to 50 c. 100 to 250 d. 2,000 to 5,000 Answer: b. 20 to 50 Learning Objective: LO 11.8 Discuss the globalization of capitalism, including its effects on workers, the divisions of wealth, and the global superclass.

Topic/Concept: The Globalization of Capitalism Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.8.49 When Kantima visits Denmark, she finds she doesn‘t like the traffic jams occurring when she leaves the airport. Even though she has arrived in a private plane, all passengers have to go through the same security line in the airport. Kantima thinks there should be an expedited way to leave for some passengers, so she calls her friend, Mette Fredericksen, the Prime Minister of Denmark, to make that suggestion. Apparently, Kantima is a member of the __________. a. government rank and file b. global superclass c. Peace Corps d. airport security team Answer: b. global superclass Learning Objective: LO 11.8 Discuss the globalization of capitalism, including its effects on workers, the divisions of wealth, and the global superclass.

Topic/Concept: The Globalization of Capitalism Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q11.9.50 Compared to the others, which organization currently holds the most promise for promoting unity in the world?

a. The European Union b. The United Nations c. NATO d. The World League Answer: b. the United Nations Learning Objective: LO 11.9 Explain how the globalization of capitalism might be bringing a New World Order—and why it might not be.

Topic/Concept: What Lies Ahead? A New World Order?

Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q11.2.51: Was the United States the first democracy? Had other countries or peoples taken the same path?

Feedback: The United States was not the first democracy. Democracy was practiced in the citystate of Athens, in Greece, 2,500 years ago. Other groups that practiced democracy before the formation of the United States include some Native American tribes, such as the Iroquois. These groups were fairly small, however. The United States was the first larger group to practice democracy.

Learning Objective: LO 11.2 Compare monarchies, democracies, dictatorships, and oligarchies.

Topic/Concept: Types of Government Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.3.52: How does social integration relate to the proportion of people likely to vote?

Feedback: The more that people feel they have a stake in the political system, the more likely they are to vote. People who have been rewarded more by the political and economic system feel more socially integrated. So the people who are more likely to vote are typically older, more educated, more affluent, and employed people.

Learning Objective: LO 11.3 Discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.4.53: What are the levels of the power pyramid proposed by C. Wright Mills? Who makes up the different levels?

Feedback: The levels are (starting at the top and working down) the top leaders, the middle level, and the masses of people. The top leaders are made up of corporate, political, and military leaders. Wright thought that of these three, the corporate leaders are dominant. The middle level

is made up of Congress, other legislators, interest-group leaders, and local opinion leaders. The masses of people at the bottom are unorganized, exploited, and mostly uninterested.

Learning Objective: LO 11.4 Compare the functionalist (pluralist) and conflict (power elite) perspectives of U.S. power.

Topic/Concept: Who Rules the United States?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.8.54: Describe how white-collar work, blue-collar work, and farming have changed proportions in the U.S. economy from 1900 to the present.

Feedback: From 1900 to the present, white-collar work has steadily increased and reached quadruple the 1900 level. Blue-collar work rose for a while and then declined to half its 1900 value. Farming dropped from nearly one-third of the workforce in 1900 to only a small percentage of the workforce today.

Learning Objective: LO 11.6 Emphasizing inequality, summarize the broad historical shifts in economic systems.

Topic/Concept: The Transformation of Economic Systems Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.2.55: Compare capitalism and socialism in terms of ownership of the means of production, competition, and the profit motive.

Feedback: Ownership of means of production: in capitalism, by individuals; in socialism, by the public. Competition: in capitalism, used to determine production and set prices; in socialism, central committees plan production and set prices, and there is no competition. Profit motive: in capitalism, the pursuit of profit is the reason for distributing goods and services; in socialism, there is no profit motive in the distribution of goods and services.

Learning Objective: LO 11.7 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence.

Topic/Concept: World Economic Systems Difficulty Level: Difficult Skill Level: Analyze It

Chapter 12: Marriage and Family Multiple-Choice Questions TB_Q12.1.1 __________ is a form of marriage in which men have more than one wife. a. Polyandry b. The nuclear family c. An extended family

d. Polygyny Answer: d. Polygyny Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.1.2 ___________ is a form of marriage in which women have more than one husband. a. The family of procreation b. Polyandry c. Polygyny d. The family of orientation Answer: b. Polyandry Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.1.3 Two or more people who consider themselves related by blood, marriage, or adoption comprise a __________. a. family of orientation b. family c. nuclear family d. family of procreation Answer: b. family Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.1.4 People who share an apartment, by definition, live in the same __________. a. household b. family of procreation c. system of descent d. marriage Answer: a. household

Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.5 A wife, her husband, and their two children make up a(n) ___________. a. extended household b. extended family c. nuclear family d. polygynous family Answer: c. nuclear family Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.6 Renaldo‘s grandparents live with him, his mother, and his father in the same house. The family Renaldo lives in is a(n) __________ family. a. extended b. polyandrous c. nuclear d. blended Answer: a. extended Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q12.1.7 The family that is formed when a couple‘s first child is born is referred to as a __________. a. family of orientation b. family or procreation c. household d. family Answer: b. family of procreation Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.1.8 A person grows up in a(n) __________. a. family of procreation b. extended family c. family of orientation d. imaginary family Answer: c. family of orientation Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q12.1.9 Which statement about same-sex marriage is true? a. In North America, it originated recently in the United States. b. The U.S. Constitution mentions same-sex marriage. c. Same-sex marriages were already taking place among Native Americans in the pre-Columbian era. d. It is illegal throughout the United States.

Answer: c. Same-sex marriage were already taking place among Native Americans in the preColumbian era.

Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.1.10 A group‘s approved mating arrangements, usually marked by a ritual of some sort, is called __________. a. endogamy b. exogamy c. a nuclear family d. a marriage Answer: d. a marriage Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy

Skill Level: Remember the Facts TB_Q12.1.11 In __________, a person is marrying within the same group. a. exogamy b. endogamy c. polyandry d. an extended family Answer: b. endogamy Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.12 __________ requires that people marry outside the group. a. Exogamy b. Endogamy c. Matriarchy d. The family of orientation Answer: a. Exogamy Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.13 The __________ prohibits sex and marriage among designated relatives. a. incest taboo b. nuclear family c. patrilineal system d. family of procreation Answer: a. incest taboo Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.1.14 In traditional societies, it is usually __________ who select a spouse for a person considering marriage.

a. the people contemplating marriage b. members of the extended family, such as aunts c. parents, especially a father d. professional matchmakers Answer: c. parents, especially a father Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q12.1.15 Systems of descent, the ways in which people trace kinship generation after generation, are __________. a. matrilineal everywhere but in the United States b. remarkably similar throughout the world c. different all over the world d. bilineal in the United States, but patriarchal everywhere else Answer: c. different all over the world Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.1.16 Taffi, 10 years old, knew that she was related to the relatives on her mother‘s side of the family as well as to the relatives on her father‘s side of the family. This __________ system is the usual model in the United States. a. trilineal b. patrilineal c. bilineal d. matrilineal Answer: c. bilineal Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q12.1.17 When a social group does not think of children as being related to their mother‘s relatives, that group follows a(n) __________ system.

a. matrilineal b. patrilineal c. incest taboo d. egalitarian Answer: b. patrilineal Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.18 Shinmin lives in China and does not know anything about her biological father‘s side of the family. Evidently, she is living within a __________ system, where descent is traced only on the mother‘s side. a. patrilineal b. bilineal c. matrilineal d. egalitarian Answer: c. matrilineal Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q12.1.19 Males hold authority in a(n) __________ society. a. patriarchal b. egalitarian c. household d. matriarchal Answer: a. patriarchal Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.20 A society in which women hold authority would be a(n) __________. a. patriarchy b. bilineal system

c. matriarchy d. egalitarian society Answer: c. matriarchy Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.21 In a(n) __________ family, authority is more or less equally divided. a. matrilineal b. patriarchal c. egalitarian d. patrilineal Answer: c. egalitarian Learning Objective: LO 12.1 Define marriage and family, and summarize their common cultural themes.

Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.2.22 According to the functionalist perspective, the incest taboo helps families to avoid __________. a. emotional overload b. confusion over roles in the family c. looking outside the family for marriage partners d. internet dating Answer: b. confusion over roles in the family Learning Objective: LO 12.2 Contrast the functionalist, conflict, and symbolic interactionist perspectives on marriage and family.

Topic/Concept: Marriage and Family in Theoretical Perspective Difficulty Level: Moderate Skill Level: Analyze It TB_Q12.2.23 The sociological concept of reproductive labor is most closely associated with the ________ perspective. a. symbolic interactionist b. functionalist c. feminist d. Marxist

Answer: c. feminist Learning Objective: LO 12.2 Contrast the functionalist, conflict, and symbolic interactionist perspectives on marriage and family.

Topic/Concept: Marriage and Family in Theoretical Perspective Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q12.2.24 The feminist perspective on marriage and family often takes the form of a larger __________ perspective. a. conflict theory b. symbolic interactionist c. functionalist d. psychoanalytic Answer: a. conflict theory Learning Objective: LO 12.2 Contrast the functionalist, conflict, and symbolic interactionist perspectives on marriage and family.

Topic/Concept: Marriage and Family in Theoretical Perspective Difficulty Level: Moderate Skill Level: Analyze It TB_Q12.3.25 ―Homogamy‖ refers to __________. a. the tendency of people with dissimilar characteristics to marry one another b. the legalization of same-sex marriage c. the tendency of people with similar characteristics to marry one another d. interracial marriage Answer: c. the tendency of people with similar characteristics to marry one another Learning Objective: LO 12.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions.

Topic/Concept: The Family Life Cycle Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.3.26 In terms of size, most Americans currently think a __________ family with __________ children is best. a. small; zero, one, or two b. medium-sized; three to four c. large; five to seven d. really large; eight or more Answer: a. small; zero, one, or two

Learning Objective: LO 12.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions.

Topic/Concept: The Family Life Cycle Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.3.27 A dramatic shift in what Americans perceived to be the ideal family size occurred during the __________. a. 1950s b. 1960s c. 1970s d. early 2000s Answer: c. 1970s Learning Objective: LO 12.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions.

Topic/Concept: The Family Life Cycle Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q12.3.28 Recent advances in technology have created the possibility of __________. a. waiting less than three months for a human baby to be fully developed and ready to be born b. having full-grown children in the span of eight years c. ―designer babies‖ d. arranged marriage based on genetic matching Answer: c. ―designer babies‖ Learning Objective: LO 12.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions.

Topic/Concept: The Family Life Cycle Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.3.29 Compared to the others, which person is statistically most likely to care for the baby of a married woman who has to work? a. The child‘s sister b. The father c. A grandfather d. A grandmother Answer: b. The father Learning Objective: LO 12.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions.

Topic/Concept: The Family Life Cycle Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.4.30 __________ of African American households are headed by both a mother and a father. a. Almost all b. Over three-quarters c. Slightly more than half d. Fewer than half Answer: d. Fewer than half Learning Objective: LO 12.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian.

Topic/Concept: Diversity in U.S. Families Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.4.31 Which statement about machismo is true? a. It increases with each subsequent generation in the United States. b. It is limited to Latino households. c. It decreases with each subsequent generation in the United States. d. It is more important than social class in determining family life.

Answer: c. It decreases with each subsequent generation in the United States.

Learning Objective: LO 12.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian.

Topic/Concept: Diversity in U.S. Families Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.4.32 Asian Americans represent __________, which in part contributes to __________. a. Confucianists; a relaxed attitude toward parenting and family responsibilities b. a prototypical example of single-parent households; haphazard parenting c. a single dominant social class; a preference for nannies rather than family members providing child care d. a variety of disparate backgrounds; a variety of parenting styles Answer: d. a variety of disparate backgrounds; a variety of parenting styles Learning Objective: LO 12.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian.

Topic/Concept: Diversity in U.S. Families Difficulty Level: Difficult Skill Level: Analyze It

TB_Q12.4.33 Among Native American families, __________. a. elders play a less active role than in most U.S. families b. family life differs by social class c. physical punishment of children is emphasized d. social class plays no role Answer: b. family life differs by social class Learning Objective: LO 12.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian.

Topic/Concept: Diversity in U.S. Families Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.4.34 The percentage of American children younger than 18 who live with both parents is __________ compared to the 1970s. a. increasing b. decreasing c. unknown d. fixed by law Answer: b. decreasing Learning Objective: LO 12.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian.

Topic/Concept: Diversity in U.S. Families Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.4.35 In a ―blended family,‖ __________. a. members were previously part of other families b. members are necessarily interracial c. first-generation immigrants must come to the United States d. extended family members of at least three generations live in the household Answer: a. members were previously part of other families Learning Objective: LO 12.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian.

Topic/Concept: Diversity in U.S. Families Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.4.36 The major distinction between gay or lesbian families and heterosexual families is that __________.

a. they have different emphases on money and careers b. breakups occur for different reasons c. heterosexual families raise children and gay or lesbian families do not d. gay and lesbian families still face negativity Answer: d. gay and lesbian families still face negativity Learning Objective: LO 12.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian.

Topic/Concept: Diversity in U.S. Families Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.5.37 Casey is currently at the average age for first-time brides in the United States, which is __________. a. just over 20, younger than at any other time in U.S. history b. about the same as it was in 1890 c. 25 d. between 27 and 28, older than at any other time in U.S. history Answer: d. between 27 and 28, older than at any other time in U.S. history Learning Objective: LO 12.5 Discuss changes in the timetable of family life, cohabitation, and elder care.

Topic/Concept: Trends in U.S. Families Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q12.5.38 Sociologists report that couples who cohabit before marriage are _________ percent more likely to divorce. a. 6 b. 18 c. 25 d. 47 Answer: c. 25 Learning Objective: LO 12.5 Discuss changes in the timetable of family life, cohabitation, and elder care.

Topic/Concept: Trends in U.S. Families Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q12.6.39 The state in the United States with the highest divorce rate is __________. a. Nebraska b. California c. New York

d. Nevada Answer: d. Nevada Learning Objective: LO 12.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q12.6.40 Calculating statistics on divorce is complicated by __________. a. a lack of data to base them on b. the rarity of divorce c. people who remarry d. differing meanings of ―divorce‖ Answer: c. people who remarry Learning Objective: LO 12.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.6.41 The racial–ethnic group in the United States with the lowest divorce rate is __________. a. Asian Americans b. African Americans c. Native Americans d. Latinos Answer: a. Asian Americans Learning Objective: LO 12.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q12.6.42 The risk of divorce is decreased among couples __________. a. who have a religious affiliation b. whose parents are divorced c. who drop out from high school d. who have a baby before they get married Answer: a. who have a religious affiliation

Learning Objective: LO 12.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.6.43 Children adjust better to divorce if __________. a. the parent they live with is not making a good adjustment to the divorce b. their routines are varied c. they experience little conflict d. they move away from the home (or even city) in which the divorce took place Answer: c. they experience little conflict Learning Objective: LO 12.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Analyze It TB_Q12.6.44 When people over the age of 50 divorce, sociologists call it _________. a. gray divorce b. ―the danger zone‖ c. grand divorce d. disillusioned dissolution Answer: a. gray divorce Learning Objective: LO 12.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.6.45 Ivy had been married twice before. She was thrilled by the prospect of her upcoming marriage to Crispin, which would be her third marriage and Crispin‘s second. Ivy and Crispin are two of the __________ of Americans getting married who are saying ―I do‖ more than once. a. miniscule number b. almost a quarter c. nearly half d. majority Answer: c. nearly half Learning Objective: LO 12.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q12.7.46 According to the interpretation of domestic violence research conducted by sociologist Murray Straus, __________. a. wives attack their husbands as often as husbands attack their wives b. husbands do violence to their wives twice as often as wives do violence to their husbands c. domestic violence is mainly limited to couples who are not married d. the secret to curbing violence is to focus on men Answer: a. wives get violent against their husbands as often as husbands get violent against their wives Learning Objective: LO 12.7 Summarize the dark and bright sides of family life.

Topic/Concept: Two Sides of Family Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.7.47 There are about __________ confirmed cases of child abuse or neglect annually in the United States. a. 7,000 b. 70,000 c. 700,000 d. 7,000,000 Answer: c. 700,000 Learning Objective: LO 12.7 Summarize the dark and bright sides of family life.

Topic/Concept: Two Sides of Family Life Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q12.7.48 The term ―intimate partner sexual violence‖ refers to __________. a. rape in general b. violence that occurs only in heterosexual relationships c. only violence that occurs between legally married couples d. all kinds of couples, regardless of their sexual orientation Answer: d. all kinds of couples, regardless of their sexual orientation Learning Objective: LO 12.7 Summarize the dark and bright sides of family life.

Topic/Concept: Two Sides of Family Life Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q12.7.49

Brothers and sisters, or parents and children, who have sexual relations with one another, are engaging in __________. a. rape b. incest c. intimacy rape d. battering Answer: b. incest Learning Objective: LO 12.7 Summarize the dark and bright sides of family life.

Topic/Concept: Two Sides of Family Life Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q12.8.50 The most salient factor to consider in terms of the future of marriage is that __________. a. many societies in the world exist quite happily without marriage b. the decline of marriage indicates that it will become a relic of the past c. fewer couples will find themselves sandwiched between taking care of kids and parents d. marriage exists in every society Answer: d. marriage exists in every society Learning Objective: LO 12.8 Explain the likely future of marriage and family.

Topic/Concept: The Future of Marriage and Family Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q12.2.51: According to the functionalist perspective, the family fulfills six needs basic to the survival of every society. What are those needs?

Feedback: The six needs, or functions, served by the family, are (1) economic production, (2) socialization of children, (3) care of the sick and aged, (4) recreation, (5) sexual control, and (6) reproduction.

Learning Objective: LO 12.2 Contrast the functionalist, conflict, and symbolic interactionist perspectives on marriage and family.

Topic/Concept: Marriage and Family in Theoretical Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.3.52: What is romantic love? How does it begin?

Feedback: Romantic love can be defined as mutual sexual attraction and idealized feelings about one another. It usually begins with sexual attraction.

Learning Objective: LO 12.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions.

Topic/Concept: The Family Life Cycle Difficulty Level: Moderate Skill Level: Analyze It TB_Q12.5.53: What is the difference between cohabitation and marriage?

Feedback: Commitment is the main difference between cohabitation and marriage. In marriage, the assumption is permanence. In cohabitation, couples simply move in together. Marriage requires a judge to end it, but ending cohabitation only requires separating.

Learning Objective: LO 12.5 Discuss changes in the timetable of family life, cohabitation, and elder care.

Topic/Concept: Trends in U.S. Families Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.6.54: How can the misinterpretation of statistics help you to be optimistic about the chances of your own marriage succeeding, despite the reported frequency of divorce? How is the symbolic interactionist perspective involved in these considerations?

Feedback: For starters, you are an individual, not a statistic. Divorce statistics represent all kinds of marriages and have absolutely nothing to do with any particular marriage. From a symbolic interactionist perspective, we create our own worlds. Our experiences do not come with built-in meanings. We can create a self-fulfilling prophecy, so it helps to have a vision that a good marriage is possible. It also helps to believe that it is worth the effort to work things out and preserve a marriage.

Learning Objective: LO 12.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.7.55: Sociologists have proposed several factors that contribute to a happy marriage.

Identify any three of these factors.

Feedback: These are the factors; discussing any three will suffice: 1) have a deep trust of one another, 2) appreciate one another, 3) enjoy leisure activities together, 4) agree on how to spend money, 5) get along with in-laws, 6) communicate tactfully, 7) stay committed to one another and to the marriage.

Learning Objective: LO 12.7 Summarize the dark and bright sides of family life.

Topic/Concept: Two Sides of Family Life Difficulty Level: Difficult Skill Level: Analyze It

Chapter 13: Education and Religion Multiple-Choice Questions

TB_Q13.1.1 __________ require that all children attend school until they reach a specified age or until they complete a minimum grade in school. a. Optional education laws b. Very few states c. Mandatory education laws d. All countries Answer: c. Mandatory education laws Learning Objective: LO 13.1 Understand how education is related to a nation‘s culture and economy; compare education in Japan, Russia, and Egypt.

Topic/Concept: Education in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.1.2 Employers use diplomas and degrees as __________. a. latent functions b. a form of ―social payment‖ c. manifest functions d. forms of credentials Answer: d. forms of credentials Learning Objective: LO 13.1 Understand how education is related to a nation‘s culture and economy; compare education in Japan, Russia, and Egypt.

Topic/Concept: Education in Global Perspective Difficulty Level: Moderate Skill Level: Analyze It TB_Q13.1.3 Whether the function of community colleges should be to prepare high school graduates to enter four-year colleges, or to prepare the students for vocational work, __________. a. was settled in favor of the former (college preparation) some years ago b. is stipulated by laws that vary from state to state c. depends on the age of the students at the time of completion of a degree program d. has always been a matter of dispute Answer: d. has always been a matter of dispute Learning Objective: LO 13.1 Understand how education is related to a nation‘s culture and economy; compare education in Japan, Russia, and Egypt.

Topic/Concept: Education in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q13.1.4 In schools in Japan, all students __________. a. work in teams to clean the schools at day‘s end b. work with a state-provided tutor c. progress at their own individual pace d. are required by law to attend a ―cram school‖ Answer: a. work in teams to clean the schools at day‘s end Learning Objective: LO 13.1 Understand how education is related to a nation‘s culture and economy; compare education in Japan, Russia, and Egypt.

Topic/Concept: Education in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.1.5 ―Cultural capital‖ refers to privileges accompanying a social location that help someone in life, such as __________. a. having to work to help support one‘s family while in school b. having parents who have a high level of education c. having parents with only a grade-school education d. speaking more than one language Answer: b. having parents who have a high level of education Learning Objective: LO 13.1 Understand how education is related to a nation‘s culture and economy; compare education in Japan, Russia, and Egypt.

Topic/Concept: Education in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.1.6 In Russia, __________. a. politicians are interested in using the educational system to produce future blue-collar workers b. there is vigorous competition among textbook publishers to get their books placed in the schools c. schools are extremely critical of Russia‘s past, especially the Soviet era d. politicians are interested in using the educational system to shape minds, as in other countries Answer: d. politicians are interested in using the educational system to shape minds, as in other countries Learning Objective: LO 13.1 Understand how education is related to a nation‘s culture and economy; compare education in Japan, Russia, and Egypt.

Topic/Concept: Education in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.1.7

In the world‘s Least Industrialized Nations, __________, which used to be the case everywhere. a. many people simply don‘t have enough time or money to go to school b. no one goes to school, because there is a social or religious taboo against it c. education is universal d. widespread formal education is illegal Answer: a. many people simply don‘t have enough time or money to go to school Learning Objective: LO 13.1 Understand how education is related to a nation‘s culture and economy; compare education in Japan, Russia, and Egypt.

Topic/Concept: Education in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.2.8 The intended beneficial consequences of people‘s actions are known as __________. a. latent functions b. manifest functions c. cultural capital d. the cultural transmission of values Answer: b. manifest functions Learning Objective: LO 13.2 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.2.9 ___________are the unintended beneficial consequences of people‘s actions. a. Manifest functions b. All educational functions c. Latent functions d. Only negative results Answer: c. Latent functions Learning Objective: LO 13.2 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.2.10 Because they were emphasized by her teachers, Richetta was able to name the first fifteen presidents of the United States from memory by the time she was in fifth grade. This

demonstrates the way schools celebrate founders and pass on the society‘s core values through __________. a. inclusion b. gatekeeping c. the cultural transmission of values d. habit Answer: c. the cultural transmission of values Learning Objective: LO 13.2 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q13.2.11 Fang Li, a student who has been diagnosed with a hearing disability, attends classes with students who have typical hearing skills; to accommodate this situation, an interpreter translates everything the teacher is saying into sign language for Fang Li. These accommodations are an example of inclusion, also known as __________. a. gatekeeping b. credential society c. home schooling d. mainstreaming Answer: d. mainstreaming Learning Objective: LO 13.2 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q13.2.12 __________ refers to a function of education that funnels people into a society‘s various positions. a. Home schooling b. Social placement c. Manifest function d. Promoting the brightest Answer: b. Social placement Learning Objective: LO 13.2 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Easy

Skill Level: Understand the Concepts TB_Q13.2.13 When she entered high school, Ranjan found herself in either honors classes or special, smaller, more innovative versions of regular classes. She had not asked for this; it just happened automatically, based on her performance in middle school and perhaps some tests she had taken along the way. Ranjan‘s experience is an example of __________. a. the credential society b. home schooling c. cultural transmission of values d. tracking Answer: d. tracking Learning Objective: LO 13.2 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q13.3.14 Maärta is a sociologist who adopts the conflict theory perspective in her analysis of education.

She is particularly interested in looking at __________. a. the benefits of education b. the reproduction of the social class structure by the educational system c. the positive aspects of the hidden curriculum d. the way that education helps undermine the dominance of the elite Answer: b. the reproduction of the social class structure by the educational system Learning Objective: LO 13.3 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q13.3.15 Ms. Cardoni gave all pupils an equal chance to succeed in her seventh-grade class, but she demanded more from the children of professionals and the wealthier families in town. It only seemed natural because they were generally better readers and better students overall. She did not deliberately discriminate against students from disadvantaged backgrounds. In fact, Ms. Cardoni was delighted when such a student performed well. However, when it came to social inequality, she __________. a. actively encouraged it b. inadvertently perpetuated it

c. fought against it at every opportunity d. took no position one way or the other Answer: b. inadvertently perpetuated it Learning Objective: LO 13.3 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q13.3.16 From a conflict perspective, school funding __________. a. is equitable in the United States b. is irrelevant to the larger struggle c. should not be based on property taxes d. is stacked against the poor in some, but not all, states Answer: c. should not be based on property taxes Learning Objective: LO 13.3 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.3.17 Overall, children are more likely to go to college if their parents __________. a. did not go to college b. have high income c. come from a lower social class d. have low income Answer: b. have high income Learning Objective: LO 13.3 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.4.18 In a study conducted by Ray Rist over fifty years ago, it was determined through observation that a child‘s education was essentially __________. a. haphazard and unpredictable b. identical to each other child‘s c. set on a certain course only a few days into kindergarten

d. determined by the end of fifth grade Answer: c. set on a certain course only a few days into kindergarten.

Learning Objective: LO 13.4 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.4.19 In a self-fulfilling prophecy, the assertion was originally __________, and becomes __________. a. true; false b. true; true c. false; true d. false; false Answer: c. false; true Learning Objective: LO 13.4 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.4.20 Through __________, a student may affect how the teacher perceives the student and get higher grades. a. signaling b. acting out c. lack of cooperation d. disagreement with the teacher Answer: a. signaling Learning Objective: LO 13.4 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.4.21 Based on an analysis of national data, sociologists found that from kindergarten to fifth grade, when children have equal test scores, __________ receive higher grades. a. girls b. students with poorer behavior c. boys d. the more socially disruptive students

Answer: a. girls Learning Objective: LO 13.4 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.4.22 In many instances, __________ can help a student to rise to many challenges in college and in life. a. negative expectations b. self-expectations c. signaling d. blaming oneself Answer: b. self-expectations Learning Objective: LO 13.4 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.5.23 As is the case with any normal distribution of scores, a grade of ―C‖ ought to indicate _________. a. below-average performance b. average performance c. above-average performance d. superior performance Answer: b. average performance Learning Objective: LO 13.5 Discuss mediocrity in education, grade inflation, social promotion, raising standards, cheating by administrators, and violence in schools.

Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q13.5.24 Currently, __________ of all first-year college students have an overall high school grade point average of A, indicating rampant grade inflation at the high school level. a. 38 percent b. 46 percent c. 59 percent d. 72 percent Answer: c. 59 percent

Learning Objective: LO 13.5 Discuss mediocrity in education, grade inflation, social promotion, raising standards, cheating by administrators, and violence in schools.

Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.5.25 When students get higher grades for the same work, they are experiencing __________. a. social promotion b. grade inflation c. rising standards d. grade deflation Answer: b. grade inflation Learning Objective: LO 13.5 Discuss mediocrity in education, grade inflation, social promotion, raising standards, cheating by administrators, and violence in schools.

Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.5.26 Mahmoud got passed to the next grade even though he hadn‘t really learned the basic material in his current grade. Mahmoud‘s situation is an example of __________. a. increasing literacy b. increased standards for teachers c. grade inflation d. social promotion Answer: d. social promotion Learning Objective: LO 13.5 Discuss mediocrity in education, grade inflation, social promotion, raising standards, cheating by administrators, and violence in schools.

Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.5.27 __________ refers to high school graduates who have difficulty with basic reading and math skills they should have learned in elementary school. a. Mediocrity b. Grade inflation c. Functional illiteracy d. IQ adjustment Answer: c. Functional illiteracy Learning Objective: LO 13.5 Discuss mediocrity in education, grade inflation, social promotion, raising standards, cheating by administrators, and violence in schools.

Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q13.5.28 The trend in deaths that occur during school shootings is toward __________ deaths. a. a decrease in b. a slight increase in c. no change in d. a doubling of Answer: a. a decrease in Learning Objective: LO 13.5 Discuss mediocrity in education, grade inflation, social promotion, raising standards, cheating by administrators, and violence in schools.

Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.6.29 The term __________, for Emile Durkheim, meant things connected with the supernatural, that inspire awe, reverence, deep respect, or even fear. a. ―church‖ b. ―sacred‖ c. ―profane‖ d. ―belief‖ Answer: b. ―sacred‖ Learning Objective: LO 13.6 Explain what Durkheim meant by sacred and profane and discuss the three elements of religion.

Topic/Concept: What Is Religion? Durkheim‘s Research Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.6.30 Emile Durkheim defined __________ as the beliefs and practices that separate the sacred from the profane and unite followers into a moral community. a. delusion b. the church c. the truth d. religion Answer: d. religion Learning Objective: LO 13.6 Explain what Durkheim meant by sacred and profane and discuss the three elements of religion.

Topic/Concept: What Is Religion? Durkheim‘s Research Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q13.6.31 To Emile Durkheim, the concept of ―church‖ would include __________. a. Buddhists taking part in worldly activities b. only the buildings in which religious activities take place c. Christians, Jews, and Muslims working together at a fundraiser d. Hindus bathing in the Ganges River Answer: d. Hindus bathing in the Ganges River Learning Objective: LO 13.6 Explain what Durkheim meant by sacred and profane; discuss the three elements of religion.

Topic/Concept: What Is Religion? Durkheim‘s Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.7.32 One of the functions of religion is to __________. a. provide emotional comfort in times of need b. persecute nonbelievers c. justify war d. justify terrorism Answer: a. provide emotional comfort in times of need Learning Objective: LO 13.7 Apply the functionalist perspective to religion: functions and dysfunctions.

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.7.33 Compared to the others, which situation BEST illustrates the social control function of religion? a. In some portions of Gillespie County, Texas, no one is allowed to buy alcohol on Sundays. b. Adherents of the religion Astronism refer to themselves as ―Astrocytes‖ when they gather to pray. c. Jenny feels better after she makes the rounds to a temple, a mosque, and a yurt each Friday afternoon. d. Worshippers are told by a religious leader that donations to the church are optional.

Answer: a. In some portions of Gillespie County, Texas, no one is allowed to buy alcohol on Sundays.

Learning Objective: LO 13.7 Apply the functionalist perspective to religion: functions and dysfunctions..

Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Apply What You Know

TB_Q13.7.34 In regard to persecution, the history of religion shows that __________. a. persecution is universally condemned b. religion is commonly used to excuse persecution c. persecution occurred in past centuries, but not in the present century d. persecution of nonbelievers has always been universally encouraged Answer: b. religion is commonly used to excuse persecution Learning Objective: LO 13.7 Apply the functionalist perspective to religion: functions and dysfunctions.

Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q13.8.35 One characteristic common to all religions is their use of __________ to provide identity and create social solidarity for their members. a. speaking in tongues b. threats c. pantomime d. symbols Answer: d. symbols Learning Objective: LO 13.8 Apply the symbolic interactionist perspective to religion: symbols, rituals, beliefs, and religious experience.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.8.36 In religion, ___________are observances or rites often intended to evoke a sense of awe of the sacred. a. symbols b. rituals c. sacred texts d. statues Answer: b. rituals Learning Objective: LO 13.8 Apply the symbolic interactionist perspective to religion: symbols, rituals, beliefs, and religious experience.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.8.37 Cosmology refers to __________. a. creating hair styles

b. values about how people ought to live c. teachings or ideas that provide a unified picture of the world d. a transcendental religious experience Answer: c. teachings or ideas that provide a unified picture of the world Learning Objective: LO 13.8 Apply the symbolic interactionist perspective to religion: symbols, rituals, beliefs, and religious experience.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.8.38 A sudden awareness of the supernatural or a feeling of coming in contact with God is a(n) __________. a. religious experience b. example of ritual c. religious symbol d. example of cosmology Answer: a. religious experience Learning Objective: LO 13.8 Apply the symbolic interactionist perspective to religion: symbols, rituals, beliefs, and religious experience.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.9.39 According to the __________ perspective of sociology, religion helps keep things the way they are, including the inequities in our society. a. functionalist b. born-again c. symbolic interactionist d. conflict Answer: d. conflict Learning Objective: LO 13.9 Apply the conflict perspective to religion: opium of the people and legitimating social inequalities.

Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.10.40 Traditional societies become industrialized through the process of __________. a. modernization

b. the Protestant ethic c. animism d. reincarnation Answer: a. modernization Learning Objective: LO 13.10 Explain Weber‘s analysis of how religion broke tradition and brought capitalism.

Topic/Concept: Religion and the Spirit of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.10.41 The ―Protestant ethic‖ is what Max Weber called the approach taken by the __________. a. firebrands of the French Revolution b. adherents of Buddhism c. followers of the pope d. followers of John Calvin Answer: d. followers of John Calvin Learning Objective: LO 13.10 Explain Weber‘s analysis of how religion broke tradition and brought capitalism.

Topic/Concept: Religion and the Spirit of Capitalism Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.11.42 __________ refers to a government-sponsored religion. a. ―Civil religion‖ b. ―Persecution‖ c. ―State religion‖ d. ―The church‖ Answer: c. ―State religion‖ Learning Objective: LO 13.11 Compare cult, sect, church, and ecclesia.

Topic/Concept: Types of Religious Groups Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.11.44 __________ is embedded in the origin of every religious group in the world. a. An ecclesia b. A sect c. Animism d. A cult Answer: d. A cult

Learning Objective: LO 13.11 Compare cult, sect, church, and ecclesia..

Topic/Concept: Types of Religious Groups Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.11.44 A(n) __________ is a new religion with few followers, whose teachings and practices put it at odds with the dominant culture and religion. a. sect b. ecclesia c. church d. cult Answer: d. cult Learning Objective: LO 13.11 Compare cult, sect, church, and ecclesia.

Topic/Concept: Types of Religious Groups Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.11.45 Although larger than a cult, a __________ still experiences hostility from and toward society. a. religion b. sect c. church d. state religion Answer: b. sect Learning Objective: LO 13.11 Compare cult, sect, church, and ecclesia..

Topic/Concept: Types of Religious Groups Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.11.46 It is difficult to tell where __________ ends and society‘s dominant culture begins because they are so intertwined. a. a cult b. an ecclesia c. a sect d. evangelism Answer: b. an ecclesia Learning Objective: LO 13.11 Compare cult, sect, church, and ecclesia..

Topic/Concept: Types of Religious Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q13.12.47 In the United States, religion tends to be __________. a. independent of status consistency b. class segregated c. mainly made up of sects d. unaffected by social class Answer: b. class segregated Learning Objective: LO 13.12 Summarize the main features of religion in the United States.

Topic/Concept: Religion in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.12.48 In the United States, church __________ is a matter of __________. a. integration; law. b. law; segregation c. segregation; tradition d. integration; segregation Answer: c. segregation; tradition Learning Objective: LO 13.12 Summarize the main features of religion in the United States.

Topic/Concept: Religion in the United States Difficulty Level: Moderate Skill Level: Analyze It TB_Q13.12.49 Hundreds of denominations in the United States means that __________. a. no particular religion dominates b. atheism dominates c. Roman Catholicism takes on the role of the dominant religion d. most people do not identify with a particular religion Answer: a. no particular religion dominates Learning Objective: LO 13.12 Summarize the main features of religion in the United States.

Topic/Concept: Religion in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.12.50 The American attitude toward the variety of religions can be summed up as __________. a. incredulity b. disdain for every religion except what one deems to be the correct religion c. ignoring them all d. toleration

Answer: d. toleration Learning Objective: LO 13.12 Summarize the main features of religion in the United States.

Topic/Concept: Religion in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.13.51 It seems safe to predict that in the future, __________. a. religion will last as long as people do b. the religions will merge into one c. religion will disappear d. science will prove or disprove the existence of God Answer: a. religion will last as long as people do Learning Objective: LO 13.13 Discuss the likely future of religion.

Topic/Concept: The Future of Religion Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q13.2.52: How do schools bring about social integration?

Feedback: Schools bring about social integration in various ways. They promote a sense of national identity when, for example, children salute the flag and sing the national anthem at the start of their school day. They help to integrate immigrants as well as people with disabilities, through programs such as mainstreaming. In addition, they help to maintain the status quo, a perspective highlighted in sociology by conflict theorists.

Learning Objective: LO 13.2 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.2.53: Describe gatekeeping in an educational context.

Feedback: ―Gatekeeping‖ is a term used for the social placement function of education. It means opening the doors of opportunity for some students and closing them to others. Functionalists would argue that the doors are opened through merit. Some form of tracking is used to accomplish gatekeeping; for example, some U.S. high schools funnel students into three different educational tracks based on perceived abilities—general, college preparation, or honors.

Learning Objective: LO 13.2 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult

Skill Level: Analyze It TB_Q13.6.54: According to Emile Durkheim, what are the three elements of religion?

Feedback: Emile Durkheim thought that religion has three elements, based on his survey of religious practices: (1) beliefs that some things are sacred; (2) practices, or rituals, centering on the things considered sacred; and (3) a moral community, or church, that results from a group‘s beliefs and practices.

Learning Objective: LO 13.6 Explain what Durkheim meant by sacred and profane; discuss the three elements of religion.

Topic/Concept: What Is Religion? Durkheim‘s Research Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.7.55: According to the functionalist perspective, which positive functions does religion serve?

Feedback: Religion provides meaning and purpose, emotional comfort, social solidarity, social control, help adapting to new environments, support for the government, social change, and guidelines for everyday life.

Learning Objective: LO 13.7 Apply the functionalist perspective to religion: functions and dysfunctions.

Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.13.56: People have (at least) four fundamental questions that no science can answer.

What are these questions?

Feedback: Does God exist? What is the purpose of life? Is there an afterlife? What is the moral way to live?

Learning Objective: LO 13.13 Discuss the likely future of religion.

Topic/Concept: The Future of Religion Difficulty Level: Difficult Skill Level: Analyze It

Chapter 14: Population and Urbanization Multiple-Choice Questions TB_Q14.1.1 Demography is the study of the size, composition, growth (or shrinkage), and distribution of __________. a. animal species b. culture c. sociologists

d. human populations Answer: d. human populations Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q14.1.2 Patricio is a current sociology student who thinks the world‘s population will become too large to be supported by the amount of food that can be produced. Patricio is a(n) __________. a. New Malthusian b. New Populist c. antiquarian d. anti-Malthusian Answer: a. New Malthusian Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q14.1.3 An exponential growth curve predicts that population growth will __________. a. incline gradually and then suddenly decline steeply b. triple during increasingly shorter time intervals and then abruptly level off c. triple during approximately equal time intervals and then suddenly accelerate steeply d. double during approximately equal time intervals, showing a steep acceleration in later stages Answer: d. double during approximately equal time intervals, showing a steep acceleration in later stages Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.1.4 If you subtract the number of people who die each day from the number of people born on that same day, the planet has approximately __________ more people. a. 18,000 b. 56,100 c. 186,000 d. 980,000

Answer: c. 186,000 Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.1.5 At around the time of the birth of Christ, best current estimates suggest that there were only about __________ people in the world. a. 10,000 b. 55,000 c. 2 million d. 300 million Answer: d. 300 million Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.1.6 How many stages does the demographic transition have, such as in the case of Europe? a. One or two b. Two exactly c. Three or four d. Seven Answer: c. Three or four Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Moderate Skill Level: Analyze It TB_Q14.1.7 Stages 1 and 3 of the demographic transition are similar in that, ultimately, __________. a. the number of births and deaths is about the same b. births far outnumber deaths c. births drop, and deaths become more or less balanced d. deaths outnumber births Answer: a. the number of births and deaths is about the same

Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.1.8 Despite the population of the world tripling since the 1950s, there is now more food for each person in the world than there was back then; so why do people today die of hunger? a. A substantial amount of the food produced is irradiated and inedible. b. Food is not distributed adequately or efficiently. c. Africa is overpopulated. d. The United States is overpopulated.

Answer: b. Food is not distributed adequately or efficiently.

Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.1.9 __________ refers to the process by which a country‘s population becomes smaller because its birth rate and immigration are too low to replace those who die and emigrate. a. Population growth b. Population shrinkage c. Population stability d. Demography Answer: b. Population shrinkage Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.10 According to the feminist perspective, one reason that people in the Least Industrialized Nations have so many children is that __________. a. they are rational agents responding to irrational circumstances b. their reproductive activities are controlled by men c. nearly all the children die young d. they are unaware that there is any alternative Answer: b. their reproductive activities are controlled by men

Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.11 __________ is a graph that represents the age and sex of a population. a. Demography b. A fecundity distribution c. A population pyramid d. The fertility rate Answer: c. A population pyramid Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Easy Skill Level: Remember the Facts TB_Q14.2.12 The three demographic variables that change the size of a population are __________. a. fertility, mortality, and migration b. number of married couples, health status, and life goals c. fertility, mortality, and immigration d. fertility, mortality, and emigration Answer: a. fertility, mortality, and migration Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.2.13 Lokoko, an Angolan woman, has six children, which is the average number of children women have in her country; Lokoko and her children are exemplifying __________ of her nation. a. a fecundity ratio b. the fertility rate c. the mortality decline d. the demographic transition Answer: b. the fertility rate

Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q14.2.14 __________ refers to how many children a woman is physically able to bear, which is recorded to be as high as thirty. a. Fertility b. The population pyramid c. Fecundity d. The crude birth rate Answer: c. Fecundity Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.15 The annual number of live births per 1,000 population is __________. a. fecundity b. the crude birth rate c. fertility d. the crude population rate Answer: b. the crude birth rate Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.2.16 The crude death rate is __________. a. the total number of deaths in the population every year divided by the number of births b. the total number of deaths every ten years c. the same as the net death rate d. the annual number of deaths per 1,000 people in the population Answer: d. the annual number of deaths per 1,000 people in the population

Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.17 Compared to the others, in which country would we find women statistically giving birth to the fewest children? a. Singapore b. Andorra c. Chad d. Somalia Answer: b. Andorra Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.2.18 Compared to the others, in which country would we find women statistically giving birth to the greatest number of children? a. Burundi b. San Marino c. Italy d. Niger Answer: d. Niger Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.2.19 The net migration rate is the __________. a. difference between the number of people who want to leave and the number of people who actually do leave b. tip of the population pyramid c. difference between the number of people moving into a country and the number of people moving out of a country for every 1,000 people in the population

d. measure of fecundity Answer: c. difference between the number of people moving into a country and the number of people moving out of a country for every 1,000 people in the population Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.20 How does migration tend to flow around the world? a. from the Most Industrialized Nations to the Least Industrialized Nations b. from the global north to the global south c. from west to east d. from the Least Industrialized Nations to the industrialized countries Answer: d. from the Least Industrialized Nations to the industrialized countries Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.21 One reason it is difficult to forecast population growth is that __________. a. the mathematics underlying the forecasting process are unsound b. changing policies artificially affect population growth c. no one agrees on what the basic demographic equation is d. birth and death statistics are not kept in any kind of uniform fashion Answer: b. changing policies artificially affect population growth Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.2.22 The basic demographic equation can be stated as follows: __________. a. ―growth rate equals births minus deaths plus net migration‖ b. ―growth rate equals births plus deaths minus net migration‖ c. ―growth rate equals births minus deaths minus net migration‖

d. ―growth rate equals births plus deaths plus net migration‖ Answer: a. ―growth rate equals births minus deaths plus net migration‖ Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.2.23 The growth rate __________. a. by definition is always a positive number to indicate the ways in which the population is growing b. can indicate the population is shrinking rather than growing c. ignores migration in its calculations d. can be positive or negative, but not zero Answer: b. can indicate the population is shrinking rather than growing Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.2.24 One of the reasons that China has millions of fewer females than males under the age of 20 is that __________. a. both female and male infanticide is on the rise b. girls are often not counted in official statistics c. ―raising a boy is like watering someone else‘s plant‖ d. killing babies because they are female has not been uncommon Answer: d. killing babies because they are female has not been uncommon Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.2.25 __________ refers to women bearing only enough children to reproduce the population. a. Slow population growth b. Negative population growth

c. Zero population growth d. An inverted population pyramid Answer: c. Zero population growth Learning Objective: LO 14.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth.

Topic/Concept: Population Growth Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q14.3.26 Approximately how many cities with over a million residents does the world presently have? a. 38 b. 240 c. 320 d. 600 Answer: d. 600 Learning Objective: LO 14.3 Explain how cities developed, and summarize urbanization from city to megaregion.

Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.3.27 A city is a place in which a large number of people are permanently based and __________. a. do not produce their own food b. are engaged in producing all of their own food c. eat only the food they cook themselves d. do not cook their own food Answer: a. do not produce their own food Learning Objective: LO 14.3 Explain how cities developed, and summarize urbanization from city to megaregion.

Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q14.3.28 Through the process of __________, an increasing proportion of a population lives in cities and has a growing influence on the culture. a. urbanization b. suburbanization c. urban decline d. gentrification

Answer: a. urbanization Learning Objective: LO 14.3 Explain how cities developed, and summarize urbanization from city to megaregion.

Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.3.29 When cities and their suburbs encircle an even larger city in the middle, that produces a(n) __________. a. megacity b. metropolis c. megaregion d. edge city Answer: b. metropolis Learning Objective: LO 14.3 Explain how cities developed, and summarize urbanization from city to megaregion.

Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.3.30 When two metropolises and the suburbs of each are combined, a __________ exists. a. megatropolis b. regional supercenter c. mega-metropolitan area d. megalopolis Answer: d. megalopolis Learning Objective: LO 14.3 Explain how cities developed, and summarize urbanization from city to megaregion.

Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.3.31 Ten million or more people living in a city make it a(n) __________. a. evolved city b. megacity c. megaregion d. metropolitan statistical area (MSA) Answer: b. megacity Learning Objective: LO 14.3 Explain how cities developed, and summarize urbanization from city to megaregion.

Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.3.32 The world‘s largest megacity is __________. a. Tokyo b. New York c. Mexico City d. Mumbai Answer: a. Tokyo Learning Objective: LO 14.3 Explain how cities developed, and summarize urbanization from city to megaregion.

Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.3.33 When megacities and heavily populated areas nearby come together into an ever-greater mass of people, a(n) __________ is in place. a. edge city b. urban renewal c. de-urbanization d. megaregion Answer: d. megaregion Learning Objective: LO 14.3 Explain how cities developed, and summarize urbanization from city to megaregion.

Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.4.34 The U.S. Census Bureau divides the United States into 274 __________. a. tax bases b. suburbs c. metropolitan statistical areas (MSAs) d. counties Answer: c. metropolitan statistical areas (MSAs) Learning Objective: LO 14.4 Be familiar with the patterns of urbanization that characterize the United States.

Topic/Concept: U.S. Urban Patterns Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q14.4.35 The most rural state in the United States is __________. a. Maine b. California c. Nebraska d. Wyoming Answer: a. Maine Learning Objective: LO 14.4 Be familiar with the patterns of urbanization that characterize the United States.

Topic/Concept: U.S. Urban Patterns Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.4.36 Sometimes a(n) __________ will pop up near the intersection of highways. This collection of services and housing units enables the people who use these areas (for living, shopping, and working) to feel connected to a sense of place. a. suburb b. edge city c. city d. megaregion Answer: b. edge city Learning Objective: LO 14.4 Be familiar with the patterns of urbanization that characterize the United States.

Topic/Concept: U.S. Urban Patterns Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.4.37 Nicolaj bought a foreclosed house in a rundown part of town. The price was a bargain. The place needed a great deal of fixing up, but it was located right in the middle of town. Other young professionals like him were also moving into the area and fixing up old houses. Nicolaj was taking part in __________. a. creating a suburb b. gentrification c. reimagining an edge city d. development of a megaregion Answer: b. gentrification Learning Objective: LO 14.4 Be familiar with the patterns of urbanization that characterize the United States.

Topic/Concept: U.S. Urban Patterns Difficulty Level: Moderate Skill Level: Apply What You Know

TB_Q14.4.38 Communities adjacent to a city are known as __________. a. megaregions b. gentrified areas c. suburbs d. metropolises Answer: c. suburbs Learning Objective: LO 14.4 Be familiar with the patterns of urbanization that characterize the United States.

Topic/Concept: U.S. Urban Patterns Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q14.4.39 In the process of __________, people move to the suburbs from the cities. a. urbanization b. gentrification c. suburbanization d. rural rebound Answer: c. suburbanization Learning Objective: LO 14.4 Be familiar with the patterns of urbanization that characterize the United States.

Topic/Concept: U.S. Urban Patterns Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q14.4.40 White people moving back into city centers from the suburbs is __________. a. predicted, based on the theory of re-urbanization b. a phenomenon that characterized the 1970s c. predicted to occur in about fifty years d. currently occurring in surprising numbers Answer: d. currently occurring in surprising numbers Learning Objective: LO 14.4 Be familiar with the patterns of urbanization that characterize the United States.

Topic/Concept: U.S. Urban Patterns Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q14.5.41 __________ is a sociological term used to describe the relationship between people and their environment. a. Environmentalism

b. The multiple-nuclei model c. Invasion-succession cycle d. Human ecology Answer: d. Human ecology Learning Objective: LO 14.5 Compare the models of urban growth.

Topic/Concept: Models of Urban Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.5.42 In the concentric zone model proposed by Ernest Burgess close to one hundred years ago, the main business area is located in Zone __________. a. 1 b. 2 c. 3 d. 5 Answer: a. 1 Learning Objective: LO 14.5 Compare the models of urban growth.

Topic/Concept: Models of Urban Growth Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q14.5.43 The sector model proposed by sociologist Homer Hoyt modified the concentric zone model of Ernest Burgess by __________. a. excluding wholesale and light manufacturing b. cutting through concentric zones with wedge-shaped sections c. excluding lower-class residential areas d. including upper-class residential areas Answer: b. cutting through concentric zones with wedge-shaped sections Learning Objective: LO 14.5 Compare the models of urban growth.

Topic/Concept: Models of Urban Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.5.44 From the multiple-nuclei model, it appears that __________. a. a city resident might have to travel a substantial distance to find a particular good or service b. heavy manufacturing is excluded so the model can reflect more residential areas c. the city has a single center d. there is no clustering of similar types of businesses

Answer: a. a city resident might have to travel a substantial distance to find a particular good or service Learning Objective: LO 14.5 Compare the models of urban growth.

Topic/Concept: Models of Urban Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.5.45 In the invasion–succession model, one group of people tends to move in and __________ people from a different class or racial–ethnic group. a. welcome b. rent housing to c. intermarry with d. displace Answer: d. displace Learning Objective: LO 14.5 Compare the models of urban growth.

Topic/Concept: Models of Urban Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.5.46 The __________ model proposed by Chauncy Harris shows how highways easily enable people and services to move from the center of the city to its outlying areas. a. peripheral b. multiple-nuclei c. radial d. sector Answer: a. peripheral Learning Objective: LO 14.5 Compare the models of urban growth.

Topic/Concept: Models of Urban Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.6.47 The term ―alienation‖ was coined in a sociological context by __________. a. C. Wright Mills b. Herbert Gans c. Homer Hoyt d. Karl Marx Answer: d. Karl Marx Learning Objective: LO 14.6 Discuss alienation and community, types of people who live in the city, the norm of noninvolvement, and the diffusion of responsibility.

Topic/Concept: City Life

Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.6.48 The phenomenon of diffusion of responsibility, documented in hundreds of well-controlled social psychological experiments, predicts that the __________ bystanders present at the scene of an emergency, the __________ likely people are to help. a. fewer; less b. fewer; more c. more; more d. better armed are the; more Answer: b. fewer; more Learning Objective: LO 14.6 Discuss alienation and community, types of people who live in the city, the norm of noninvolvement, and the diffusion of responsibility.

Topic/Concept: City Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.7.49 __________ occurs when a bank has a policy of not loaning money to people living in a certain area. a. Urban renewal b. Redlining c. Disinvestment d. Deindustrialization Answer: b. Redlining Learning Objective: LO 14.7 Explain the effects of suburbanization, disinvestment and deindustrialization, and the potential of urban revitalization.

Topic/Concept: Urban Problems and Social Policy Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q14.7.50 After an area undergoes the rebuilding process involved in urban renewal, the poor people already living in that area usually __________ . a. find they have new job opportunities available there b. obtain improved housing there c. have to move away d. become obligated to stay for at least ten more years Answer: c. have to move away Learning Objective: LO 14.7 Explain the effects of suburbanization, disinvestment and deindustrialization, and the potential of urban revitalization.

Topic/Concept: Urban Problems and Social Policy

Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q14.1.51: Are the Anti-Malthusians optimistic about the future? What do they believe?

Feedback: Anti-Malthusians are certainly more optimistic about the future than the New Malthusians, although the Anti-Malthusians believe population shrinkage may be a serious problem. The Anti-Malthusians believe that we can glimpse the future accurately by looking at Europe‘s demographic transition. When the Least Industrialized Nations move into Stage 3, their populations will stabilize, just as Europe‘s did. In fact, their growth is already slowing.

Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.1.52: With the enormous worldwide population increase that began in the 1950s, how is it this possible that there is now more food for each person in the world than there was then?

Feedback: Improved seeds, herbicides, and fertilizers have made more food available for each person on earth, despite the population increase. Improvements in transportation have also contributed in a positive manner. With the breakthroughs that bioengineers are continuing to make in agriculture, even more food is on the way.

Learning Objective: LO 14.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving.

Topic/Concept: A Planet with No Space for Enjoying Life?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.3.53: Describe the historical development of cities.

Feedback: The city of Jericho was built as early as 7,000 years ago. Larger-scale cities appeared at about 3500 BC in Asia, West Africa, Europe, and Central and South America. Bulgaria had the oldest town in Europe about 6,000 years ago. Caral was discovered recently, the first city in the Americas, located in what is now Peru. Cities developed when agriculture became more efficient. Only when farming produces a surplus can some people stop producing food and gather in cities to spend time in other economic pursuits. The invention of the plow about 5,000 years ago created such a surplus. In the beginning, most cities were small. Today, the world has about 600 cities with over a million inhabitants.

Learning Objective: LO 14.3 Explain how cities developed, and summarize urbanization from city to megaregion.

Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Difficult Skill Level: Analyze It

TB_Q14.6.54: Which five types of urban dwellers did sociologist Herbert Gans identify?

Feedback: Herbert Gans divided urban dwellers into five types: (1) cosmopolites, (2) singles, (3) ethnic villagers, (4) the deprived, and (5) the trapped. Gans‘s categories are interesting, but do not adequately describe people living in a city.

Learning Objective: LO 14.6 Discuss alienation and community, types of people who live in the city, the norm of noninvolvement, and the diffusion of responsibility.

Topic/Concept: City Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.7.55: Theorists who endorse public sociology suggest three guiding principles of public sociology to apply to contribute to building community. What are those principles?

Feedback: Flanagan suggested three guiding principles: (1) Scale—regional and national planning is necessary because there is too much squabbling and too few resources within local jurisdictions. (2) Livability—cities must be appealing and meet human needs, especially the need for community. (3) Social justice—social policy must be evaluated by how it affects people.

People from lower socioeconomic classes cannot be displaced, and people currently experiencing homelessness cannot be neglected in the process of ―improving‖ things.

Learning Objective: LO 14.7 Explain the effects of suburbanization, disinvestment and deindustrialization, and the potential of urban revitalization.

Topic/Concept: Urban Problems and Social Policy Difficulty Level: Difficult Skill Level: Analyze It

Chapter 15: Social Change and the Environment Multiple-Choice Questions TB_Q15.1.1 The alteration of culture and societies over time is known as __________. a. modernization b. a social movement c. social change d. Gemeinschaft Answer: c. social change Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.1.2

In addition to three prior social revolutions, and a fourth we‘re currently experiencing, humanity could be headed toward a fifth revolution prompted by __________. a. sports b. information c. the growing relevance of Africa d. Gesellschaft Answer: b. information Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.1.3 __________ is the term sociologists use for a small, slow-changing, rural society. a. ―Gemeinschaft‖ b. ―Rapidly changing‖ c. ―Gesellschaft‖ d. ―Materialistic‖ Answer: a. ―Gemeinschaft‖ Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.1.4 In a traditional Gemeinschaft society, the divisions of labor between women and men are __________. a. flexible b. nonexistent c. rigid d. determined by the shaman Answer: c. rigid Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q15.1.5 Max Weber believed that capitalism arose from __________. a. changes in life expectancy b. increased religiosity in a given culture c. the Protestant Reformation d. a trend toward smaller family sizes Answer: c. the Protestant Reformation Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.1.6 __________ is the transformation of traditional societies into industrial societies. a. Social movement b. Gemeinschaft c. The third social revolution d. Modernization Answer: d. Modernization Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.1.7 In traditional societies, people own __________. In industrialized societies, people own __________. a. a lot; a little b. a lot; a lot c. a little; a little d. a little; a lot Answer: d. a little; a lot Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.1.8

The temporal orientation of traditional societies is that they tend to look toward __________. a. the past b. the present c. the future d. nowhere in particular Answer: a. the past Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.1.9 In a traditional society, education is __________. a. nonexistent b. begun in the fourth decade of life c. begun in the third decade of life d. not formally structured Answer: d. not formally structured Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.1.10 Because of globalization, a social movement can easily __________. a. turn on itself b. spread from one country to another c. achieve all its goals d. become a local sensation Answer: b. spread from one country to another Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.1.11 The triadic division of the planet since World War II emphasizes __________ in Europe.

a. Italy b. France c. Germany d. Great Britain Answer: c. Germany Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.1.12 The G7 has come to understand that the well-being of __________ is an essential component to worldwide stability. a. the United States b. Germany c. Africa d. Japan Answer: c. Africa Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.2.13 __________ theories assume that, as it moves from a simpler society to a more complex one, every society must go through the same stages in the same order. a. Bilinear b. Trilinear c. Multilinear d. Unilinear Answer: d. Unilinear Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.14 __________ theories propose that different routes lead to the same stage of development for a society.

a. Multilinear b. Natural cycle c. Diffusion d. Unilinear Answer: a. Multilinear Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.15 A central assumption of cyclical theories is that civilizations are __________. a. like components of a Gesellschaft b. obsolete c. similar to organisms d. antitheses Answer: c. similar to organisms Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.16 Karl Marx‘s model of historical change viewed a thesis plus an antithesis as resulting in a(n) __________. a. classless state b. synthesis c. utopia d. state of permanent war Answer: b. synthesis Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.17 According to Karl Marx‘s dialectical view of history, each ruling group __________. a. sows the seeds for its own growth b. is a synthesis c. represents a classless state

d. generates what will ultimately cause it to fail Answer: d. generates what will ultimately cause it to fail Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.18 __________ refers to the combining of existing elements and materials to form new ones. a. Discovery b. Diffusion c. Invention d. Infusion Answer: c. Invention Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.2.19 According to sociologist William Ogburn, __________ is a new way of seeing some aspect of the world. a. discovery b. invention c. diffusion d. cultural lag Answer: a. discovery Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.2.20 __________ is one of the three processes of social change identified by sociologist William Ogburn. a. Diffusion b. Cultural lag c. Dialectics d. A unilinear theory Answer: a. Diffusion

Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.2.21 One hundred years ago, sociologist William Ogburn thought that __________ occurred when human behavior does not keep up with technological innovations. a. social lag b. diffusion c. discovery d. cultural lag Answer: d. cultural lag Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.22 Telephones are an example of __________. a. invention b. discovery c. diffusion d. internal combustion Answer: a. invention Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.2.23 With ever-more powerful telescopes, scientists have been identifying new galaxies. This is an example of __________. a. invention b. diffusion c. discovery d. cultural lag Answer: c. discovery Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.3.24 Postmodern society is __________. a. reliant on obsolete technology b. another term for a postindustrial society c. fundamentally a preindustrial society d. a type of ideology Answer: b. another term for a postindustrial society Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.3.25 Christy had her left foot amputated after incurring injuries during her military service, but she has been issued a prosthetic that enables her to walk normally, and if you didn‘t see this device, you wouldn‘t know that she was using it. Christy‘s foot is an example of the way technology is a(n) __________ means of extending human abilities. a. suboptimal b. artificial c. natural d. superficial Answer: b. artificial Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.3.26 In case he forgets to close his garage door when he leaves home, Siegfried can now close it using an app on his smartphone from wherever he is, which enables him to stay at work and avoid having to run back home. Siegfried‘s technological convenience is an example of __________, which is the sociological significance of technology. a. how technology changes our way of life b. the work-life balance remaining the same c. advances in transportation d. people being easier to work with

Answer: a. how technology changes our way of life Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.3.27 Over time, the production of goods went from being home-based to being __________. a. farm-based b. factory-based c. church-based d. performed while commuting Answer: b. factory-bound Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.28 Before factories became a fact of life, _________ was a major option for workers who were not satisfied with the working environment. a. having their children do the work b. firing the owners c. packing up their tools and leaving d. having their spouses take over Answer: c. packing up their tools and leaving Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.3.29 Karl Marx would say that when workers feel separate from the product of their labor, they experience __________. a. postmodern society b. social inequality c. alienation

d. suburbanization Answer: c. alienation Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.30 The factory-dominated society brought about a new __________ capitalism. a. religion that wanted to eliminate b. ideology that promoted c. morality to counter the negative effects of d. worker-owned form of Answer: b. ideology that promoted Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.3.31 The way in which people show off their material success depends upon __________. a. family relationships b. automobiles c. how advanced the technology is d. alienation Answer: c. how advanced the technology is Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.3.32 As technology progressed, marriages became endangered by people __________. a. leaving home to work in factories b. purchasing cars c. abandoning factories and offices to work at home d. securing the means of production

Answer: a. leaving home to work in factories Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.3.33 As the automobile pushed aside former technology (the horse and buggy), many people thought that cars would __________. a. be a passing fad b. eliminate parking problems in cities, because a car takes up less space than a horse and buggy c. always remain a wealthy person‘s toy d. eventually give way to rocket-powered transportation Answer: b. eliminate parking problems in cities because a car takes up less space than a horse and buggy Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.34 Suburbanization was enabled to a great extent by __________. a. people leaving home to work in factories b. changes in ideology, from capitalism to socialism c. sustained international conflict d. the automobile Answer: d. the automobile Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.35 How did the automobile change architecture? a. The parking area around malls got smaller over time. b. The square footage of apartments changed. c. Wheel designs were used on traditional Greek façades.

d. Houses began to be built with attached garages.

Answer: d. Houses began to be built with attached garages.

Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.36 Yvette was a young wife in the mid-1920s. Her husband purchased an automobile, and Yvette learned to drive it. Suddenly, she could get to stores and social events that were a great distance away. This is an example of how, thanks to automobiles, women __________. a. became the heads of their households b. were freed from the narrow confines of their homes c. no longer ate canned goods d. became more conservative in their views Answer: b. were freed from the narrow confines of their homes Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.3.37 Which statement about computers in education today best reflects the state of the technology? a. The use of computers in education peaked twenty years ago and is declining. b. Communicating with others remains a weakness of computers. c. What we have experienced in computer technology so far is just the tip of the iceberg. d. Computer use is being discouraged in preference to a return to written materials.

Answer: c. What we have experienced in computer technology so far is just the tip of the iceberg.

Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.3.38 Computer A records a deposit. It transfers the funds to Computer B, halfway across the world, in milliseconds. This is a simple example of how the international flow of money has become __________.

a. more difficult to follow b. so regulated that the best way to transfer cash is in a suitcase c. easier to regulate d. much slower Answer: a. more difficult to follow Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.3.39 Hackers based in China unleash a computer virus that shuts down telephone service in the United States. In retaliation, the United States hacks into China‘s power grid and causes blackouts throughout the provinces. This illustrates how the United States __________. a. establishes military superiority b. can be both a victim and a perpetrator of cyberattacks c. places a low priority on cyberattack protection d. has nothing to fear from cyberattacks Answer: b. can be both a victim and a perpetrator of cyberattacks Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.3.40 The Predator airplane, like the X-47B, __________. a. is described in a 1940s science fiction short story b. flies without a pilot on board c. has been outlawed by NATO after human rights violations d. has equivalents in several dozen countries around the world Answer: b. flies without a pilot on board Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.4.41 A sustainable environment __________.

a. may not produce enough material goods for everyone‘s needs b. is easier to attain with the Least Industrialized Nations revving up their economic engines c. is so-called because it can sustain much more pollution that the earth does now d. leaves the next generation with a livable environment Answer: d. leaves the next generation with a livable environment Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.4.42 The U.S. state with the greatest number of the worst hazardous waste sites is __________. a. Nebraska b. Michigan c. California d. New Jersey Answer: d. New Jersey Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q15.4.43 Of the world‘s ten most polluted cities, six are in __________. a. the Philippines b. India c. China d. Mexico Answer: b. India Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.4.44 Burning fossil fuels produces __________, which in turn kills animal and plant life. a. acid rain b. tsunamis c. an El Niño weather pattern d. lowered sea levels

Answer: a. acid rain Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.4.45 Roughly half of all of the Earth‘s plant and animal species live in __________. a. industrialized cities b. North America c. the Andaman Islands d. rain forests Answer: d. rain forests Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.4.46 People with less wealth and members of underrepresented groups are harmed the most by environmental pollution; this is known as __________. a. environmental justice b. planetary injustice c. environmental injustice d. civil disobedience Answer: c. environmental injustice Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q15.4.47 Gaspar and his group buried improvised land mines in a forested area scheduled for clear-cutting by a developer intending to build a new multiacre shopping mall; Gaspar and his group were engaging in __________ a. environmental injustice b. eco-sabotage c. environmental sociology d. environmental justice Answer: b. eco-sabotage

Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.4.48 __________ is a field of study that examines human impact on the environment as well as the impact of the environment on humans. a. Environmental sociology b. Eco-sabotage c. Environmental justice d. Globalization Answer: a. Environmental sociology Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.4.49 One of the central ideas underlying environmental sociology is that ___________. a. technology will be able to solve any problem that humans create b. the physical environment plays a minor role in sociological research c. humans are the dominant species on Earth, so their needs should take precedence d. ecological problems place limits on economic expansion Answer: d. ecological problems place limits on economic expansion.

Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.4.50 If we are to live in a world worth passing on to coming generations, we must seek _________ between technology and the natural environment. a. acceptance b. harmony c. equivalence d. solidarity Answer: b. harmony Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q15.1.51: What are the four social revolutions, and what is the fifth revolution that may be approaching?

Feedback: The first social revolution occurred when hunting and gathering societies became horticultural and pastoral societies. The second social revolution was the emergence of agricultural societies. The third social revolution was the Industrial Revolution. The fourth social revolution, still in progress, was stimulated by the invention of the microchip. Humanity may be on the brink of a fifth social revolution, based on information. Developments in artificial intelligence and the mapping of the human genome are precursors to a revolution in which the use of information technology shapes the next way in which our current way of life will change.

Learning Objective: LO 15.1 Summarize how social change transforms society: include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.1.52: Compare the characteristics of traditional societies and industrialized (and information) societies on any five of these attributes: social change, religious orientation, education, place of residence, family size, infant mortality, life expectancy, temporal orientation, expectation of the future, technology, income, respect for elders, social stratification, view of morals, social control, or tolerance of differences.

Feedback: An answer that compares any five of those attributes across the two types of societies will suffice.

Characteristic Societies

Traditional Societies

Industrialized

Social change

Slow

Rapid

Religious orientation

More

Less

Education

Informal

Formal

Place of residence

Rural

Urban

Family size

Larger

Smaller

Infant mortality

High

Low

Life expectancy

Short

Long

Temporal orientation

Past

Future

Expectation of the future

More of the same

Change

Technology

Simple

Complex

Income

Low

High

Respect for elders

More

Less

Social stratification

Rigid

More open

View of morals

Absolute

Relativistic

Social control

Informal

Formal

Tolerance of differences

Less

More

Learning Objective: LO 15.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics.

Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.2.53: Central to all evolutionary theories of societal change is the notion of cultural progress. Tribal societies are assumed to have a primitive form of human culture and to evolve toward a supposedly advanced and superior form found in the Western world. However, the evolutionary theories have now been rejected. Why? Feedback: Evolutionary theories have been rejected because (1) there is a growing appreciation of the rich diversity and complexity of tribal cultures, and (2) Western culture is in crisis, plagued by poverty, racism, sexual assaults, unsafe streets, a fragile banking system, war, and terrorism. As such, holding Western society up as some kind of ―ideal‖ or ―perfected state‖ seems highly unreasonable.

Learning Objective: LO 15.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn‘s theory.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.3.54: How did the development of the automobile affect courtship customs and sexual norms?

Feedback: By the 1920s, the automobile was used extensively for dating. It removed young people from the watchful eye of parents. Couples parked their cars along country lanes at night.

Two automobile manufacturers (Jewett and Nash) even equipped their automobiles with foldout beds. Automobiles became so popular for courtship that by the 1960s, about 40 percent of marriage proposals took place in them. Mobile lovemaking has declined since the 1970s, not because there is less premarital sex but because the change in sexual norms has made bedrooms easily accessible to unmarried people.

Learning Objective: LO 15.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality.

Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.4.55: Scientists concur that (1) the world‘s climate is changing, and (2) human activity is part of the change. Describe some effects these changes will have on humanity and daily living as we currently know it.

Feedback: A recent United Nations report stated, ―Unless action is taken soon, some major cities will be under water. There will be unprecedented heatwaves, terrifying storms, widespread water shortages, and the extinction of a million species of plants and animals.‖ In addition to these cheery outcomes (which are already taking place), global warming threatens earth‘s coral reefs, which house a treasure of substances that can help cure diseases. The ice caps at the North and South Poles store such vast amounts of water that if they melt, the level of the world‘s oceans will rise by several feet. Low-lying areas of the United States, such as the bayous around New Orleans and Mississippi, will be buried by water. Barrier islands off the coast of the United States will disappear. The oceans will reclaim Florida‘s Everglades. Similar flooding will occur around the earth. The highest point on some island nations is just six feet higher than the level of the ocean. All of their land mass will end up below water.

Learning Objective: LO 15.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony.

Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Difficult Skill Level: Analyze It