SOCIOLOGY 2001_Mega Quiz Bank_2022_248 Pages_Chapter 4 to 18 > Louisiana State University > Guaranteed Grade A+

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Chapter 4 Multiple Choice 1. The process by which people internalize the values, beliefs, and norms required to become functioning members of a given society is known as: a. education. b. soci... alization. c. dramaturgy. d. ethnomethodology. DIF: Easy REF: Page 111 TOP: Factual OBJ: Socialization 2. Sociologists view socialization as a lifelong process that begins: a. when a child can distinguish the “I” from “me.”F b. when a child is born. c. when a child is still in the womb. d. when a child internalizes the norms and values of society. DIF: Moderate REF: Page 112 TOP: Applied OBJ: Socialization 3. The story of the abused child named Anna teaches lessons about the importance of which of the following influences on human development? a. money b. proper hygiene c. human interaction d. healthy nutrition DIF: Easy REF: Pages 114–115 TOP: Applied OBJ: Socialization 4. Ultimately we hold people responsible for their behavior precisely because they can exercise choice over what they do. This speaks to the limit of socialization that sociologists refer to as: a. agency. b. cognitive development. c. deviance. d. dysfuntional socialization. DIF: Moderate REF: Pages 113–114 TOP: Applied OBJ: Agency 5. The case of Anna—who had been horribly neglected and had virtually no human contact—illustrates the fact that: a. biology is more important than the social environment in whether we become functioning members of a society. b. inadequate diet and sunshine will result in ill health if a child is not given early intimate training. c. “human nature” is the result of a complex relationship between nature (biology) and nurture (the social environment). d. lack of discipline in early childhood leads to the development of long-term physical and mental problems. DIF: Difficult REF: Pages 114–115 TOP: Conceptual OBJ: Nature versus Nurture 6. If we place nature and nurture at opposite ends on a continuum, most sociologists would fall toward the nurture end of the continuum. Which statement best explains this tendency? a. Sociologists focus on, and as a result give primary weight, to the social environment in explaining how people think, feel, and behave. b. Sociologists believe humans are born as blank slates, and that the social environment trumps nature. c. Sociologists believe that our genetic makeup really has very little to do with who we become in life. d. Sociologists believe there is a complex relationship between heredity and the environment, and that we need to give equal weight to both. DIF: Moderate REF: Pages 113–114, 140 TOP: Conceptual OBJ: Nature versus Nurture 7. Which theory uses game-playing to understand the development of self? a. Cooley’s looking-glass self theory b. Mead’s role-playing theory c. Merton’s role theory d. Goffman’s dramaturgy theory DIF: Easy REF: Pages 117–118 TOP: Factual OBJ: Theories of Socialization 8. Theories of socialization focus, in part, on how the “self” develops. According to your textbook, the “self” is: a. the individual identity of a person as perceived by that same person. b. the identity of a person as perceived by others. c. the individual’s sense of agency, action, or power. d. the conception we have of our self when we look in our “social mirror.” DIF: Moderate REF: Page 115 TOP: Factual OBJ: Looking-Glass Self Theory 9. Which theorist argued that other people essentially provide us with a “social mirror,” and that our interpretations of this mirror affect how we see ourselves? a. Erving Goffman b. Émile Durkheim c. George Herbert Mead d. Charles Horton Cooley DIF: Moderate REF: Page 115 TOP: Factual OBJ: Looking-Glass Self Theory 10. Cooley’s theory of socialization states that the self develops from our interactions with others and their reactions to us. This theory is known as: a. role-playing. b. dramaturgy. c. reflection theory. d. looking-glass self theory. DIF: Easy REF: Page 115 TOP: Factual OBJ: Looking-Glass Self Theory 11. According to Charles Horton Cooley, we develop a self-concept by: a. inheriting genetic characteristics from our parents. b. learning self-discipline. c. interpreting our feelings about ourselves. d. interpreting how others think about us. DIF: Moderate REF: Page 115 TOP: Factual OBJ: Looking-Glass Self Theory 12. In terms of how we feel about ourselves, Charles Horton Cooley would argue all of the following to be true EXCEPT: a. If we imagine others think we’re fat, even if they don’t, it will still affect the way we feel about ourselves. b. Society provides us a “mirror” in which we can observe the reactions of others to our own behavior. c. We are affected more by how people react to our behavior than by how we interpret their reactions. d. Our interpretations of how others see us are more important than the reality of how others see us. DIF: Moderate REF: Page 115 TOP: Conceptual OBJ: Looking-Glass Self Theory 13. Concepts such as I, me, and generalized other are part of which theorist’s work? a. George Herbert Mead b. Charles Horton Cooley c. Erving Goffman d. Sigmund Freud DIF: Easy REF: Pages 115–117 TOP: Factual OBJ: George Herbert Mead 14. According to George Herbert Mead’s stages of development, children learn to recognize an “other” through: a. playing informally with other people. b. imitation. c. playing formal games (like baseball). d. trial and error. DIF: Moderate REF: Page 116 TOP: Factual OBJ: George Herbert Mead 15. Which of the following is considered to be an advanced stage of development according to George Herbert Mead? a. the game stage b. the play stage c. the imitation stage d. the “me” stage DIF: Moderate REF: Pages 116–117 TOP: Factual OBJ: George Herbert Mead 16. Which of the following best describes the difference between the “I” and the “me” in George Herbert Mead’s theory? a. The “I” is selfish and impulsive; the “me” is how we believe others see us. b. The “I” is empathetic; the “me” is self-absorbed. c. The “I” is how we believe others view us; the “me” is how we view ourselves. d. The “I” wants to please others; the “me” wants to please the self. DIF: Difficult REF: Page 115 TOP: Conceptual OBJ: I, Me, and Other 17. The final step in Mead’s theory of socialization is the development of an internalized sense of the total expectations of others. This is known as: a. the socialized other. b. the first-person other. c. the generalized other. d. the significant other. DIF: Easy REF: Page 117 TOP: Factual OBJ: Generalized Other 18. Which of the following provides a good example of the “generalized other”? a. A little girl has a grandmother who always wears a hat. One day the girl sees a woman who is about her grandmother’s age and asks her where her hat is. b. A child goes to a friend’s house to play and is surprised when her friend asks her to remove her shoes before coming into the house. c. A child is taught to say “bless you” every time someone sneezes in her home. When she is at the grocery store one day, the child says “bless you” to a complete stranger who sneezes in the checkout line. d. While at the park, a little girl notices a boy about her age standing all alone. Feeling sorry for him, she walks over and asks him if he would like to play. DIF: Difficult REF: Page 117 TOP: Conceptual OBJ: Generalized Other 19. Mead would probably argue that if your four-year-old daughter picks her nose and keeps pulling up her dress while you are out at a fancy restaurant, it is because: a. she has not internalized the generalized other. b. she does not have good manners. c. she has not developed an I. d. she has developed a sense of the other. DIF: Moderate REF: Page 117 TOP: Applied OBJ: Generalized Other 20. Using Mead’s concept of the generalized other, which of the following explanations would you use to explain why a man “streaked” (ran around nude) at Harvard’s graduation ceremony? a. He has not been socialized properly by his family and has a poorly developed generalized other. b. He has a keen awareness of the generalized other and simply enjoys soliciting people’s reactions. c. He has failed to separate the “I” from the “me.” d. He does not fully comprehend the generalized other or the significance of his norm violation. DIF: Difficult REF: Pages 117–118 TOP: Applied OBJ: Generalized Other 21. Although there are many agents of socialization, four of the primary ones are: a. television, music, videos, and books. b. schools, the military, colleges, and day care centers. c. peers, religion, sororities, and fraternities. d. family, schools, peers, and media. DIF: Easy REF: Pages 118–122 TOP: Factual OBJ: Agents of Socialization 22. According to research by Kohn and Schooler (1983) and Laureau (2002), parents of different social classes socialize their children differently. Which of the following statements best describes these differences? a. Middle-class parents are more likely to stress independence and self-direction; working-class parents are more likely to instill respect for authority. b. Middle-class kids have more opportunity to “do what they want”; working-class kids are involved in more “structured” activities. c. Middle-class parents value obedience over independent thinking; working-class kids are taught to use logic and reason to support their choices. d. Working-class parents are more likely to use “time-outs” as a form of punishment; middle-class parents are more likely to use spanking as a form of punishment. DIF: Difficult REF: Page 118 TOP: Conceptual OBJ: Agents of Socialization 23. In their book Preparing for Power, Cookson and Persell (1985) explore the role that private prep schools play in transmitting power and privilege to the students who attend them. As discussed in your textbook, which is the most important aspect of prep school education? a. Private prep schools teach kids good manners and etiquette. b. Private prep schools allow students to engage in more “upper-class” sports and activities. c. Private prep schools link students to important social networks that will benefit them for life. d. Private prep schools prepare students to “give back” to their community by engaging in philanthropic pursuits. DIF: Moderate REF: Page 121 TOP: Factual OBJ: Agents of Socialization 24. Expected conformity, especially among teenage friends, is known as: a. peer pressure. b. adolescent angst. c. teenage wasteland. d. role strain. DIF: Easy REF: Page 121 TOP: Factual OBJ: Agents of Socialization 25. Which of the following scenarios involves the use of peer pressure? a. A young lady is “whistled at” by a group of boys as she passes them in the hall. b. Two boys steal another boy’s ball because he won’t share. c. Two friends stage an intervention with another friend who they believe has a drug problem. d. A student decides to go out for drinks after her friends make her feel guilty for “studying too much!” DIF: Moderate REF: Page 121 TOP: Applied OBJ: Agents of Socialization 26. The popular television show, Sesame Street, was created with the explicit purpose of providing educational opportunities for low-income children. Being that this show was successful, we can argue that: a. the media serves as a powerful socializing agent. b. low-income children now have the same opportunities as their wealthier peers. c. children are not affected by what they see on television. d. media has the power to erase the reproduction of inequality in society. DIF: Easy REF: Page 122 TOP: Conceptual OBJ: Agents of Socialization 27. People and groups that influence our orientation to life, our self-concept, emotions, attitudes, and behaviors are: a. generalized others. b. total institutions. c. agents of socialization. d. motivators. DIF: Difficult REF: Pages 118–123 TOP: Factual OBJ: Agents of Socialization 28. A drastic type of adult socialization that may occur when adults change environments is known as: a. resocialization. b. dramaturgy. c. role conflict. d. role strain. DIF: Easy REF: Page 122 TOP: Factual OBJ: Adult Socialization 29. Military boot camps and prisons are places that control all of the basics of people’s day-to-day lives and are known as: a. bureaucracies. b. front stages. c. total institutions. d. ascribed statuses. DIF: Easy REF: Page 122 TOP: Factual OBJ: Total Institutions 30. Which of the following would be the best example of a total institution? a. a Boy Scout troop b. a political party c. a sports team d. a convent DIF: Moderate REF: Pages 122–123 TOP: Applied OBJ: Total Institutions 31. In which of the following situations would the process of resocialization most likely occur? a. A child gets a new coach halfway through the season. b. An employee must learn to deal with a new boss. c. A marketing director of a large firm is sent to prison for embezzlement. d. A student at a community college transfers to a four-year university in the same town. DIF: Easy REF: Page 122 TOP: Applied OBJ: Resocialization 32. A recognizable social position that an individual occupies, such as “student” or “professor,” is known as a: a. status. b. role. c. face. d. total institution. DIF: Easy REF: Page 123 TOP: Factual OBJ: Role Theory 33. Who developed role theory as a way to examine social interaction? a. Karl Marx b. Erving Goffman c. Robert Merton d. Charles Horton Cooley DIF: Easy REF: Pages 123–124 TOP: Factual OBJ: Role Theory 34. ____________ refers to a social position while ____________ designates socially expected behavior. a. Role; class b. Class; status c. Role; status d. Status; role DIF: Easy REF: Page 123 TOP: Factual OBJ: Role Theory 35. The sociological significance of roles is that they: a. dictate the reality of a situation. b. lay out what is expected of people. c. come with clearly-defined expectations. d. are identitical from one setting to the next. DIF: Moderate REF: Page 123 TOP: Conceptual OBJ: Role Theory 36. Expectations that define appropriate or inappropriate behavior for the occupants of a particular status are called: a. roles. b. folkways. c. identities. d. simple norms. DIF: Easy REF: Page 123 TOP: Factual OBJ: Role Theory 37. Venus Williams is one of the top women’s tennis players in the world. This status overrides all of her other statuses and is known as her: a. ascribed status. b. achieved status. c. status set. d. master status. DIF: Easy REF: Page 125 TOP: Conceptual OBJ: Role Theory 38. A single mother who is experiencing incompatibility within her role, such as dealing with sleep deprivation and spending quality time with her children, may be experiencing which of the following? a. peer pressure b. resocialization c. role conflict d. role strain DIF: Moderate REF: Page 123 TOP: Applied OBJ: Role Strain 39. Janet has a paper due in her English class, a test in her psychology class, and field notes due in her anthropology class this week. On top of it all, she needs to meet with her advisor to plan out classes for next semester. Janet is experiencing: a. role conflict. b. status incongruity. c. role strain. d. status pressure. DIF: Moderate REF: Pages 123–124 TOP: Applied OBJ: Role Strain 40. Sandra’s boss asked her to work this weekend, but Sandra feels obligated to attend a family reunion and she has to study for an exam. She is having trouble deciding which “activity” to let go. Sandra is experiencing: a. role conflict. b. status inconsistency. c. role strain. d. status incompatibility. DIF: Moderate REF: Page 124 TOP: Applied OBJ: Role Conflict 41. All of the statuses that an individual occupies at any given time comprise her or his: a. ascribed status. b. achieved status. c. status set. d. master status. DIF: Easy REF: Page 125 TOP: Factual OBJ: Status Set 42. Most people occupy many statuses at a particular point in time: student, employee, citizen, son or daughter, and so on. This list of statuses is known as: a. ascribed status. b. achieved status. c. status set. d. master status. DIF: Easy REF: Page 125 TOP: Factual OBJ: Status Set 43. Choose the best example of an achieved status from the following. a. a small Hispanic boy named Javier b. a woman diagnosed with breast cancer c. a newly ordained minister in a Pentecostal church d. a baby who is baptized into the Roman Catholic church DIF: Moderate REF: Page 125 TOP: Conceptual OBJ: Achieved Status 44. Involuntary statuses that we are born into are called: a. ascribed statuses. b. achieved statuses. c. status sets. d. master status. DIF: Easy REF: Page 125 TOP: Factual OBJ: Ascribed Status 45. An ascribed status is: a. a status that stands out within a status set. b. a status a person has little or no control over. c. a status into which one enters. d. a status that a person works to accomplish. DIF: Moderate REF: Page 125 TOP: Factual OBJ: Ascribed Status 46. Which of the following represents an ascribed status? a. American of Japanese descent b. lawyer c. high school dropout d. sociology major DIF: Moderate REF: Page 125 TOP: Applied OBJ: Ascribed Status 47. The expectations that Barbie dolls are for girls and G.I. Joe dolls are for boys are examples of: a. role conflicts. b. gender roles. c. ascribed statuses. d. status sets. DIF: Easy REF: Page 125 TOP: Applied OBJ: Gender Roles 48. Studies have shown that people interact with babies differently based on whether they are boys or girls. Using role theory, we could argue that: a. sex is an achieved status. b. sex is a master status in our society. c. boys and girls are simply different. d. gender roles are ascribed. DIF: Moderate REF: Pages 125–126 TOP: Conceptual OBJ: Gender Roles 49. Today’s assumption that childhood represents a distinct phase in the life course stands in sharp contrast to notions of children as “little adults” popular in preindustrial times. This example highlights: a. how children have redefined their status over the years. b. how children today are different from children in the past. c. how our notions of childhood are socially constructed. d. how children’s views of themselves have changed over time. DIF: Moderate REF: Pages 127–128 TOP: Conceptual OBJ: Social Construction of Reality 50. Which of the following theories argues that people’s feelings and choices about how to act are based on shared meanings, orientations, and assumptions? a. symbolic interactionism b. dramaturgical theory c. functionalism d. role theory DIF: Easy REF: Page 129 TOP: Factual OBJ: Symbolic Interactionism 51. The three basic tenets of symbolic interactionism theory include all of the following EXCEPT: a. Human beings inherit mutual understandings of symbols across cultures, times, and social changes. b. Human beings act toward ideas, concepts, and values on the basis of the meaning that those things have for them. c. These meanings are the products of social interaction in human society. d. These meanings are modified and filtered through an interpretive process that each individual uses in dealing with outward signs. DIF: Moderate REF: Page 129 TOP: Factual OBJ: Symbolic Interactionism 52. Which of the following theories contains concepts such as front stage and backstage, and has its roots in the work of William Shakespeare? a. reflection theory b. dramaturgical theory c. looking-glass self theory d. stage theory DIF: Easy REF: Page 131 TOP: Factual OBJ: Dramaturgical Theory 53. According to Goffman, we all try to make good impressions on others, and we actively work to ensure that others believe that they are doing the same. He calls this: a. resocialization. b. the generalized other. c. impression management. d. controlling one’s environment. DIF: Easy REF: Page 131 TOP: Factual OBJ: Dramaturgical Theory 54. According to dramaturgical theory, the primary goal of every social interaction is: a. to be front (and center) stage. b. to make a good impression. c. to assume the correct role. d. to conform to the script. DIF: Moderate REF: Page 131 TOP: Factual OBJ: Dramaturgical Theory 55. A good deal of impression management can be said to involve “teamwork.” Which of the following is NOT an example of teamwork? a. Parents collaborating to prevent children knowing about their quarrels. b. Professors who loathe each other take care to hide this fact from their students. c. Political campaigners and staff who radiate a common air of confidence about the latest poll results. d. Pedestrians on a street who gather to watch someone jump from a building. DIF: Moderate REF: Pages 131–134 TOP: Conceptual OBJ: Dramaturgical Theory 56. According to Goffman, the esteem in which an individual is held by others is known as the: a. looking-glass self. b. ego. c. prestige. d. face. DIF: Easy REF: Page 132 TOP: Factual OBJ: Impression Management 57. Your professor drank too much over the weekend and tripped and sprained his ankle. When asked about his injury in class the next day, the professor replied, “I sprained my ankle playing soccer with the kids.” This is an example of what? a. role strain b. saving face c. a breach of common roles d. a degradation ceremony DIF: Moderate REF: Page 132 TOP: Applied OBJ: Impression Management 58. In managing impressions, people rarely challenge the credentials of an actor, even when they suspect that a false impression is being created. Which of the following reasons do NOT explain this tendency? a. All participants shoulder a common responsibility to maintain another’s face. b. When actors “lose face,” the discredited performance is uncomfortable for everyone. c. People feel sorry for others who cannot “pull off” false impressions. d. There is an implicit bargaining among actors not to question the performances other people offer. DIF: Moderate REF: Page 133 TOP: Conceptual OBJ: Impression Management 59. According to Goffman, the main goal of impression management is to: a. create an alter ego. b. save face. c. fool others. d. control ourself. DIF: Moderate REF: Page 132 TOP: Factual OBJ: Impression Management 60. Which of the following scenarios provides an example of front-stage behavior? a. Sally discovers her mother-in-law is dropping by shortly, so Sally rushes to tidy up the house a bit. b. Sam is angry at his little brother for embarrassing him in front of his girlfriend, so he refuses to take him to get ice cream. c. Cinderella smoked a cigarette in the employee break room before going to sign autographs at the castle. d. While eating at Denny’s last night, Debbie saw a little boy pocket some money from one of the tables. The boy was not aware anyone saw him. DIF: Difficult REF: Pages 131–132 TOP: Conceptual OBJ: Impression Management 61. Front-stage mistakes, such as if your sociology professor accidently trips as she walks into class one day, are known as: a. breaches. b. deviant openings. c. bad manners. d. theatrical breakdowns. DIF: Easy REF: Page 133 TOP: Factual OBJ: Impression Management 62. According to Goffman, when there is a breach (mistake) in an established script, people generally do which of the following? a. Point out the mistake so that they can make others look bad. b. Point out the mistake so that they can feel superior. c. Work hard to repair the mistake so that everyone can move forward. d. Work hard to repair the mistake only if they know the person really well. DIF: Moderate REF: Page 133 TOP: Applied OBJ: Impression Management 63. According to impression management, the backstage arena would include: a. occasions when we are in the “public.” b. occasions where we create and maintain particular impressions of ourselves. c. what we want others to think about us. d. where we are our “private selves” and where the real story takes place. DIF: Moderate REF: Page 132 TOP: Applied OBJ: Impression Management 64. Saying “hello” when answering the telephone signals the start of an encounter in the first bracket and is known to dramaturgists as: a. act one. b. the monologue. c. the opening. d. the pre-show. DIF: Moderate REF: Page 134 TOP: Applied OBJ: Impression Management 65. Goffman’s term for refraining from directly interacting with someone you know until an opening bracket has been issued is known as: a. civic inattention. b. face. c. front stage. d. backstage. DIF: Moderate REF: Page 134 TOP: Factual OBJ: Impression Management 66. Two young men are on an elevator together. After briefly acknowledging each other’s presence, they “politely ignore” each other for the remainder of the ride. Goffman would refer to this behavior as an example of: a. backstage behavior. b. civic inattention. c. an opening signal. d. a given-off gesture. DIF: Moderate REF: Page 134 TOP: Applied OBJ: Impression Management 67. Unconscious signals of our true feelings, such as nonverbal behaviors, are known by Goffman as: a. opening gestures. b. closing acts. c. opening acts. d. given-off gestures. DIF: Moderate REF: Page 134 TOP: Factual OBJ: Impression Management 68. Which of the following is NOT an example of a given-off gesture? a. Staring at the ceiling while your professor is talking. b. Packing up your notebook when class should be ending. c. Glancing at your watch when the professor starts another story. d. Stifling a laugh when someone walks into the class with toilet paper on their shoe. DIF: Difficult REF: Page 134 TOP: Applied OBJ: Impression Management 69. Using dramaturgical theory, why is it more difficult to end a conversation (closing) when we’re on the phone than in person? a. It is embarassing to tell someone good-bye on the phone. b. It is impossible for people to see our “closing gestures,” many of which are nonverbal, when we’re on the phone. c. When we’re on the phone, we don’t want to hurt someone’s feelings. d. We are in the backstage when we are on the phone, but in the front stage when we are in person. DIF: Moderate REF: Page 134 TOP: Conceptual OBJ: Impression Management 70. Harold Garfinkel developed an approach to studying human interaction that focused on how people produce (and maintain) a mutually shared social order. This method was called: a. dramaturgy. b. ethnomethodology. c. social constructionism. d. dramaturgical analysis. DIF: Moderate REF: Page 135 TOP: Factual OBJ: Ethnomethodology 71. Harold Garfinkel and his students devised “breaching experiments” in order to: a. see if groups which were matched on important social characteristics would react differently when the independent variable was introduced. b. ascertain if civic inattention operated in a wide variety of social situations. c. reveal the presence of unspoken expectations that people in particular roles have of one another. d. see if people avoid eye contact when they are placed in an uncomfortable situation. DIF: Easy REF: Page 135 TOP: Factual OBJ: Ethnomethodology 72. If your professor asked you to do a “breaching experiment,” you might do which of the following? a. Ask a stranger if (s)he knew the time. b. Ask a stranger if (s)he could tie your shoes. c. Tell your parents you were going over to a friend’s house to study. d. Tell your best friend that (s)he had something in his/her teeth. DIF: Moderate REF: Pages 135–136 TOP: Applied OBJ: Ethnomethodology 73. Twitter, texting, and Facebook have changed the way we communicate and have had a profound impact on all of the following EXCEPT: a. how we deal with anxiety. b. the nature of social interaction. c. the impression management strategies we use. d. the nature and details of crime. DIF: Easy REF: Pages 136–137 TOP: Factual OBJ: Technology and Interaction 74. A comprehensive program implemented in one of upper Manhattan’s impoverished areas, called the Harlem Children’s Zone (HCZ), aims to help low-income children become successful adults. According to data on the effectiveness of the program, which of the following is true? a. The HCZ data are clear; these programs are a colossal failure. b. The HCZ data are clear; these programs are a total success. c. The HCZ data show positive results for girls and negative results for boys. d. The HCZ is still so new that we will not know for some time. DIF: Easy REF: Pages 137–139 TOP: Factual OBJ: Harlem Children’s Zone 75. The Harlem Children’s Zone (HCZ), a comprehensive program inspired by Head Start, aims to help low-income children become successful adults. The HCZ program differs from the Head Start program in all of the following ways EXCEPT: a. The HCZ program includes a comprehensive medical service component. b. The HCZ program aims to enroll families before the children are even born. c. The HCZ program aims to keep children in the network until they graduate from college. d. The HCZ program is focused on short-term cognitive and educational goals. DIF: Moderate REF: Page 138 TOP: Factual OBJ: Harlem Children’s Zone Completion 1. Cooley’s theory of socialization states that the self emerges from our interactions with others and how they react to us. This theory is called ____________. ANS: looking-glass self theory DIF: Easy REF: Page 115 TOP: Factual OBJ: Looking-Glass Self Theory 2. Mead’s theory of socialization includes the concept of ____________, which represents an internalized sense of society’s and people’s expectations in a variety of social settings. ANS: the generalized other DIF: Moderate REF: Page 117 TOP: Factual OBJ: Generalized Other 3. The primary agent of socialization in most people’s lives is ____________. ANS: family DIF: Easy REF: Page 118 TOP: Factual OBJ: Agents of Socialization 4. The four main agents of socialization are: ____________, ____________, ____________, and ____________. ANS: family; schools; peers; media DIF: Moderate REF: Pages 118–122 TOP: Factual OBJ: Agents of Socialization 5. Sociologists define ____________ institutions as those that control all of the basics of people’s day-to-day life. Two examples would be ____________ and ____________. ANS: total; military boot camp, prison, boarding schools, detention centers, convents DIF: Moderate REF: Pages 122–123 TOP: Factual OBJ: Total Institutions 6. Military boot camps, prisons, and even hospitals can be referred to as ____________ because they control all of the basics of day-to-day life. ANS: total institutions DIF: Moderate REF: Page 122 TOP: Applied OBJ: Total Institutions 7. If you change your environment (e.g., move to another country with drastically different norms and values), you may need to re-learn how to do things. This process is called ____________. ANS: resocialization DIF: Moderate REF: Page 122 TOP: Applied OBJ: Resocialization 8. A ____________ is a social position, while ____________ are the behaviors and duties expected of a person occupying that position. ANS: status; roles DIF: Easy REF: Page 123 TOP: Factual OBJ: Role Theory 9. A position in society that someone holds that cuts across (or overshadows) other statuses they hold, such as being a high-ranking bishop, college president, or famous actor/actress would be considered their ____________. ANS: master status DIF: Moderate REF: Page 125 TOP: Applied OBJ: Status 10. Tanya is an undergraduate student who has a wild late-night party to go to tonight and a sociology exam tomorrow at 8:00 a.m. She is stressed about her choices and may be experiencing what sociologists call ____________. ANS: role conflict DIF: Easy REF: Page 124 TOP: Factual OBJ: Role Conflict 11. All of the statuses that an individual occupies at one time are known as his or her ____________. ANS: status set DIF: Easy REF: Page 125 TOP: Factual OBJ: Status Set 12. Voluntary statuses such as becoming a peace activist and a fan of reality television are known as ____________. ANS: achieved statuses DIF: Easy REF: Page 125 TOP: Factual OBJ: Achieved Status 13. Involuntary, inherited statuses such as age, race, and sex are known as ____________. ANS: ascribed statuses DIF: Easy REF: Page 125 TOP: Factual OBJ: Ascribed Status 14. A person’s sex largely determines how she or he will be socialized. These roles are known as ____________. ANS: gender roles DIF: Easy REF: Page 125 TOP: Factual OBJ: Gender Roles 15. The idea that something is real, meaningful, or valuable because society tells us so is a part of an explanation of how we give meaning to things or ideas through social interaction. This is known as ____________. ANS: the social construction of reality DIF: Moderate REF: Pages 127–129 TOP: Factual OBJ: Social Construction of Reality 16. Goffman’s theory of ____________ argues that life is essentially a play, complete with actors, scripts, and roles. ANS: dramaturgy DIF: Easy REF: Pages 131 TOP: Factual OBJ: Dramaturgical Theory 17. According to dramaturgical theory, the ____________ is where we perform our lives and the ____________ is where we analyze and critique our own performances. ANS: front stage, backstage DIF: Easy REF: Pages 131–132 TOP: Factual OBJ: Ethnomethodology Essay 1. Define socialization and give two examples of agents of socialization. ANS: Socialization is the lifelong processes by which we are taught, directly and indirectly, the values, beliefs, behaviors, and expectations of our society. We are born, and then we learn to become functioning members of society. There are four main agents of socialization: the family, schools, peers, and the media. DIF: Easy REF: Pages 111–122 TOP: Factual OBJ: Socialization 2. Summarize the case of Anna. Based on the five conclusions reached from studying her life, what does this case tell us about the importance and limits of socialization? ANS: Anna was a young girl who was found horribly neglected, tortured, and bound to a chair in an attic. She was not well-fed and, up to the point when she was found, had minimal human contact. She couldn’t walk, and she couldn’t speak because she was never taught language. The people who found her tried to help her and made some progress, but she died a few years later. The five conclusions reached were as follows: 1. Her inability to develop past an “idiot level of mentality . . . is largely the result of social isolation.” 2. “It seems almost impossible for any child to learn to speak, think, and act like a normal person after a long period of isolation.” 3. They compared her with other cases of isolated children, and the similarities “seem to indicate that the stages of socialization are to some extent necessarily related to the stages of organic development.” 4. “Anna’s history . . . seems to demonstrate that human nature is determined by the child’s communicative social contacts as much as by his organic equipment and that the system of communicative symbols is a highly complex business acquired early in life as the result of long and intimate training.” 5. Theories of socialization are neither right nor wrong in this case, “but simply inapplicable” (Davis, 1940, pp. 554–565). These conclusions tell us that without social contact, even children like Anna, who was born healthy, will not thrive without having meaningful socialization into language, bipedal mobility, and basic human behaviors. DIF: Difficult REF: Pages 114–115 TOP: Applied OBJ: Limits of Socialization 3. What does Cooley mean by his looking-glass self theory? How does this theory explain the development of our self-concept? ANS: Cooley’s looking-glass self theory states that our self-concept comes from a social process in which we assume the point of view of others and imagine how they see us. If people are nice to us and say we are smart, cute, and funny, we are likely to develop a positive self-concept. However, if people call us dumb, ugly, and humorless, we may develop a negative self-concept. DIF: Moderate REF: Page 115 TOP: Conceptual OBJ: Looking-Glass Self Theory 4. Describe the main ideas of Mead’s theory of socialization. ANS: Mead’s theory of socialization tries to explain how a person develops a social self after starting out as a baby only seeing “I.” We all start out thinking the world revolves around us until we learn the “me”—that our self is a distinct object that can be perceived by others and that others exist. The generalized other is the society at large, and we learn to internalize its expectations. The significant other is any of the people we are closest to, such as our partners, families, friends, and others whom we try to please. Mead also explained how playing roles and games teach us society’s expectations and how to function within a wide range of social settings. DIF: Moderate REF: Pages 115–118 TOP: Factual OBJ: George Herbert Mead 5. According to George Herbert Mead, the final step in the socialization process is when we have developed the concept of the generalized other. Explain this concept in your own words, and give several examples of how your perception of the generalized other affects your day-to-day behavior. ANS: The generalized other is when we have internalized the total expectations of others in society. Even if we’re in a place we’ve never been before, or if we’re surrounded by a bunch of people we’ve never encountered before, we have a pretty good idea of what others expect from us. In other words, we have been socialized, and as a result of this socialization we have internalized the larger expectations of society (generalized other). It is my perception of the generalized other that keeps me from picking my nose when I’m in the car and I think that someone might see me. My perception of the generalized other also keeps me from cutting in line at the grocery store (even if I’m in a hurry). My perception of the generalized other is why I refrain from calling people after 10 p.m. at night and/or before 8 a.m. in the morning. My perception of the generalized other is why I don’t mow my lawn in the nude. Shall I go on? DIF: Moderate REF: Pages 117–118 TOP: Applied OBJ: Generalized Other 6. List and give an example of each of the four main agents of socialization. ANS: The first agent of socialization and the most basic is the family. The family gives us our ascribed status, as we are born to our parents, so our age, race, and sex are determined involuntarily. The family also teaches us language, norms, values, religion (or not), our ethnic traditions, and other types of achieved statuses. Our parents’ social class also teaches us work ethic, values, and how to spend our leisure time. The second agent is school, which we are mandated to attend if we live in the United States. Schools socialize us beyond “the three Rs,” and we may also learn rules such as lining up for lunch and athletics in schools. The third agent is the peer group, which for some teenagers may be the most important. Peers are powerful agents in that sometimes they exert peer pressure, which is a common occurrence that may lead to deviant behaviors such as smoking and even criminal behaviors, such as joining a street gang. Finally, the fourth agent is the media, which socializes all of us to varying degrees. For example, music may affect one’s mood, and television shows like Sesame Street exist for the purpose of socializing underprivileged children into education and learning. DIF: Moderate REF: Pages 118–122 TOP: Factual OBJ: Agents of Socialization 7. Parents of different social classes socialize their children differently. Middle-class parents are more likely to stress independence and self-direction, whereas working-class parents priortize obedience to authority. Using this example, explain how these different socialization experiences could perpetuate (reproduce) social inequality. ANS: Socialization is not only the process by which we learn how to function in society, but also a process by which ideas, attitudes, and behaviors are perpetuated from one generation to the next. A child whose parents teach him/her to be self-directed is more likely to set loftier goals in life than a child whose parents teach him/her to be obedient. Parents seem to prepare their kids according to their own experiences in the workplace (e.g., what they know best). Upper- and middle-class parents are more likely to have jobs with a good deal of autonomy and control, and most likely jobs that require them to make decisions independently. Working-class parents most likely have jobs where they are constantly supervised, have less control over how they do their work, and must answer to a superior. As such, they value obedience to authority and prepare their kids for similar kinds of jobs. In these ways, the socialization process can reproduce inequality, even unintentionally. DIF: D REF: Pages 118–120 TOP: Conceptual OBJ: Agents of Socialization 8. What is role conflict and how does it differ from role strain? Give an example of each. ANS: Role strain is incompatibility or stress that a person experiences within one role, such as a father who has a screaming infant and a two-year-old running toward the pool at the same time. The strain may be in deciding, “Which one needs me more right this second?” Role conflict occurs when a person has stress or incompatibility among more than one role that she or he is expected to perform. For example, the father in the above example may have two kids to care for on a beautiful Saturday morning when the phone rings. It’s his golf buddy, who says, “We need a fourth because Ed’s sick today.” What is this father to do? DIF: Moderate REF: Pages 123–124 TOP: Applied OBJ: Role Theory 9. Explain the main concepts of Merton’s role theory. ANS: Merton was a functionalist who created role theory to provide language with which to describe social interactions. Status is his term to refer to a recognizable social position that a person occupies, such as “student” or “father.” Roles are the duties and expectations that come with a status. For example, a student is expected to study hard, and a father must provide financial, emotional, and other types of support to his children. All of the statuses that a person occupies are known as his or her status set. A status set could include woman, mother, student, rock music fan, daughter, lover, sister, niece, aunt, friend, and so forth. Role strain occurs when a person has incompatibility within one role, and role conflict occurs when stress takes place among multiple roles that a person tries to live up to that may contradict one other. DIF: Moderate REF: Pages 123–125 TOP: Factual OBJ: Role Theory 10. Describe a particular status that a person occupies as being both ascribed and achieved. In answering this question, provide an example. ANS: Take the example of religion. A child whose parents take him to a Baptist church each week has very little control over his status, so I would view religion at this point in time as more of an ascribed (or involuntary—one that he was “born into”) status. When the child grows up and moves out of his parents’ house, he may decide he is agnostic, or he may decide to follow a different religion. At this point in time (because he has more choice in the matter), I would deem religious affiliation more of an achieved (voluntary) status. The same might be said about social class. Although social class affects our chances in life, we have virtually no control over the social class into which we are born (i.e., the social class of our parents). If a child born lower-class climbs to the upper class (or becomes a multimillionaire), his/her social class can be viewed as achieved. DIF: Difficult REF: Page 125 TOP: Conceptual OBJ: Role Theory 11. Define gender roles and give one example of a female gender role and one example of a male gender role in the United States. ANS: Gender roles are the values, beliefs, duties, and expectations that are taught to people based on their sex. Examples of female gender roles in the United States are to wear pink, be pretty, and learn to cook, clean, and take care of babies. Examples of male gender roles in the United States are to wear blue, be muscular and tough, and learn to play sports and fix cars. DIF: Moderate REF: Page 125 TOP: Factual OBJ: Gender Roles 12. Explain what sociologists mean by the social construction of reality and give one example of it. ANS: Nothing is truly taken for granted by sociologists: everything has meanings and values that other people give and we understand based on our culture, experience, and society. The social construction of reality refers to how society tells us what is meaningful, valuable, and real, based on our social interactions and understandings. One effective way to exemplify social construction is to compare one society to another. In the textbook, the example is of childhood and how it means different things in various cultures and over time. Another example is females shaving their underarms and legs. In almost every other culture in the world, this is not expected of all females, but in the United States it is a strong cultural expectation for all young girls and women to shave these areas or they are considered “deviants.” DIF: Moderate REF: Pages 127–130 TOP: Factual OBJ: Social Construction of Reality 13. Summarize the main ideas and concepts of Goffman’s theory of dramaturgy. Apply it to explain one of the statuses that you currently occupy. ANS: Goffman’s dramaturgy theory begins with understanding its roots in the works of William Shakespeare. Goffman argues that life is essentially a play and that we all are struggling to make good impressions on our audience. He called this impression management. This relates to how we try to save face, meaning that we try to maintain a high level of esteem in how other people see, react to, and treat us. The stage is where we interact and behave, the front stage is where we perform our lives, and the backstage is where we analyze ourselves and our behaviors. Breaches are mistakes we might make in the script, in other words, when we deviate from what is expected. Students’ front stage is the classroom where they manage impressions by dressing in jeans, T-shirts, and sneakers, just like a stereotypical college student would be expected to dress for class. They are expected to sit, listen, take notes, and perform similar actions on the front stage. If the professor calls on them, they want to put on a good face by giving the correct answer and not making a breach. When assignments are returned to students, they may say to themselves, “Wow, I did great!” That internal dialogue is part of the backstage critique. DIF: Moderate REF: Pages 131–134 TOP: Applied OBJ: Dramaturgical Theory Chapter 5 Groups and Networks Concept Map I. Social Groups A. Georg Simmel 1. Dyads 2. Triads B. Group Size 1. Small Groups 2. Party 3. Large Groups C. Charles Horton Cooley 1. Primary Groups 2. Secondary Groups D. Group Conformity 1. Soloman Asch E. In-Groups versus Out-Groups F. Reference Groups II. Social Networks A. Tie B. Narrative C. Embeddedness D. Strength of Weak Ties E. Structural Hole F. Six Degrees of Separation III. Social Capital A. Robert Putnam B. Robert Wuthnow C. Amish IV. Network Analysis A. Teen Sex B. Immigration V. Organizations A. Informal Organizations B. Formal Organizations 1. Organizational Culture 2. Organizational Structure 3. Institutional Isomorphism Multiple Choice 1. Who wrote a classic work distinguishing dyads from triads, and argued that the number of people in a group is important in determining the form social relationships will take within that group? a. Durkheim b. Fake c. Simmel d. Cooley DIF: Easy REF: Page 146 TOP: Factual OBJ: Social Groups 2. Sociologist Georg Simmel (1950) argues “size matters” in a group primarily because the number of people in a group: a. determines how large the group can become. b. determines what people will say. c. determines what people think about others. d. determines the structure social relations will take. DIF: Moderate REF: Page 146 TOP: Conceptual OBJ: Social Groups 3. In which of the following groups is a coalition formation impossible? a. dyads b. secondary groups c. primary groups d. triads DIF: Moderate REF: Page 147 TOP: Conceptual OBJ: Social Groups 4. Which sociologist distinguished between primary and secondary groups? a. Georg Simmel b. Max Weber c. Erving Goffman d. Charles Horton Cooley DIF: Easy REF: Page 153 TOP: Factual OBJ: Social Groups 5. The most important difference between primary and secondary groups has to do with: a. size, because it is impossible to have intimacy in secondary groups. b. the kinds of relationships that exist within them. c. whether the people in the group trust each other. d. the level of competition for scarce resources within the group. DIF: Difficult REF: Page 153 TOP: Conceptual OBJ: Social Groups 6. It could be argued that the most important kinds of socialization take place in: a. in-groups. b. secondary groups. c. reference groups. d. primary groups. DIF: Moderate REF: Page 154 TOP: Conceptual OBJ: Social Groups 7. A duo, such as the superhero Batman and his sidekick Robin, is an example of which type of group? a. a dyad b. a triad c. a party d. a small group DIF: Easy REF: Page 146 TOP: Applied OBJ: Dyads 8. According to Simmel, which of the following groups is the most fragile? a. triad b. dyad c. primary group d. secondary group DIF: Moderate REF: Page 146 TOP: Factual OBJ: Dyads 9. A married couple and their firstborn child are a type of group known as: a. a dyad. b. a triad. c. a party. d. a small group. DIF: Easy REF: Page 150 TOP: Applied OBJ: Triads 10. All of the following are basic forms of political relations that can evolve within a triad depending upon what role the entering third party assumes, EXCEPT: a. mediator. b. the third that rejoices. c. divide and conquer. d. chaotic manipulator. DIF: Moderate REF: Pages 148–149 TOP: Factual OBJ: Triads 11. Parenting coordinators are sometimes brought in by the court to help relieve tension between divorcing parents. When a dispute arises between the parents, the parenting coordinator can step in and help moms and dads “keep the peace.” The coordinator plays the role of: a. the third that rejoices. b. divide and conquer. c. mediator. d. counselor “at-large.” DIF: Easy REF: Pages 148–149 TOP: Applied OBJ: Triads 12. When a dyad becomes a triad, the third member can gain tremendous power. Which role involves playing one member against the other for his or her own advantage? a. mediator b. divide and conquer c. the third that rejoices d. coalition DIF: Easy REF: Page 148 TOP: Factual OBJ: Triads 13. If the buying public can be seen as playing two producers off against each other and promoting their self-interest by gaining the lowest price, the buying public could be viewed as playing the role of: a. the third that rejoices. b. divide and conquer. c. mediator. d. monopoly. DIF: Moderate REF: Page 148 TOP: Applied OBJ: Triads 14. A person who intentionally tries to drive a wedge between two other people is termed by Simmel as: a. divide and conquer. b. the third that rejoices. c. slash and burn. d. scapegoat. DIF: Easy REF: Page 148 TOP: Factual OBJ: Triads 15. Juan and Sylvester are collaborating on a project at work, but are having trouble agreeing on objectives and goals. Henry senses the trouble they are having and steps in to help them refine their goals and to come to an agreement. The manager is pleased with Henry’s success in diffusing a potentially problematic situation and promotes Henry to project leader. Henry assumed which of Simmel’s roles? a. mediator b. team leader c. divide et impera d. tertius gaudens DIF: Moderate REF: Page 148 TOP: Applied OBJ: Triads 16. If stepsiblings are asked to share bedrooms or other possessions, and one of them views such sharing as an intrusion, (s)he may have difficulty overcoming the tendency to play the role of ____________ between his or her parent and the new stepmother or stepfather. a. tertius gaudens b. divide et impera c. mediator d. arbitrator DIF: Moderate REF: Page 148 TOP: Applied OBJ: Triad 17. According to Simmel, the three types of groups larger than a triad include all of the following EXCEPT: a. small groups. b. parties. c. large groups. d. aggregates. DIF: Easy REF: Page 151 TOP: Factual OBJ: Group Size 18. All of the following are characteristics of Simmel’s small group EXCEPT: a. they are made up of three or fewer people. b. face-to-face interaction is unifocal. c. they lack formal arrangements or roles. d. equality. DIF: Moderate REF: Page 151 TOP: Factual OBJ: Group Size 19. A classroom would not typically fall under Simmel’s classification of a small group because: a. there is no face-to-face interaction. b. it is not unifocal in perspective. c. there are formal arrangements or roles. d. the relationships are equal. DIF: Difficult REF: Page 151 TOP: Applied OBJ: Group Size 20. According to Simmel, the essential feature of a party is that it is: a. multifocal. b. unifocal. c. unfocused. d. difficult to control. DIF: Easy REF: Page 152 TOP: Factual OBJ: Group Size 21. You have six friends over to your apartment for dinner and drinks. Three of the friends are discussing Einstein’s theory of relativity, while the other three are talking about the World Cup. According to Simmel, is this a party yet? a. Yes, because everyone seems to be having a great time! b. No, because Einstein’s theory of relativity is a boring topic. c. No, because there are only two topics being discussed. d. Yes, because the conversation is not unifocal. DIF: Difficult REF: Page 152 TOP: Applied OBJ: Group Size 22. The characteristics of a formal structure and status differentiation are essential to which of Simmel’s types of groups? a. triad b. small groups c. party d. large group DIF: Moderate REF: Page 152 TOP: Factual OBJ: Group Size 23. Which of the following would be an example of a large group using Simmel’s classification? a. people attending a party b. a large study group c. people at a movie theater d. a symphony orchestra DIF: Difficult REF: Page 152 TOP: Applied OBJ: Group Size 24. Jill attends a leadership training session at her company’s corporate offices. There are six trainers and forty-eight participants at the seminar. This would be an example of which kind of group? a. small group b. primary group c. large group d. party DIF: Moderate REF: Page 152 TOP: Applied OBJ: Group Size 25. Cooley distinguished between two types of groups he called: a. triads and dyads. b. small and large groups. c. primary and secondary groups. d. parties and wild bashes. DIF: Easy REF: Page 153 TOP: Factual OBJ: Primary Group 26. A family is an example of which type of group identified by Cooley? a. primary group b. secondary group c. small group d. large group DIF: Easy REF: Page 153 TOP: Factual OBJ: Primary Group 27. Your introduction to sociology class is probably which of the following types of groups identified by Cooley? a. a secondary group b. a small group c. a large group d. a party DIF: Easy REF: Page 153 TOP: Applied OBJ: Secondary Group 28. Which of the following conducted experiments and established a test that demonstrates the power of group conformity? a. Asch b. Cooley c. Merton d. Simmel DIF: Easy REF: Page 154 TOP: Factual OBJ: Group Conformity 29. Solomon Asch’s experiments on group conformity demonstrate: a. that people are more reluctant to conform to group pressure if they value independence. b. how women are more susceptible to group pressure than men. c. how powerful the influence of a group can be on an individual. d. the power of leadership on people’s decisions. DIF: Moderate REF: Page 154 TOP: Conceptual OBJ: Group Conformity 30. Which of the following types of groups are significant in that they distinguish between the relative power to define what is normal versus abnormal type of behaviors within the groups? a. in- and out-groups b. primary and secondary groups c. small and large groups d. parties and large groups DIF: Easy REF: Page 154 TOP: Factual OBJ: In-Groups versus Out-Groups 31. Powerful groups that are often the majority, such as heterosexuals in the United States, are known as: a. primary groups. b. secondary groups. c. in-groups. d. out-groups. DIF: Easy REF: Page 154 TOP: Factual OBJ: In-Groups versus Out-Groups 32. Stigmatized groups, such as gays and lesbians in the United States, are known as: a. primary groups. b. secondary groups. c. in-groups. d. out-groups. DIF: Easy REF: Page 154 TOP: Factual OBJ: In-Groups versus Out-Groups 33. Which of the following statements best describes the difference between in-groups and out-groups? a. Out-groups are numerically greater. b. In-groups are a numerically smaller. c. Out-groups are more powerful. d. In-groups are more powerful. DIF: Easy REF: Page 154 TOP: Factual OBJ: In-Groups versus Out-Groups 34. Marina is a 10-year-old girl who idolizes singers like Mariah Carey and Christina Aguilera. She compares herself to them and imitates them while singing in front of her bedroom mirror. These singers are known as Marina’s: a. in-group. b. out-group. c. reference group. d. primary group. DIF: Moderate REF: Pages 154–155 TOP: Applied OBJ: Reference Group 35. Which of the following types of groups do people compare themselves to, even if they don’t know each other personally? a. in-groups b. out-groups c. reference groups d. primary groups DIF: Easy REF: Pages 154–155 TOP: Factual OBJ: Reference Group 36. A group that helps us understand our position relative to other groups is a(n): a. secondary group. b. reference group. c. small group. d. in-group. DIF: Moderate REF: Page 155 TOP: Factual OBJ: Reference Group 37. Chapter 5, which explores interaction in groups, opens with a story about an Australian artist who creates a business importing and distributing food products and utilities from around the globe. Her business would not be possible without: a. coffee. b. social networks. c. Web documentation. d. a cell phone. DIF: Moderate REF: Pages 144–145 TOP: Factual OBJ: Social Networks 38. Sets of dyads held together by ties between the individuals are known as: a. triads. b. social networks. c. primary groups. d. reference groups. DIF: Moderate REF: Page 155 TOP: Factual OBJ: Social Networks 39. While a social network is ____________, a social tie ____________. a. the relationship between two people; explains how two people know each other b. how people stay in touch with each other; explains how people maintain their relationship c. how two people know each other; is how two people maintain their relationship d. the connections between people; is the way in which two people form bonds DIF: Difficult REF: Page 155 TOP: Conceptual OBJ: Social Networks 40. A set of stories that explain the content of a particular relationship is known as a: a. tie. b. connection. c. dyad. d. triad. DIF: Moderate REF: Page 155 TOP: Factual OBJ: Tie 41. Janet was surprised to find out her gynecologist, Dr. Herring, was good friends with her tennis partner, Sally. Janet had met Sally years ago in graduate school, while Dr. Herring knew Sally from church. The nature of their relationship to Sally is what sociologists call a(n): a. narrative. b. reference group. c. tie. d. in-group. DIF: Moderate REF: Page 155 TOP: Applied OBJ: Tie 42. The sum of stories about a set of ties that exist between people is known as a(n): a. social network. b. narrative. c. uniplex tie. d. multiplex tie. DIF: Easy REF: Page 155 TOP: Factual OBJ: Narrative 43. Sociologists refer to the degree to which ties are reinforced through indirect paths within a social network as: a. embeddedness. b. structural holes. c. social capital. d. a narrative. DIF: Easy REF: Page 156 TOP: Factual OBJ: Embeddedness 44. Let’s pretend that you are at a party with a very close group of friends one evening, and you spy an acquaintance (a former classmate from a sociology class) at the same party. If the acquaintance becomes friends with your group of friends, the tie between you and your former classmate is stronger, because: a. you are now much more intimate with your former classmate. b. it is now reinforced by the ties between your close group of friends. c. ties to your close group of friends have changed. d. the nature of the relationships between you and your close group of friends has changed. DIF: Difficult REF: Page 156 TOP: Applied OBJ: Embeddedness 45. The fact that relatively weak ties that are not reinforced through indirect paths often turn out to be the most valuable, especially in job searches, is known as: a. a structural hole. b. embeddedness. c. the strength of weak ties. d. networking. DIF: Moderate REF: Page 156 TOP: Factual OBJ: Strength of Weak Ties 46. Emma is hoping to secure an internship with an engineering firm this summer. She’s talked with friends and family, but they have not been able to provide her with any helpful contacts. Emma runs into her former aerobics instructor, who she hasn’t seen in several years, and her instuctor offers to put her in contact with an engineering friend of hers. This is an example of what concept? a. strength of weak ties b. embeddedness c. leveraging social capital d. social climbing DIF: Moderate REF: Pages 156–157 TOP: Applied OBJ: Strength of Weak Ties 47. The example of how real estate agents earn money by contractually maintaining or creating distance or contact between potential buyers and sellers highlights which of the following? a. structural holes b. narratives c. social capital d. bureaucracies DIF: Moderate REF: Page 158 TOP: Applied OBJ: Structural Hole 48. In hopes of earning a few dollars on investments they no longer use or want, some people take their household items to consignment shops, while other people sell their items on eBay. Which method of selling can be argued to have more structural holes? a. Selling through a consignment shop, because buyers are prevented from negotiating with sellers. b. Selling via eBay, because buyers and sellers can negotiate without third-party interference. c. Selling via a consignment shop, because everyone (buyers, sellers, shop owners) benefits. d. Selling via eBay, because structural holes increase as the number of bids increases. DIF: Difficult REF: Page 158 TOP: Conceptual OBJ: Structural Hole 49. The term “six degrees of separation” came out of research undertaken by Stanley Milgram, who wanted to test: a. how social chains operate in organizations. b. how strangers meet at cocktail parties. c. the reach of social networks. d. the number of steps people take before landing in prison. DIF: Moderate REF: Pages 158–159 TOP: Factual OBJ: Six Degrees of Separation 50. “Six degrees of separation” refers to all of the following ideas EXCEPT: a. everyone is at most six chains away from any other person on earth. b. a “friend of a friend” statement can be made to connect any two people in six steps or fewer. c. anyone can form a chain of personal contacts leading to any other person, with no more than six links in the chain. d. each one of us is connected to every other person by social chains equaling six people in length. DIF: Difficult REF: Pages 158–159 TOP: Conceptual OBJ: Six Degrees of Separation 51. ____________ is/are the information, knowledge of people or things, and connections that help individuals enter preexisting networks or gain power from them. a. Narratives b. Isomorphism c. Social capital d. Organizational resources DIF: Easy REF: Page 159 TOP: Factual OBJ: Social Capital 52. According to Putnam’s research, although much data suggests that the United States is becoming less community-oriented and more selfish, which of the following events has led to a temporary revival of civic engagement among young people? a. the death of Tupac Shakur b. the terrorist attacks of 9/11 c. the rise in gas prices d. the Boston Red Sox winning the World Series DIF: Moderate REF: Page 164 TOP: Factual OBJ: Social Capital 53. What trend, related to a decline in social capital, did Robert Putnam focus on in his book Bowling Alone? a. the decline in donations to charitable organizations in the United States b. the decline in beer drinking among “lone” bowlers c. the declining interest in global capital investments d. the declining interest in community-based activities and organizations DIF: Difficult REF: Pages 160–164 TOP: Factual OBJ: Social Capital 54. According to data presented in Chapter 5, which of the following is true regarding social capital in the United States today? a. Social capital is increasing. b. Social capital is decreasing. c. Social capital is relatively the same as it was 30 years ago. d. Social capital data are not available to sociologists. DIF: Easy REF: Pages 160–164 TOP: Factual OBJ: Social Capital 55. The examples of more and more people bowling and eating alone are used to highlight a more general trend involving: a. the decline in social and emotional support. b. civic disengagement and a decline in social capital. c. social isolationism and alienation in modern society. d. the breakdown in the nuclear family. DIF: Difficult REF: Pages 160–164 TOP: Conceptual OBJ: Social Capital 56. In contrast to Putnam’s claims that civic engagement (and social capital) has declined, sociologist Robert Wuthnow contends that: a. social capital never declined or disappeared, but merely changed forms. b. modern Americans are worse off than when social connections were denser. c. those connections have been lost, and as a result our communities are weaker. d. the high levels of civic disengagement are the result of new forms of technology. DIF: Difficult REF: Pages 161–164 TOP: Factual OBJ: Social Capital 57. Which of the following cultures is a case study of a lifestyle that has endured and maintained its traditions despite wide changes in U.S. modern life? a. Native Americans in New Mexico b. Italian-Americans in New York c. the Amish in Pennsylvania d. polygamous families in Utah DIF: Moderate REF: Pages 162–163 TOP: Factual OBJ: Social Capital 58. Which of the following is NOT true regarding the Amish’s beliefs and practices? a. The Amish value simplicity and working for the collective good. b. The Amish are staunch supporters of individualism. c. The Amish are enmeshed in a tight web of social networks (dense social capital). d. The Amish are not allowed to accept financial capital from outsiders. DIF: Moderate REF: Pages 162–163 TOP: Factual OBJ: Social Capital 59. What appears to be the main reason for the success of Amish businesses when compared to other U.S. businesses? a. The Amish live by prioritizing the community and its social capital, rather than rugged individualism. b. The Amish value rugged individualism over the community and its social capital. c. The Amish hire outsourced labor from Mexico. d. The Amish reject all use of modern technology. DIF: Moderate REF: Pages 162–163 TOP: Conceptual OBJ: Social Capital 60. According to studies on teen sex, STIs (sexually transmitted infections) have increased dramatically in recent years. Which of the following findings do NOT put American teens at risk for contracting STIs? a. “Hooking up” has replaced going steady. b. Boys tend to exaggerate their sexual experience. c. Two-thirds of American teens are having sex or participating in some form of sexual activity. d. Most teens with a sexually transmitted infection have no idea that they are infected. DIF: Moderate REF: Pages 165–166 TOP: Conceptual OBJ: Network Analysis 61. Former president George W. Bush and other religious and conservative policy makers’ emphasis on abstinence programs and “virginity pledges” has led to: a. an increase in teen pregnancy. b. a decrease in teen pregnancy. c. an earlier onset of sexual activity, on average. d. a delayed onset of sexual activity, on average. DIF: Easy REF: Page 166 TOP: Factual OBJ: Network Analysis 62. The study that analyzed the sexual networks of teens at 12 high schools is an example of how network analysis can inform transmission phenomena such as the spread of STIs (sexually transmitted infections). An advantage of network analysis over interpretive sociology is that: a. it can go beyond people’s own descriptions to look at numbers, which are always more reliable than people’s descriptions. b. it can reveal the meanings people give to their sexual encounters. c. it can reveal patterns in social structures that might not become evident through answers to direct questions. d. It can go beyond what people say they do to reveal the complex interplay between biology and social behavior. DIF: Difficult REF: Pages 165–167 TOP: Conceptual OBJ: Network Analysis 63. A general rule found in research, known as “no cycles of four” within two romantic heterosexual couples, is that people rarely date the ex-partner of their ex-partner’s new boy- or girlfriend. What explanation is given for this finding? a. The exes have already moved on to new partners. b. The four members of the group don’t like one another anymore. c. The replaced exes don’t want to lose social status and be seen as “leftovers.” d. One of the partners was hiding his or her homosexuality and now only wants a homosexual partner. DIF: Moderate REF: Page 169 TOP: Factual OBJ: Network Analysis 64. Which of the following is a federal law that eliminated quotas on national origins for potential immigrants to the United States? a. the Fourteenth Amendment b. the Hart-Cellar Act c. Title IX d. the Civil Rights Act DIF: Easy REF: Page 172 TOP: Factual OBJ: Network Analysis 65. Today, the legal approach to immigration in the United States is based upon which of the following? a. how much money potential immigrants and their families have to pay to get in b. the national origin of potential immigrants c. people’s family preferences and ties d. whether or not potential immigrants speak English DIF: Moderate REF: Page 172 TOP: Factual OBJ: Network Analysis 66. Because of the Hart-Cellar Act, immigrants who come to the United States today have it much easier than previous generations because: a. they have less paperwork to fill out and less “red tape” to muddle through. b. they have help from government agencies who place them in jobs. c. they face less discrimination and hostility when they arrive in the United States. d. they have more connections to housing, jobs, and other resources in their community. DIF: Difficult REF: Page 172 TOP: Conceptual OBJ: Network Analysis 67. Which of the following is true regarding the applicability of network analysis within sociological research? a. It can be used in both microlevel and macrolevel studies. b. It can be used in microlevel studies only. c. It can be used in marcrolevel studies only. d. It has not yet been applied to either microlevel or macrolevel studies. DIF: Moderate REF: Page 173 TOP: Applied OBJ: Network Analysis 68. Any social network that is defined by a common purpose and that has a boundary between its members and the rest of the social world is known within sociology as a(n): a. tie. b. narrative. c. large group. d. organization. DIF: Moderate REF: Pages 169–170 TOP: Factual OBJ: Organizations 69. Organizations that have a set of governing structures and rules for internal arrangements, such as the U.S. Army, are known as: a. formal organizations. b. informal organizations. c. small groups. d. large groups. DIF: Easy REF: Page 170 TOP: Factual OBJ: Formal Organizations 70. An example of organizational culture that allows only certain groups of males to join, as it gives them preferential treatment in hiring, promotion, etc., is called a(n): a. political action group. b. old boys’ club. c. country club. d. no-girls-allowed club. DIF: Easy REF: Page 170 TOP: Applied OBJ: Organizational Culture 71. The shared beliefs and behaviors within a social group, also called “corporate culture,” is known as: a. organizational culture. b. cross-culture. c. interculture. d. counterculture. DIF: Easy REF: Page 170 TOP: Factual OBJ: Organizational Culture 72. The ways in which power and authority are distributed hierarchically within an organization are called: a. isomorphism. b. organizational structure. c. old boys’ club. d. patriarchy. DIF: Easy REF: Page 170 TOP: Factual OBJ: Organizational Structure 73. According to a 2002 article in USA Today that was discussed in Chapter 5, a researcher found that 11 of the 15 largest companies have at least two board members who sit together on another board. This is referred to as: a. isomorphism. b. organizational structure. c. interlocking directorates. d. politics. DIF: Moderate REF: Page 170 TOP: Factual OBJ: Organizational Structure 74. C. Wright Mills’s term for interlocking directorates is which of the following? a. the power elite b. patriarchy c. hierarchy d. conflict of interest DIF: Moderate REF: Page 171 TOP: Factual OBJ: Organizational Structure 75. Although the nature of the rules that govern social networks and organizations is virtually timeless, networks have changed dramatically over time because of which of the following? a. political changes in Eastern Europe b. technological advancements, especially the Internet c. global warming d. more money in the hands of top executives DIF: Moderate REF: Page 171 TOP: Applied OBJ: Organizational Structure 76. A process by which organizations face the same conditions, and ultimately tend to end up like each other, is known as: a. embeddedness. b. the power elite. c. reference groups. d. isomorphism. DIF: Easy REF: Page 171 TOP: Factual OBJ: Institutional Isomorphism Completion 1. In a sociological study of social networks, a(n) ____________ is a group of two people. ANS: dyad DIF: Easy REF: Page 146 TOP: Factual OBJ: Dyads 2. In sociology’s study of social networks, a(n) ____________ is a group of three people. ANS: triad DIF: Easy REF: Page 146 TOP: Factual OBJ: Triads 3. A person who tries to cause problems and drive a wedge between two other people is known by Simmel to be doing what he called ____________. ANS: dividing and conquering DIF: Easy REF: Pages 148 TOP: Factual OBJ: Triads 4. In a triad, the role of the ____________ is to resolve conflict between the other two members of the group. ANS: mediator DIF: Easy REF: Page 148 TOP: Factual OBJ: Triads 5. According to Simmel, the four characteristics of small groups are: ____________, ____________, ____________, and ____________. ANS: face-to-face interaction; unifocal; lack of formal rules; equality DIF: Moderate REF: Pages 151–152 TOP: Factual OBJ: Group Size 6. Cooley distinguished between two types of groups he called ____________ and ____________ groups. ANS: primary, secondary DIF: Easy REF: Page 153 TOP: Factual OBJ: Primary Group | Secondary Group 7. Charles Horton Cooley distinquished between primary groups and secondary groups. One of the characteristics used by Cooley to distinguish primary groups is that the relationships are ____________. ANS: intimate, face-to-face, fragile, key socializing agents, noninterchangeable, strong allegiances, enduring, socioemotional, demanding DIF: Moderate REF: Page 153 TOP: Applied OBJ: Primary Groups 8. One characteristic Cooley used to distinguish a secondary group is that it is ____________. ANS: impersonal, a means-to-an-end relationship, instrumental, non-intimate, made up of limited demands DIF: Moderate REF: Page 153 TOP: Applied OBJ: Secondary Groups 9. A group such as a labor union would be an example of Cooley’s ____________ group. ANS: secondary DIF: Easy REF: Page 153 TOP: Applied OBJ: Secondary Groups 10. Within social groups there are two types of groups that are significant in that each makes value judgments about the other. These groups are called ____________ and ____________. ANS: in-groups, out-groups DIF: Easy REF: Page 154 TOP: Factual OBJ: In-Groups versus Out-Groups 11. A typical high school clique, such as “the jocks,” is an example of a(n) ____________ group. ANS: in- DIF: Easy REF: Page 154 TOP: Applied OBJ: In-Groups versus Out-Groups 12. Skinny actresses are often used as role models by young women who develop eating disorders to get as thin as possible. This is an example of ____________ groups, which are groups that people may compare themselves to in attempt to be like these other people. ANS: reference DIF: Easy REF: Page 155 TOP: Factual OBJ: Reference Groups 13. The sum of stories that a person may tell about the ties that exist within her or his family’s history is an example of a(n) ____________. ANS: narrative DIF: Moderate REF: Page 155 TOP: Factual OBJ: Narrative 14. The degree to which ties are reinforced through indirect paths within a social network is known as ____________. ANS: embeddedness DIF: Moderate REF: Page 156 TOP: Factual OBJ: Embeddedness 15. ____________ is the term for the training and skills that make people more valuable to employers, such as having information, people skills, and connections. ANS: Social capital DIF: Easy REF: Page 159 TOP: Factual OBJ: Social Capital 16. The ____________ people settled in Lancaster, Pennsylvania, in 1693 and lead lives that revolve around going to church, tilling the land, and working for the collective good. ANS: Amish DIF: Easy REF: Pages 162–163 TOP: Factual OBJ: Amish 17. ____________ organizations have a set of governing structures and rules for internal arrangements. ANS: Formal DIF: Moderate REF: Page 170 TOP: Factual OBJ: Organizations 18. ____________ is a term used to describe any social network that is defined by a common purpose and has boundaries separating members from nonmembers. ANS: Organization DIF: Moderate REF: Pages 169–170 TOP: Factual OBJ: Organization 19. Organizational (or corporate) ____________ refers to the shared beliefs and behaviors within social organizations, while organizational ____________ refers to the ways in which power and authority are distributed within organizations. ANS: culture; structure DIF: Moderate REF: Page 170 TOP: Factual OBJ: Organizations 20. ____________ means that over time, organizations tend to face similar issues and end up looking like other organizations. ANS: Isomorphism DIF: Easy REF: Pages 171–172 TOP: Factual OBJ: Institutional Isomorphism Essay 1. Summarize Simmel’s work on dyads and triads. ANS: Simmel begins with the most simple type of group, a group of two, which he called a dyad. A dyad is interesting because each member of the group is vital for the group to exist, and it is probably the most intimate type of group. An example of a dyad is a lesbian couple. A group of three is called a triad, and triads are supra-individual, which means that they can continue on even if one member leaves the group. Political relationships can exist, too, and Simmel refers to three basic examples of political relations within triads: members can become mediators, who try to minimize conflicts; secondly, tertius gaudens can occur, which means that “the third . . . rejoices,” benefiting from the other members’ disagreements; and, third, divide et impera can occur, which means one member of the triad tries to cause problems between the other two members. Simmel also expanded his work to larger groups. DIF: Moderate REF: Pages 146–150 TOP: Factual OBJ: Social Groups 2. When a single-parent marries (or remarries), issues such as divided loyalties, the right to discipline, favoritism, and financial responsibility can prove to be volatile issues. Peggy, a single mom who has had sole custody of her 12-year-old daughter Sarah for 10 years, recently married Tom. Tom has never been married and doesn’t have any children. Provide examples of each of the three basic forms of relations (mediator, tertius gaudens, and divide et impera) that could emerge in this newly formed triad. ANS: Playing the mediator role, Sarah might attempt to resolve conflict between her mom and stepdad. Oftentimes a third person can help a dyad see a particular problem in a new way. If Peggy and Tom are arguing over finances, Sarah might point out how things are much better for all of them as a result of their union. In the role of tertius gaudens, someone would benefit from conflicts among the other two. An example might be if Sarah and her mother are having an argument over whether or not Sarah is too young to wear makeup. Let’s also say that Tom is miffed at Peggy because she has been in a “bad mood” lately. Tom could use this argument as a way to gain favor in Sarah’s eyes by taking her side instead of her mother’s side (and it would also be his way of getting back at Peggy). An example of the role of divide et impera could be when one of the members of the triad intentionally drives a wedge between the other two. Let’s just say that Tom is feeling a bit like a “third wheel” in this triad. He feels that Sarah doesn’t listen to any of his suggestions. He might intentionally drive a wedge between Sarah and her mom so that Sarah will get upset with her mom and want to spend more time with him. DIF: Difficult REF: Pages 148–150 TOP: Conceptual OBJ: Social Groups 3. Define what Cooley meant by primary groups and secondary groups, and give one example of each. ANS: Cooley defined a primary group as one that is small in numbers, intimate, and important to the individuals within it. These groups have face-to-face interactions and the members are not interchangeable; if one person leaves, he or she can’t be replaced. A nuclear family is an example of a primary group. A secondary group is less personal, larger, and less intimate. Many secondary groups are temporary, and members may not even know each other by first name. An introduction to sociology class, a labor union, and a sports team are examples of secondary groups. DIF: Easy REF: Page 153 TOP: Factual OBJ: Primary Groups | Secondary Groups 4. Describe the Asch experiments conducted on group conformity. ANS: Dr. Solomon Asch was a social psychologist who conducted experiments on group conformity in which he had subjects gather in a room where he showed them two images of lines and asked them which image was longer, shorter, and so on. The variable was that some people gave incorrect answers on purpose, and while a majority of subjects gave correct answers, some followed along with the incorrect answers, just to follow the group. These experiments gave some empirical evidence that some people will succumb to the power of a group. DIF: Moderate REF: Page 154 TOP: Factual OBJ: Group Conformity 5. Define in-groups and out-groups, and give one example of each. ANS: Merton was a functionalist who defined an in-group as one that we belong to and feel some loyalty toward, such as a high school clique like “jocks,” “stoners,” or “bookworms.” Out-groups are groups that we don’t belong to and may feel some antagonism toward because they are different from our in-group. Jocks may feel out-group discomfort toward stoners, for example. What’s interesting about the work here is that these two types of groups judge each other negatively based on in- versus out-group status. DIF: Moderate REF: Page 154 TOP: Factual OBJ: In-Groups versus Out-Groups 6. How we feel about ourselves is an inherently social process, and stems in part from who we compare ourselves to. Provide two real-life examples of how reference groups have conditioned how you feel about yourself. ANS: When I was in graduate school, I sometimes compared myself with friends who had already entered the “business world.” While they were living in nice apartments, going to fancy restaurants, and driving new cars, I was living off peanut butter and ramen noodles, living in a tiny roach-infested duplex, and driving a beaten-up used car. Sometimes these comparisons made me feel sorry for myself (relative deprivation). Another example of how reference groups have affected how I feel about myself is when I have made a bad grade on a test. If I compare myself to others who did even worse than me, it makes me feel better. It seems we can always feel better about our situation when we compare ourselves to others “less fortunate.” DIF: Moderate REF: Pages 154–155 TOP: Conceptual OBJ: Reference Groups 7. Why might acquaintances prove to be more important in the job-search process than our family and friends (as is argued in the “strength of weak ties” thesis)? ANS: Weak ties are unique in the sense that they connect us with a wider set of social networks than family and friends. Strong ties (family and friends) connect us with fewer people, in part, because we run around in the same “social circles.” In other words, we probably already know (and “hit up”) many of the contacts they would offer. Although strong ties (family and friends) may be more willing and able to help, weak ties generally have more resources to offer. DIF: Moderate REF: Pages 156–157 TOP: Conceptual OBJ: Embeddedness | Strength of Weak Ties 8. Define what Granovetter (1974) meant by the strength of weak ties. Give one example of how this might work in the real world of social networks. ANS: Granovetter meant the strength of weak ties to refer to the fact that it is common for relatively weak, superficial ties between people to turn out to be quite valuable because they may bring novel, yet important, information. These ties are not reinforced through indirect paths and ties with other people, yet Granovetter found in his research that these ties often work to help people succeed in their education and careers more commonly than closer, deeper family or blood ties. For example, an introduction to sociology professor may only know a student’s name and how he or she is doing in class so far, yet the student may still ask for a letter of recommendation to graduate school, rather than ask parents or friends. The professor’s information, connections, and kind words will probably get the student much further than family recommendations. DIF: Moderate REF: Pages 156–157 TOP: Applied OBJ: Strength of Weak Ties 9. While the majority of new American business ventures fail, virtually all Amish businesses succeed. What seems to be the secret to the Amish’s success? In your answer, describe some of the ways in which the practices of Amish and non-Amish Americans differ. ANS: One of the most important differences between the Amish and the rest of U.S. culture is that the Amish value the community, or the group, over “rugged individualism.” To students, the Amish could even be considered a counterculture. To explain the success of Amish business ventures, one would have to point to the way in which the Amish rather seamlessly combine their traditions with the rest of the modern world. By rejecting the “every man for himself” notion prevalent in the larger society, the Amish instead embrace an ideology of working together for the “common good” of their community. The Amish have a vast and strong social support system within their community, which ties them together with obligation and a unified value system. One aspect of this value system is that it is taboo to file bankruptcy (a stark contrast with mainstream America for sure)! Basically, the success of the Amish is an example of the power of social capital, for they have gained a considerable amount of unification, power, and business savvy by simply relying on their vast connections, which offer not only economic, but emotional support. DIF: Moderate REF: Pages 162–163 TOP: Factual OBJ: Social Capital 10. Define social capital and give two examples of it. ANS: Social capital is similar to human capital (knowlege and skills). It is the training and skills that make people more valuable to employers and more productive in their work lives. Examples of social capital include relationships that facilitate success, whether it is “who you know” or that you have good “people skills.” DIF: Moderate REF: Pages 159–165 TOP: Factual OBJ: Social Capital 11. Distinguish between the terms organizational culture and organizational structure. ANS: When studying organizations, sociologists define organizational culture to mean the shared beliefs and behaviors within a social group. This is also referred to as corporate culture and may include language, ways of dressing (such as casual Fridays at a law firm), and practices such as annual holiday parties where people let loose. Organizational structure refers to the ways in which power and authority are distributed within the organization. Almost all are hierarchical, which means there is a pecking order in which the most power is at the top and power decreases as individuals move down the ladder. DIF: Moderate REF: Page 170 TOP: Factual OBJ: Organizational Culture | Organizational Structure 12. What is isomorphism? Give one example. ANS: Isomorphism can be defined as how networks provide so much security and comfort that over time, many organizations that may start off as unique will come to resemble each other in form and content. It seems to be happening throughout modern U.S. capitalism, and some examples include how many fast-food restaurants look the same, how almost all late-night talk shows and their hosts look similar, and how many political ads take the same tone. George Ritzer’s book The McDonaldization of Society is a reminder of the concept of isomorphism. He argues that increasingly in the United States, we want this standardized, cookie-cutter isomorphism in our food choices, housing, clothing, and so on. DIF: Moderate REF: Pages 171–172 TOP: Factual OBJ: Institutional Isomorphism Chapter 6 Social Control and Deviance Concept Map I. Social Deviance A. Informal versus Formal Deviance B. Functional Explanation of Deviance 1. Organic versus Mechanical Solidarity II. Social Control A. Formal versus Informal Social Sanctions B. Normative Compliance C. Suicide and Social Integration D. Strain Theory E. Symbolic Interactionist Theories of Deviance 1. Labeling Theory 2. Stigma 3. Broken Windows Theory III. Crime A. Street Crime B. White-Collar versus Corporate Crime C. Deterrence 1. Total Institution 2. Foucault and Punishment 3. Rockefeller Drug Laws 4. U.S. Criminal Justice System Multiple Choice 1. The paradox presented by your textbook author in Chapter 6, on deviance and social control, is that: a. deviance hurts society. b. it is the deviants among us who hold society together. c. social control is needed. d. it is the conformists among us who hold society together. DIF: Difficult REF: Page 177 TOP: Factual OBJ: Social Deviance 2. Sexual orientation was grounds for excluding immigrants into the United States until: a. 1890. b. 1940. c. 1960. d. 1990. DIF: Moderate REF: Page 180 TOP: Factual OBJ: Social Deviance 3. Crime and deviance: a. are two entirely different concepts. b. can be the same or entirely different phenomena. c. are interchangeable; what is deviance is always a crime. d. tend to be one and the same; if something is a crime, it is always deviant. DIF: Difficult REF: Page 179 TOP: Conceptual OBJ: Social Deviance 4. As discussed in Chapter 6, the 2003 U.S. Supreme Court case of Lawrence v. Texas: a. criminalized nose picking punishable by a $500 fine. b. applied the death penalty to the crime of selling illegal drugs. c. affirmed Texas’s criminality of homosexual sex. d. struck down Texas’s criminality of homosexual sex. DIF: Moderate REF: Page 180 TOP: Factual OBJ: Social Deviance 5. Picking your nose in public is an example of which type of deviance? a. informal deviance b. formal deviance c. criminal deviance d. secondary deviance DIF: Easy REF: Page 179 TOP: Applied OBJ: Informal versus Formal Deviance 6. A crime such as burglary is also known as which type of deviance? a. informal deviance b. formal deviance c. secondary deviance d. social deviance DIF: Moderate REF: Page 179 TOP: Applied OBJ: Informal versus Formal Deviance 7. Violation of laws enacted by society are also known as: a. informal deviance. b. unofficial deviance. c. crimes. d. secondary deviance. DIF: Easy REF: Page 179 TOP: Factual OBJ: Informal versus Formal Deviance 8. Durkheim’s theory and research on deviance fall within which of the main sociological theories? a. functionalist b. symbolic interactionist c. conflict d. feminist DIF: Difficult REF: Page 181 TOP: Applied OBJ: Functionalist Explanation of Deviance 9. From Émile Durkheim’s functional perspective, deviance in a society: a. must be eliminated through radical social policies. b. is necessary for a society’s survival. c. doesn’t exist with enough agents of social control. d. is functional for the lower class, but not for all parts of society. DIF: Difficult REF: Page 180 TOP: Applied OBJ: Functional Explanation of Deviance 10. Who of the following wrote and theorized on The Division of Labor in Society in 1893? a. Merton b. Becker c. Durkheim d. Lemert DIF: Difficult REF: Page 181 TOP: Factual OBJ: Functionalist Explanation of Deviance 11. The common faith or set of social norms by which a society and its members abide is defined by Durkheim as: a. collective conscience. b. division of labor. c. anomie. d. organic solidarity. DIF: Difficult REF: Page 183 TOP: Factual OBJ: Functionalist Explanation of Deviance 12. Which of the following is Durkheim’s concept for how people form social bonds and relate to each other on a daily basis? a. anomie b. social cohesion c. conformity d. conflict DIF: Difficult REF: Page 181 TOP: Factual OBJ: Organic versus Mechanical Solidarity 13. In a gathering society, most people do the same things. They gather food for their survival, so the members of a society are very similar. Durkheim would say that the type of solidarity in a gathering society would be: a. controlling. b. dependent. c. organic. d. mechanical. DIF: Moderate REF: Page 181 TOP: Conceptual OBJ: Organic versus Mechanical Solidarity 14. Mark is a member of a small tribe in New Guinea. The majority of people in his group fish for sustenance and share their catch with all the other members. Most of the people in his culture are very similar in their values, norms, and outlook on life. Mark steals from another member of his tribe. He will probably receive which type of social realignment? a. Mark’s hand will be severed in front of the entire tribe. b. Mark will have to complete 20 hours of community service work. c. Mark will be put on probation for months. d. Mark will be sent to juvenile hall to be rehabilitated. DIF: Difficult REF: Page 183 TOP: Applied OBJ: Organic versus Mechanical Solidarity 15. Which of Durkheim’s types of social solidarity characterized premodern life? a. mechanical b. organic c. anomic d. egoistic DIF: Moderate REF: Page 181 TOP: Factual OBJ: Organic versus Mechanical Solidarity 16. Which of Durkheim’s types of social solidarity characterizes modern life? a. mechanical b. organic c. anomic d. egoistic DIF: Moderate REF: Pages 181 TOP: Factual OBJ: Organic versus Mechanical Solidarity 17. Which type of social solidarity is based upon the sameness of the individual parts and people in a society, according to Durkheim? a. anomic b. egoistic c. mechanical d. organic DIF: Moderate REF: Pages 181 TOP: Factual OBJ: Organic versus Mechanical Solidarity 18. Which type of social solidarity is based on interdependence because the members of society perform different and specialized functions, according to Durkheim? a. anomic b. egoistic c. mechanical d. organic DIF: Moderate REF: Page 181 TOP: Factual OBJ: Organic versus Mechanical Solidarity 19. Within organic solidarity, what response to deviance is designed to transform the offender into a productive member of society? a. restitutive b. rehabilitative c. repressive d. recidivist DIF: Moderate REF: Page 184 TOP: Factual OBJ: Organic versus Mechanical Solidarity 20. Punishments that attempt to restore the status quo that existed prior to the offense are known as: a. restitutive. b. rehabilitative. c. repressive. d. recidivist. DIF: Difficult REF: Page 184 TOP: Factual OBJ: Organic versus Mechanical Solidarity 21. Which of the following is true regarding the current social sanctions in the United States? a. We apply only mechanical sanctions. b. We apply only organic sanctions. c. We apply neither mechanical nor organic sanctions. d. We apply both mechanical and organic sanctions. DIF: Difficult REF: Page 184 TOP: Factual OBJ: Organic versus Mechanical Solidarity 22. Sociologists refer to the set of mechanisms that create compliance to norms as which of the following? a. law enforcement b. big brother c. social control d. laws DIF: Moderate REF: Page 185 TOP: Factual OBJ: Social Control 23. Punishments that are overt expressions of official group sentiments toward deviants are also known as: a. restitutive. b. rehabilitative. c. formal social sanctions. d. informal social sanctions. DIF: Easy REF: Page 185 TOP: Factual OBJ: Formal versus Informal Social Sanctions 24. In industrialized societies, social sanctions are most likely: a. associated with “an eye for an eye” as mentioned in the Bible. b. focused on the criminal’s individual circumstances. c. public punishment, as in public hangings. d. ignored by the criminal justice systems. DIF: Moderate REF: Page 184 TOP: Conceptual OBJ: Formal versus Informal Social Sanctions 25. Punishments that are based on the usually unexpressed but widely known rules of group membership are known as unspoken rules and as: a. restitutive. b. rehabilitative. c. formal social sanctions. d. informal social sanctions. DIF: Easy REF: Page 185 TOP: Factual OBJ: Formal versus Informal Social Sanctions 26. Neighborhood watch groups are examples of what urban theorist Jane Jacobs called: a. formal social sanctions. b. the eyes and ears of the streets. c. big brothers. d. stigmas. DIF: Easy REF: Page 186 TOP: Applied OBJ: Formal versus Informal Social Sanctions 27. The act of abiding by society’s norms is known as which of the following? a. normative compliance b. anomie c. crime d. division of labor DIF: Moderate REF: Page 185 TOP: Factual OBJ: Normative Compliance 28. Which of the following is Durkheim’s primary explanation for why people commit suicide? a. They lack social integration. b. They lack anomie. c. They lack ego. d. They lack altruism. DIF: Moderate REF: Pages 187–192 TOP: Factual OBJ: Suicide and Social Integration 29. A factory worker wins ten million dollars in the lottery. He doesn’t know what to do with his good forture, so he commits suicide. Durkheim would say he has committed ____________ type of suicide. a. psychotic b. fatalistic c. egoistic d. anomic DIF: Moderate REF: Page 190 TOP: Applied OBJ: Suicide and Social Integration 30. Using Durkheim’s definitions, early feminists (in the 1950s) would say stay-at-home mothers were more likely to commit ____________ type of suicide. a. fatalistic b. anomic c. organic d. egoistic DIF: Moderate REF: Page 191 TOP: Applied OBJ: Suicide and Social Integration 31. According to Durkheim’s normative theory of suicide, the number of rules that guide our daily lives and what we can expect from the world on a day-to-day basis are referred to as: a. social integration. b. social regulation. c. mechanical solidarity. d. organic solidarity. DIF: Difficult REF: Page 188 TOP: Factual OBJ: Suicide and Social Integration 32. According to Durkheim’s research, what is the primary reason that Protestants are more likely to kill themselves than Catholics and Jews? a. Protestantism is premised on the collective conscience. b. Protestantism is premised on the individual, which creates less social integration. c. Protestants are the poorest of religious groups. d. Protestants are the most politically oppressed of religious groups. DIF: Moderate REF: Pages 188–189 TOP: Applied OBJ: Suicide and Social Integration 33. All of the following are types of suicide described by Durkheim, EXCEPT: a. altruistic. b. egoistic. c. recidivist. d. anomic. DIF: Easy REF: Pages 187–192 TOP: Applied OBJ: Suicide and Social Integration 34. Which type of suicide occurs when a person experiences too much social regulation, according to Durkheim? a. altruistic b. egoistic c. anomic d. fatalistic DIF: Moderate REF: Page 191 TOP: Factual OBJ: Suicide and Social Integration 35. Which of the following is Durkheim’s term meaning a sense of aimlessness or despair that arises when we can no longer reasonably expect life to be more or less predictable? a. anomie b. organic solidarity c. mechanical solidarity d. collective conscience DIF: Moderate REF: Page 190 TOP: Factual OBJ: Suicide and Social Integration 36. What is Merton’s theory that states that we learn society’s expected goals and means to achieve them, and when we can’t achieve them, we may adapt in a variety of modes? a. normative theory b. strain theory c. labeling theory d. symbolic interactionist theory DIF: Moderate REF: Page 192 TOP: Factual OBJ: Strain Theory 37. According to Merton, which of the following describes a person who accepts both the goals defined by society and the means to achieve them? a. conformist b. innovator c. retreatist d. ritualist DIF: Moderate REF: Page 192 TOP: Factual OBJ: Strain Theory 38. Tracy is a woman who rejects the goals defined by society to achieve a big house and lots of money, but she still follows the means and abides by the rules. Merton would classify Tracy as a(n): a. innovator. b. retreatist. c. ritualist. d. rebel. DIF: Moderate REF: Page 193 TOP: Applied OBJ: Strain Theory 39. A person who desires a big mansion and perfect “American Dream” lifestyle, but sells illegal drugs to achieve this, is known by Merton as a(n): a. ritualist. b. conformist. c. rebel. d. innovator. DIF: Moderate REF: Page 193 TOP: Applied OBJ: Strain Theory 40. According to Merton, a person who completely stops participating in society’s drive to achieve its defined goals is a(n): a. ritualist. b. retreatist. c. innovator. d. rebel. DIF: Moderate REF: Page 193 TOP: Factual OBJ: Strain Theory 41. According to Merton, a person who rejects both society’s defined goals and the means to achieve them, but also wants to change and replace them with others, is know as a(n): a. ritualist. b. retreatist. c. innovator. d. rebel. DIF: Moderate REF: Page 194 TOP: Factual OBJ: Strain Theory 42. Which main sociological theory takes a more micro or close-up look at the individual to explain deviance? a. functionalism b. symbolic interactionism c. conflict theory d. feminism DIF: Difficult REF: Page 194 TOP: Factual OBJ: Symbolic Interactions | Theories of Deviance 43. Which of the following is an example of a symbolic interactionist theory of deviance? a. strain theory b. normative theory c. labeling theory d. functionalist theory DIF: Difficult REF: Page 195 TOP: Applied OBJ: Labeling Theory 44. Which type of deviance did Becker study in his 1963 work, Outsiders: Studies in the Sociology of Deviance? a. marijuana use b. thievery c. white-collar crime d. homosexuality DIF: Easy REF: Pages 195–196 TOP: Factual OBJ: Labeling Theory 45. The first acts of deviance that people engage in before they ever get caught and labeled are known as: a. rebellion. b. innovation. c. primary deviance. d. secondary deviance. DIF: Difficult REF: Page 200 TOP: Factual OBJ: Labeling Theory 46. Which term best describes what happens when other people label a person and that label affects his or her actions? a. rebellion b. innovation c. primary deviance d. secondary deviance DIF: Difficult REF: Page 200 TOP: Factual OBJ: Labeling Theory 47. According to Zimbardo’s Stanford Prison Experiment, good people can do terrible things depending upon their social surroundings and expectations. He calls this: a. the eyes and ears of the street. b. the Lucifer effect. c. stigmatization. d. anomie. DIF: Easy REF: Page 198–199 TOP: Factual OBJ: Labeling Theory 48. Victor Rios wrote Punished: The Criminalization of Inner City Boys (2010). In it he questions: a. whether increasing police in inner-city neighborhoods actually increases criminal records of the youth there. b. whether replacing teachers in inner-city schools with police officers decreases crime. c. whether installing cameras at every street corner decreases crime in inner cities. d. whether replacing police officers with social workers decreases the amount of crime in inner cities. DIF: Difficult REF: Page 178 TOP: Factual OBJ: Labeling Theory 49. When a label is said to be “sticky” when referring to deviance, it means: a. the criminal justice system must get involved. b. the Mafia is behind the deviance. c. that it is hard to lose that label. d. that only one person at a time can be labeled. DIF: Moderate REF: Page 180 TOP: Conceptual OBJ: Labeling Theory 50. Jennifer goes into a local boutique and slips a bracelet into her purse. She successfully shoplifts. Labeling theorists would call this ____________ deviance. a. undiscovered b. stigmatized c. primary d. secondary DIF: Moderate REF: Page 200 TOP: Applied OBJ: Labeling Theory 51. David Rosenhan (1973) sent some of his students to a psychiatric hospital saying they were “hearing voices.” Each pseudo-patient was admitted and diagnosed with a mental disorder. He was illustrating ____________ theory. a. functionalist b. labeling c. strain d. differential association DIF: Moderate REF: Pages 197, 200 TOP: Applied OBJ: Labeling Theory 52. Which of the following is a negative social label that alters a person’s self-concept and identity, as well as how others treat the person? a. primary deviance b. strain c. stigma d. anomie DIF: Difficult REF: Page 201 TOP: Factual OBJ: Stigma 53. Devah Pager (2001) found, in her study of job applications and criminal records, that a negative social label affects people’s chance in life. This label is called a ____________ by sociologists. a. crime b. bias c. stigma d. primary deviance DIF: Easy REF: Page 201 TOP: Factual OBJ: Stigma 54. Which theory explains how social context and social cues impact the way individuals act, specifically, whether or not local, informal norms allow acts such as vandalizing an abandoned car? a. strain theory b. symbolic interactionist theory c. broken windows theory d. differential opportunity theory DIF: Easy REF: Page 203 TOP: Factual OBJ: Broken Windows Theory 55. When analyzing U.S. crime rates, your textbook author explains that the best indicator we have of crime is the: a. drug use rate. b. murder rate. c. birthrate. d. juvenile crime rate. DIF: Easy REF: Page 207 TOP: Factual OBJ: Crime 56. Charles is a 41-year-old man who recently got caught committing a crime after serving a long prison sentence. This is an example of: a. specific deterrence. b. general deterrence. c. anomie. d. recidivism. DIF: Moderate REF: Page 209 TOP: Applied OBJ: Crime 57. Which theory developed by Cloward and Ohlin (1960) explains that street crime rises and falls in relation to the availability of legitimate economic opportunities? a. differential opportunity theory b. strain theory c. deterrence theory d. broken windows theory DIF: Easy REF: Page 204 TOP: Factual OBJ: Street Crime 58. Illegal drug dealing is an example of which of the following types of crimes, as defined by sociologists? a. white-collar crimes b. street crimes c. violations d. misdemeanors DIF: Easy REF: Page 204 TOP: Applied OBJ: Street Crime 59. Tax evasion is an example of which of the following types of crimes, as defined by sociologists? a. white-collar crimes b. street crimes c. violent crimes d. misdemeanors DIF: Easy REF: Page 205 TOP: Applied OBJ: White-Collar versus Corporate Crime 60. Which of the following crimes has the most financial impact in the United States today? a. assault b. robbery c. white-collar crime d. victimless crime DIF: Easy REF: Page 205 TOP: Factual OBJ: White-Collar versus Corporate Crime 61. Former Enron CEO Kenneth Lay committed crimes such as misappropriating funds, issuing false reports, and destroying evidence. These crimes are known as: a. street crimes. b. violent crimes. c. corporate crimes. d. violations. DIF: Easy REF: Page 206 TOP: Applied OBJ: White-Collar versus Corporate Crime 62. Which theory suggests that “crime results from a rational calculation of the costs and benefits of criminal activity”? a. broken windows theory b. differential opportunity theory c. labeling theory d. deterrence theory DIF: Difficult REF: Page 208 TOP: Factual OBJ: Deterrence 63. Which of the following decreased the murder rates in the United States in the last several decades? a. better medical care b. better social control of juveniles c. more stringent gun control d. more social cohesion across racial groups DIF: Easy REF: Page 208 TOP: Factual OBJ: Deterrence 64. A policy of imprisoning and monitoring criminal offenders for committing crimes in an effort to prevent them from committing more crimes is known as: a. specific deterrence. b. general deterrence. c. anomie. d. recidivism. DIF: Difficult REF: Page 208 TOP: Applied OBJ: Deterrence 65. A drug dealer stops selling drugs after learning on the street that another dealer got caught and punished. This is an example of which of the following? a. specific deterrence b. general deterrence c. anomie d. recidivism DIF: Moderate REF: Page 208 TOP: Applied OBJ: Deterrence 66. Prisons and military boot camps are examples of what Goffman calls: a. the Rockefeller drug laws. b. specific deterrence. c. total institutions. d. panopticons. DIF: Easy REF: Page 213 TOP: Applied OBJ: Total Institution 67. Goffman (1961) called situations where “all aspects of life are conducted in the same place and under the same single authority”: a. stigmas. b. differential opportunities. c. disciplinary techniques. d. total institutions. DIF: Easy REF: Page 213 TOP: Factual OBJ: Total Institution 68. Foucault’s 1977 writings on modern punishment focus on what he calls: a. an eye for an eye. b. reforming the soul. c. restitution. d. deterrence. DIF: Difficult REF: Pages 216 TOP: Factual OBJ: Foucault and Punishment 69. Modes of monitoring, examining, and regimenting individuals that are diffused throughout society, including standardized tests, are what Foucault called: a. disciplinary techniques b. total institutions c. specific deterrence d. general deterrence DIF: Easy REF: Page 216 TOP: Factual OBJ: Foucault and Punishment 70. Bentham’s term for circular buildings in which prisoners would be watched by guards or others at all times is called: a. prisons. b. jails. c. panopticons. d. total institutions. DIF: Moderate REF: Page 217 TOP: Factual OBJ: Foucault and Punishment 71. An example of emerging resistance to public video surveillance is a project that allows users in New York City to access maps showing the locations of cameras. This project is called: a. iSee. b. a panopticon. c. big brother. d. primitive rebellion. DIF: Moderate REF: Pages 210–211 TOP: Applied OBJ: Foucault and Punishment 72. In 1973, the governor of New York State enacted legislation mandating increased prison terms for drug possession and sale. These are still in effect and are known as: a. three strikes. b. the war on drugs. c. the Rockefeller drug laws. d. you do the line, you do the time. DIF: Moderate REF: Page 220 TOP: Factual OBJ: Rockefeller Drug Laws 73. Which of the following statements is true regarding the current U.S. incarceration rate? a. It has remained relatively stable for the past 20 years. b. It has decreased in the past 20 years. c. It has been slowly decreasing, but only in the past 5 years. d. It is the highest in American history. DIF: Moderate REF: Page 218 TOP: Factual OBJ: U.S. Criminal Justice System 74. Which U.S. president declared “the War on Drugs”? a. Carter b. Nixon c. Clinton d. Reagan DIF: Easy REF: Page 208 TOP: Factual OBJ: U.S. Criminal Justice System 75. Which of the following is true regarding race and the death row population? a. Justice on death row is not color-blind. b. Justice on death row is color-blind. c. The majority of the death row population is white in the state of Texas. d. The majority of the death row population is Asian only in Florida. DIF: Easy REF: Pages 219–220 TOP: Factual OBJ: U.S. Criminal Justice System 76. According to data on mass incarceration in the United States, the national cost per prisoner is approximately how much per year? a. $5,000 b. $10,000 c. $15,000 d. $20,000 DIF: Moderate REF: Page 220 TOP: Factual OBJ: U.S. Criminal Justice System 77. What percentage of the U.S. voting-age population is not allowed to vote because of prior crime convictions? a. 0.5% b. 1% c. 2.5% d. 10% DIF: Moderate REF: Page 221 TOP: Factual OBJ: U.S. Criminal Justice System Completion 1. Minor violations of social norms are known as ____________ deviance. One example would be ____________. ANS: informal; nose-picking, cross-dressing, eating with one’s mouth open, and similar acts. DIF: Easy REF: Page 179 TOP: Applied OBJ: Informal versus Formal Deviance 2. Violations of laws enacted by society are known as ____________ deviance, or ____________. One example is ____________. ANS: formal; crimes; murder, rape, theft, burglary, and similar acts. DIF: Easy REF: Page 179 TOP: Applied OBJ: Informal versus Formal Deviance 3. Durkheim’s term for the way people form social bonds and get along on a day-to-day basis is ____________. ANS: social cohesion DIF: Difficult REF: Page 181 TOP: Factual OBJ: Organic versus Mechanical Solidarity 4. Durkheim distinguished between two types of social solidarity. ____________ solidarity characterized premodern life. ANS: Mechanical DIF: Difficult REF: Page 181 TOP: Factual OBJ: Organic versus Mechanical Solidarity 5. Durkheim distinguished between two types of social solidarity. ____________ solidarity characterizes modern society. ANS: Organic DIF: Difficult REF: Pages 181 TOP: Factual OBJ: Organic versus Mechanical Solidarity 6. When people commit acts of deviance that offend the common faith or a set of social norms of a society, Durkheim called this a violation of the ____________. ANS: collective conscience DIF: Difficult REF: Page 183 TOP: Factual OBJ: Organic versus Mechanical Solidarity 7. Responses to deviance such as providing education to offenders are designed to transform offenders into productive members of society and are known as ____________. ANS: rehabilitative DIF: Difficult REF: Page 184 TOP: Factual OBJ: Organic versus Mechanical Solidarity 8. Responses to deviance such as tort law attempt to restore the status quo that existed prior to the offense and are known as ____________. ANS: restitutive DIF: Difficult REF: Page 184 TOP: Factual OBJ: Organic versus Mechanical Solidarity 9. Sociologists classify mechanisms into two categories, known as ____________ and ____________ social sanctions. ANS: formal; informal DIF: Moderate REF: Pages 185 TOP: Factual OBJ: Formal versus Informal Social Sanctions 10. ____________ refers to the set of mechanisms that create normative compliance to a society’s norms and rules. ANS: Social control DIF: Moderate REF: Page 185 TOP: Factual OBJ: Normative Compliance 11. Durkheim developed the first theory of suicide, known as the ____________. ANS: normative theory DIF: Difficult REF: Page 187 TOP: Factual OBJ: Suicide and Social Integration 12. As defined by Durkheim, a sense of aimlessness or despair that arises when we can no longer reasonably expect life to be predictable is known as ____________. ANS: anomie DIF: Difficult REF: Page 190 TOP: Factual OBJ: Suicide and Social Integration 13. After the 1929 stock market crash, businessmen jumped from skyscraper windows, committing what Durkheim would classify as ____________ suicide. ANS: anomic DIF: Difficult REF: Page 190 TOP: Applied OBJ: Suicide and Social Integration 14. Merton’s strain theory of deviance identified five ways that people adapt to the goals and means of society. Three of these five modes are ____________, ____________, and ____________. ANS: conformist; ritualist; innovation; retreatist; rebel DIF: Moderate REF: Pages 192–194 TOP: Factual OBJ: Strain Theory 15. According to ____________ theories of deviance, a person unconsciously notices how others see her and their reactions form the basis of her identity. ANS: labeling DIF: Moderate REF: Page 195 TOP: Factual OBJ: Labeling Theory 16. The labeling theory of deviance identifies two types of deviance. These are called ____________ and ____________ deviance. ANS: primary; secondary DIF: Difficult REF: Page 200 TOP: Factual OBJ: Labeling Theory 17. Negative social labels, such as those commonly applied to mental illness, are known as ____________, according to Goffman. ANS: stigmas DIF: Moderate REF: Page 201 TOP: Factual OBJ: Stigma 18. The reversion of an individual back to criminal behavior after prior involvement with the criminal justice system is known as ____________. ANS: recidivism DIF: Difficult REF: Page 209 TOP: Factual OBJ: Crime 19. The ____________ theory of deviance states that in addition to the legitimate economic structures in the United States, there is an illegitimate structure that may increase street crime. ANS: differential opportunity DIF: Difficult REF: Page 204 TOP: Factual OBJ: Street Crime 20. According to Sutherland, crimes committed by professionals within or against corporations, agencies, or other businesses are known as ____________. ANS: white-collar crimes DIF: Easy REF: Pages 205 TOP: Factual OBJ: White-Collar versus Corporate Crime 21. Within deterrence theory there are two types of deterrence, known as ____________ and ____________ deterrence. ANS: specific; general DIF: Moderate REF: Page 208 TOP: Factual OBJ: Deterrence 22. ____________ institutions are those in which all aspects of life are conducted in the same place and under the same single authority. An example is ____________. ANS: Total; prison, military boot camp, boarding school, and so on. DIF: Moderate REF: Page 213 TOP: Applied OBJ: Total Institution Essay 1. Distinguish between informal and formal social deviance. Be sure to give an example of each type. ANS: Informal deviance includes minor violations of social norms that vary across societies and time. An example is picking one’s nose and appearance norms. Formal deviance, or “crime,” is a violation of laws enacted by society and includes murder, rape, theft, and child abuse. DIF: Easy REF: Pages 179–180 TOP: Applied OBJ: Informal versus Formal Deviance 2. Define what Durkheim meant by social cohesion and distinguish between his two types of social solidarity using an example of each. ANS: Durkheim defined social cohesion as the way that people form social bonds and get along over time. It is how people tend to stick together, or not, in society. One type of social solidarity is mechanical or segmented solidarity, which Durkheim said characterized premodern life. This was based on the sameness of the individuals who work together to keep society functioning like a machine. People had a higher level of collective conscience and tended to engage in a simple division of labor. Another type of social solidarity is organic solidarity, which Durkheim said would characterize modern life as social cohesion based on interdependence. People would perform different, more specialized tasks and become more focused on their individual needs, decreasing the social cohesion. The division of labor would become highly specialized and more complex, and people would have less in common. DIF: Difficult REF: Pages 181–185 TOP: Applied OBJ: Organic versus Mechanical Solidarity 3. Using Durkheim’s work on social cohesion, describe the ways in which punishments for deviance are administered within mechanical and organic solidarity. ANS: Durkheim’s theory of punishment focused on what he called social cohesion, meaning how people form social bonds and work together. In mechanical solidarity, social cohesion would be high, and punishments would tend to reflect consensus on what the norms and rules are, as well as the punishments. Offenders would be dealt with by the society as a whole. As societies industrialize and evolve into modern forms, organic solidarity would mean a more specialized division of labor and less social cohesion. Punishments would become more individualized and would attempt to rehabilitate offenders so that they might become productive members of society. Also, some punishments would be restitutive, in an effort to restore balance or the status quo to the way things were before the offense took place. DIF: Difficult REF: Pages 181–185 TOP: Conceptual OBJ: Organic versus Mechanical Solidarity 4. What is social control? Distinguish between formal social sanctions and informal social sanctions. ANS: Social control refers to the mechanisms that create normative compliance, the act of abiding by society’s norms. Simply, it means the ways that societies get members to follow the rules of group life. Formal social sanctions are the rules or laws prohibiting murder, rape, theft, and other deviant acts. Punishments would be overt expressions of official group sentiments such as arrest, incarceration, and the death penalty. Informal social sanctions are usually based on the unexpressed but widely known rules of group membership. Also known as unspoken rules, these are typically a violation of social norms with punishments that include staring at a belcher or scolding someone for cutting you off in line at the grocery store. DIF: Easy REF: Pages 185–187 TOP: Factual OBJ: Formal versus Informal Sanctions 5. Summarize Durkheim’s normative theory of suicide. Briefly explain the four types of suicide he classified based on his research. ANS: Durkheim was a functionalist who was the first to study suicide. His normative theory went beyond focus on the private, personal act of suicide to examine it as a “social fact” influenced by wider, macrolevel factors. If a person has too little and/or too much social integration and social regulation, she or he is at a greater risk for suicide than are people with normal amounts. Social integration refers to the degree to which a person is involved and bonded with his or her social groups or community. Social regulation refers to how many rules guide people’s daily lives and our expectations of the world on a day-to-day basis. Durkheim learned that unmarried, Protestant men were the most likely group to commit suicide, because they had low levels of integration and high levels of regulation. His research went further to classify four different types of suicide: 1. Egoistic suicide occurs when some people are not very well integrated into their groups and need others to give their life meaning. These people feel hopeless and come to believe that they have not affected the group or produced something good that will endure until after they die. 2. Altruistic suicide occurs because a group dominates an individual’s life to such a degree that he or she feels meaningless aside from the social recognition. In other words, there is too much social regulation and social integration. 3. Anomic suicide results from too little social regulation, which leads to the individual feeling a sense of aimlessness or despair that arises when she or he can no longer reasonably expect life to be predictable. 4. Fatalistic suicide occurs when a person experiences too much social regulation by having to do the same thing every day for long periods of time with no variation or surprises. People may feel they have nothing to look forward to and lose hope due to the monotony of life. DIF: Difficult REF: Pages 187–192 TOP: Factual OBJ: Suicide and Social Integration 6. Explain Merton’s strain theory of deviance and list each adaptation to anomie. Refer to “means” and “goals.” ANS: Like Durkheim, Merton was a functionalist who developed the strain theory, which explains how society gives us certain goals to try to achieve (such as financial success) and defines certain acceptable means of achieving these goals. It is also known as means-end theory. 1. Conformists follow the means and try to achieve the goals. 2. Ritualists reject the goals of society, but continue to follow the means. 3. Innovators strive to achieve goals, but use deviant or criminal means rather than legal means. 4. Retreatists completely stop participating in the goals and means. 5. Rebels reject both the goals and means, yet want to replace them with new ones. DIF: Difficult REF: Pages 192–194 TOP: Factual OBJ: Strain Theory 7. Summarize one of the labeling theories of deviance. ANS: Students should first identify labeling under symbolic interactionist theories of deviance, thus applying their cumulative understanding of the main sociology. Then, they can summarize any of the following labeling perspectives. Social process examples include: 1. Becker’s Outsiders work on how marijuana users may give social meanings to their deviance and the Shock Corridor study of how mental illness is labeled. 2. Lemert’s work on primary and secondary deviance, and how once the label sticks, after a person is caught for primary deviance, the likelihood of future deviance increases secondary deviance. 3. Zimbardo’s Stanford Prison Experiment and the example of Abu Ghraib for how social surroundings and expectations may lead otherwise good people to do terrible things (the Lucifer effect). 4. Goffman’s work on stigma, the negative social labels that may alter a person’s self-concept and identity, as well as how others treat the person. DIF: Easy REF: Pages 195–201 TOP: Conceptual OBJ: Labeling Theory 8. Summarize Zimbardo’s broken windows theory of deviance. ANS: The broken windows theory of deviance takes into account the way people see their social surroundings and how this may influence their behavior. Zimbardo conducted experiments in which he left abandoned cars in two different neighborhoods, one poor and one affluent. As expected, in the poor neighborhood, people vandalized the car, but in the affluent one, it was untouched—that is, until the researchers vandalized it a bit. After that, people started smashing the cars windows, tagging it, and tearing it up. This showed that once someone defines the expectations, people may behave in ways they otherwise would not. DIF: Moderate REF: Pages 202–203 TOP: Factual OBJ: Broken Windows Theory 9. Explain the basic argument of deterrence theory and distinguish between specific and general deterrence. ANS: Deterrence theory suggests that crime results from a rational calculation of the costs and benefits of criminal activity. For example, if the costs or likelihood of getting caught are high, people are likely to be deterred from committing the act, especially if the potential benefits aren’t too high. However, if the costs are low and the potential benefits are high (for example, getting revenge, making lots of money), individuals are more likely to commit the crime. Specific deterrence is what the system attempts when it monitors and tries to prevent known criminals from committing more crime. Incarcerating an individual burglar for 10 years is one example. The belief is that, as a result, this person can’t commit a crime for at least 10 years. General deterrence expects that once an offender has completed his or her sentence, he or she will never commit another crime for fear of getting caught and punished again. Further, it also involves making a public example out of criminal sentences, thus sending a message to the rest of society that this can happen to you if do the same thing. DIF: Easy REF: Pages 208–212 TOP: Factual OBJ: Deterrence 10. Briefly discuss the effect of the mass incarceration that has resulted from the War on Drugs. ANS: President Nixon’s declaration of a war on drugs in the United States has turned into what some sociologists refer to as “war on the black family.” By incarcerating people for longer periods of time for sometimes minor drug possession, social control mechanisms tend to focus more intensely on the drugs commonly used by minorities. This has led to the highest incarceration rate in U.S. history. Another effect is that 2.5% of the voting-age population is now unable to vote in the United States, which is then related to racial, social, and political inequalities and other forms of disenfranchisement. DIF: Moderate REF: Pages 220–212 TOP: Conceptual OBJ: U.S. Criminal Justice System Chapter 7 Stratification Concept Map I. Inequality A. Rousseau B. Scottish Enlightenment C. Malthus D. Hegel 1. Dialectic II. Standards of Equality A. Ontological Equality B. Equality of Opportunity 1. Bourgeois Society C. Equality of Condition 1. Affirmative Action D. Equality of Outcome 1. Free Rider Problem III. Stratification A. Estate System B. Caste System C. Class System D. Status Hierarchy System E. Elite-Mass Dichotomy System 1. Meritocracy IV. Socioeconomic Status A. The Upper Class B. The Middle and Working Class C. The Poor and Underclass V. Global Inequality VI. Social Mobility A. Status-Attainment Model VII. Estate Tax Multiple Choice 1. Rousseau believed that the source of all social ills was: a. income. b. private property. c. racism. d. business ownership. DIF: Moderate REF: Page 229 TOP: Factual OBJ: Rousseau 2. According to Rousseau, there are two forms of inequality: ____________, or natural, and ____________, or political. a. biological; physical b. social; environmental c. physical; social d. social; biological DIF: Moderate REF: Page 229 TOP: Factual OBJ: Rousseau 3. Which kind of inequality did Rousseau believe would always exist? a. physical b. social c. neither d. both DIF: Moderate REF: Page 229 TOP: Factual OBJ: Rousseau 4. Karl Marx and Jean-Jacques Rousseau tend to agree on at least one thing. They both felt that the primary source of social ills in society was due to the emergence of: a. religion. b. private property. c. the caste system. d. the estate tax. DIF: Difficult REF: Pages 229, 241 TOP: Conceptual OBJ: Rousseau | Class System 5. What is the term that refers to a form of wealth that can be stored for the future? a. assets b. equality c. resources d. stocks DIF: Easy REF: Page 230 TOP: Factual OBJ: Scottish Enlightenment | Malthus 6. Ferguson and Millar saw social developments resulting from the establishment of private property representing a huge improvement in society, because private property leads to higher degrees of social organization and: a. individuals. b. efficiency. c. incentives. d. bureaucracy. DIF: Difficult REF: Page 231 TOP: Factual OBJ: Scottish Enlightenment 7. Thomas Malthus believed that the human population grows ____________, but the ability to produce food increases ____________. a. slowly; quickly b. arithmetically; geometrically c. geometrically; arithmetically d. quickly; slowly DIF: Easy REF: Page 231 TOP: Factual OBJ: Malthus 8. From Malthus’s perspective, what keeps the population in check? a. royalty b. politics c. social controls d. inequality DIF: Moderate REF: Page 231 TOP: Factual OBJ: Malthus 9. Thomas Malthus had a positive view of inequality. He defended disease, slavery and child murder. Why? a. He was mentally ill. b. He was the forerunner to Hitler. c. He felt this would allow the population to thin itself out naturally. d. He felt this would create more jobs for medical personnel and morticians. DIF: Difficult REF: Page 231 TOP: Factual OBJ: Malthus 10. One of the best ways to reduce the number of children born (according to Sachs) is to: a. disallow marriages. b. decrease infanticide. c. provide free condoms. d. make access to education more difficult. DIF: Difficult REF: Page 232 TOP: Applied OBJ: Malthus 11. What term refers to a two-directional relationship, one that goes both ways like a conversation between two people (such as master–slave)? a. dialectic b. conversing c. stimulation d. cognition DIF: Moderate REF: Page 233 TOP: Factual OBJ: Hegel 12. According to the German philosopher Hegel, the master–slave relationship is one of mutual: a. benefit. b. dependency. c. work. d. independence. DIF: Easy REF: Page 233 TOP: Factual OBJ: Hegel 13. Hegel felt that the relationship between slave and master was dialectic. This means: a. each is dependent on the other. b. the slave has more power over the master than vice versa. c. the relationship is short-lived. d. the relationship can evolve into an intimate one. DIF: Moderate REF: Page 233 TOP: Factual OBJ: Hegel 14. You are dependent on your professor for your grade. Your professor, in turn, is dependent on you for his or her job. Hegel would call this a(n): a. dialectic relationship. b. equality of condition. c. example of private property. d. example of affirmative action. DIF: Moderate REF: Page 233 TOP: Applied OBJ: Hegel 15. Hegel argued that notions of inequality are constantly evolving in a larger historical arc and will eventually lead to: a. conflict. b. anomie. c. equality. d. organization. DIF: Difficult REF: Page 234 TOP: Factual OBJ: Hegel 16. Which standard of equality is most concerned with the distribution of resources? a. equality of opportunity b. ontological equality c. equality of outcome d. equality of condition DIF: Difficult REF: Pages 237–238 TOP: Factual OBJ: Standards of Equality 17. What term refers to the notion that everyone is created equal in the eyes of God? a. ontological equality b. equality of opportunity c. godly equality d. equality of condition DIF: Easy REF: Page 235 TOP: Factual OBJ: Ontological Equality 18. The game of Monopoly follows the rules of what standard of equality? a. ontological equality b. equality of opportunity c. equality under God d. equality of condition DIF: Easy REF: Page 235 TOP: Applied OBJ: Equality of Opportunity 19. The modern capitalist society is an example of which type of society? a. meritocratic b. socialist c. entrepreneurial d. bourgeois DIF: Easy REF: Page 235 TOP: Factual OBJ: Equality of Opportunity 20. A system in which advancement is based on individual achievement or ability is referred to as: a. meritocratic. b. opportunistic. c. individualistic. d. entrepreneurial. DIF: Difficult REF: Pag 236 TOP: Factual OBJ: Equality of Opportunity 21. An example of the ideology of equality of condition put into practice is: a. segregation. b. affirmative action. c. health care. d. maternity leave. DIF: Moderate REF: Page 236 TOP: Factual OBJ: Equality of Condition 22. When more than one person is responsible for getting something done, the incentive is for each individual to shirk responsibility in the hope that the others will pull the extra weight. This is referred to as: a. Communist ideology. b. Marxism. c. the balanced principle. d. the free rider problem. DIF: Easy REF: Page 238 TOP: Factual OBJ: Equality of Outcome 23. Let’s say you are best at building with your hands and you become a carpenter working for a local building contractor. A friend of yours is very good at programming computers, so he/she works at IBM. Yet another friend excels at science so he/she goes to medical school and becomes a physician. Each of you is paid the exact same salary and each of you lives in the same neighborhood and drives the same type of car. What standard of equality would this be an example of? a. equality of opportunity b. ontological equality c. equality of condition d. equality of outcome DIF: Moderate REF: Page 237 TOP: Applied OBJ: Equality of Outcome 24. Which of the following is NOT a type of social stratification mentioned in your text? a. estate system b. class system c. hierarchy system d. bourgeois system DIF: Easy REF: Pages 239–246 TOP: Factual OBJ: Stratification 25. The examination of how race and ethnicity affect income is really an examination of: a. stratification. b. segregation. c. levels of wealth. d. elitism. DIF: Moderate REF: Page 228 TOP: Factual OBJ: Stratification 26. Each society has a type of social stratification. How does the United States justify its type of stratification system? a. The class a person is in has nothing to do with ability; one is born into it. b. A person is in complete control over the class he or she is in. Hard work (or lack of it) determines class. c. One’s relatives are responsible for one’s social class. d. Luck determines class. DIF: Difficult REF: Page 238 TOP: Conceptual OBJ: Stratification 27. Which social stratification system was favored in feudal Europe and the antebellum American South? a. estate system b. class system c. hierarchy system d. elite-mass hierarchy DIF: Easy REF: Page 239 TOP: Factual OBJ: Estate System 28. A type of stratification that is based on hereditary notions of religious and theological purity and in which there is little to no individual mobility within the strata is the: a. caste system. b. estate system. c. hierarchy system. d. elite-mass hierarchy. DIF: Easy REF: Pages 239–240 TOP: Factual OBJ: Caste System 29. The process in India whereby an entire caste can leapfrog over another and obtain a higher position in the hierarchy is called: a. sanskritization. b. vaishya caste. c. Brahminization. d. Upanayanam. DIF: Moderate REF: Page 240 TOP: Factual OBJ: Caste System 30. Although Indian castes have historically been ____________, increasing rates of ____________ have made classifying children more difficult. a. endogamus; exogamy b. rigid; movement c. fluid; rigidity d. exogamus; endogamy DIF: Moderate REF: Page 240 TOP: Factual OBJ: Caste System 31. Under what system is your societal position related to your position in the economic market? a. hierarchy system b. class system c. caste system d. estate system DIF: Moderate REF: Pages 240–242 TOP: Applied OBJ: Class System 32. What group sells its labor to the bourgeoisie in order to receive wages? a. elites b. working class c. proletariat d. bourgeoisie DIF: Easy REF: Page 241 TOP: Factual OBJ: Class System 33. Which group exploits the working class by taking more of the value of the work of laborers than they repay in wages? a. bourgeoisie b. proletariat c. elites d. hierarchy class DIF: Easy REF: Page 241 TOP: Factual OBJ: Class System 34. Business managers are examples of what concept? a. in-between group b. middlemen c. conflict class d. contradictory class location DIF: Moderate REF: Page 242 TOP: Applied OBJ: Class System 35. Professionals, small business owners, and craftsmen are referred to as: a. petit bourgeoisie. b. proletariats. c. lumpenproletariats. d. middlemen. DIF: Easy REF: Page 242 TOP: Factual OBJ: Class System 36. Which theorist argues that members of a class are grouped by their value in the commercial marketplace? a. Weber b. Marx c. Miller d. Simmel DIF: Difficult REF: Page 242 TOP: Factual OBJ: Class System 37. Sometimes individuals seek to assert or increase their status, not just through occupation, but also through: a. driving fancy cars. b. living in gated communities. c. wearing stylish clothes. d. all of the above. DIF: Easy REF: Page 242 TOP: Applied OBJ: Class System 38. According to the Relative Social Prestige of Selected U.S. Occupations table, which white-collar occupation has the highest prestige score? a. physician b. lawyer c. university professor d. dentist DIF: Easy REF: Page 243 TOP: Factual OBJ: Status Hierarchy System 39. According to the Relative Social Prestige of Selected U.S. Occupations table, which blue-collar occupation has the highest prestige score? a. firefighter b. police officer c. electrician d. aircraft mechanic DIF: Easy REF: Page 243 TOP: Factual OBJ: Status Hierarchy System 40. Pareto believed in a society in which status and mobility are based on individual attributes and ability, called: a. meritocracy. b. intelligence. c. morals. d. biology. DIF: Moderate REF: Page 245 TOP: Factual OBJ: Meritocracy | Elite-Mass Dichotomy System 41. Mills argues that there are three major institutional forces in modern American society in which the power of decision making has become centralized. Which of the following is NOT one of these forces? a. economic institutions b. social order c. political order d. military order DIF: Difficult REF: Page 245 TOP: Factual OBJ: Elite-Mass Dichotomy System 42. Mills believed that centralized power in the hands of a few: a. expanded democracy. b. helped democracy. c. hurt democracy. d. stabilized democracy. DIF: Moderate REF: Page 245 TOP: Factual OBJ: Elite-Mass Dichotomy System 43. A subsystem of stratification Mills mentions is the outer fringes of the power elite. These are: a. the people who have no say at all in decisions that affect even them. b. individuals who are considered friends of the elite, but who don’t associate with them on a business basis. c. the people who make the major decisions, but the policies are carried out by others. d. individuals who count in the decisions that affect all of us but who don’t actually make those decisions. DIF: Moderate REF: Page 246 TOP: Factual OBJ: Elite-Mass Dichotomy System 44. C. Wright Mills had a negative view of the elite-mass dichotomy. His viewpoint fits into what paradigm? a. symbolic interactionism b. functionalism c. conflict d. feminism DIF: Difficult REF: Page 245 TOP: Conceptual OBJ: Elite-Mass Dichotomy System 45. C. Wright Mills argues that there are three major institutions in the United States today that have the power to make decisions for the masses. Which one of the following is NOT one of these? a. economy b. religion c. politics d. military DIF: Easy REF: Page 245 TOP: Factual OBJ: Elite-Mass Dichotomy System 46. A stratification system with a governing elite, that is, few leaders who broadly hold the power in society, is called: a. a status hierarchy system. b. an elite-mass dichotomy system. c. a class system. d. a caste system. DIF: Difficult REF: Pages 244–245 TOP: Factual OBJ: Elite-Mass Dichotomy System 47. Pareto argues that societies based on strict military, religious, and aristocratic stratification tend to collapse; in other words, history is: a. a graveyard of aristocracies. b. a plethora of inadequacies. c. filled with elite collapses. d. predictive of the future. DIF: Moderate REF: Page 245 TOP: Factual OBJ: Elite-Mass Dichotomy System | Meritocracy 48. Sociologists often describe an individual’s position in a stratified social order that attempts to classify groups, individuals, families, or households in terms of indicators such as occupation, income, wealth, and education. Sociologists call this: a. social levels. b. economic levels. c. socioeconomic status. d. stratum. DIF: Easy REF: Pages 246, 248 TOP: Applied OBJ: Socioeconomic Status 49. Economists and sociologists believe that the United States is stratified along what lines? a. income b. salary c. wealth d. job prestige DIF: Easy REF: Page 247 TOP: Factual OBJ: Socioeconomic Status 50. What term refers to everything you own minus debts such as a mortgage on your home and credit card debt? a. income b. wealth c. investments d. stocks DIF: Easy REF: Page 247 TOP: Factual OBJ: Socioeconomic Status 51. Historically, Marx’s capitalist class was made up of members of the: a. upper class. b. bourgeoisie. c. proletariat. d. special class. DIF: Moderate REF: Page 248 TOP: Factual OBJ: The Upper Class 52. What is the primary source of income for the upper class? a. wage labor b. returns on investments c. inheritance d. yearly bonuses DIF: Easy REF: Page 248 TOP: Factual OBJ: The Upper Class 53. The upper class is composed primarily of CEOs, government officials, celebrities, and very successful professionals. What percentage of the population does this represent? a. 1% b. 10% c. 25% d. 50% DIF: Easy REF: Page 248 TOP: Factual OBJ: The Upper Class 54. Elliot Essman asserts that America is a(n) ____________ because the very wealthy do not have much impact on the country in general. a. elite-class nation b. middle-class nation c. working-class nation d. upper-class nation DIF: Easy REF: Page 250 TOP: Factual OBJ: The Middle and Working Class 55. What American job sector has greatly increased since the oil crisis of 1973? a. unionized jobs b. pink-collar office work c. factory work d. low-wage service work DIF: Easy REF: Page 251 TOP: Factual OBJ: The Middle and Working Class 56. What is the fastest-growing job market for people with only a high school education? a. mechanical work b. secretarial work c. factory work d. food preparation DIF: Easy REF: Page 252 TOP: Factual OBJ: The Middle and Working Class 57. The government’s definition of poverty for a family of four (as of 2009) is a total yearly salary of just under: a. $15,000. b. $23,000. c. $32,000. d. $45,000. DIF: Moderate REF: Page 253 TOP: Factual OBJ: The Poor and Underclass 58. In political speeches about the poor, those who are believed to deserve our assistance are termed the: a. handicapped. b. mentally challenged. c. working poor. d. nonworking poor. DIF: Easy REF: Page 253 TOP: Applied OBJ: The Poor and Underclass 59. What is another term for the nonworking poor? a. mentally challenged b. proletariat c. deserving poor d. underclass DIF: Easy REF: Page 253 TOP: Factual OBJ: The Poor and Underclass 60. What is one of the main reasons cited for rising income and wealth inequality in the United States? a. political control b. bureaucracy c. globalization d. upper-class investments DIF: Moderate REF: Page 253 TOP: Factual OBJ: Global Inequality 61. Trade of goods and services across national boundaries, as well as the mobility of businesses and labor through immigration, is: a. international business. b. globalization. c. national labor. d. intercommerce. DIF: Easy REF: Page 253 TOP: Factual OBJ: Global Inequality 62. The effect of globalization has been to bifurcate labor into: a. upper class and middle class. b. technical and support. c. high-skilled and low-skilled. d. middle class and working class. DIF: Difficult REF: Page 253 TOP: Applied OBJ: Global Inequality 63. The movement between different positions within a system of social stratification in any given society is called: a. structural mobility. b. social mobility. c. vertical mobility. d. horizontal mobility. DIF: Easy REF: Page 257 TOP: Factual OBJ: Social Mobility 64. What term refers to a group or individual transitioning from one social status to another situated more or less on the same rung of the ladder? a. horizontal social mobility b. vertical social mobility c. stagnant social mobility d. situational social mobility DIF: Moderate REF: Pages 257–258 TOP: Factual OBJ: Social Mobility 65. An example of horizontal social mobility is: a. a secretary changing firms but retaining her occupational status. b. a Methodist who converts to Lutheranism. c. a family that migrates from to one city from another. d. all of the above. DIF: Moderate REF: Page 258 TOP: Applied OBJ: Social Mobility 66. The rise and fall of an individual (or group) from one social stratum to another is called: a. elevator social mobility. b. horizontal social mobility. c. vertical social mobility. d. structural social mobility. DIF: Moderate REF: Page 258 TOP: Factual OBJ: Social Mobility 67. Ugo’s promotion to regional manager at Starbucks with a higher salary and more prestige is an example what type of vertical social mobility? a. ascending b. escalating c. descending d. advancement DIF: Easy REF: Page 259 TOP: Applied OBJ: Social Mobility 68. Mobility that is inevitable from changes in the economy is called: a. vertical mobility. b. horizontal mobility. c. escalating mobility. d. structural mobility. DIF: Moderate REF: Page 258 TOP: Factual OBJ: Social Mobility 69. The prestige of a person’s first job out of school factors into his or her position on the a. status-attainment model. b. structural model. c. vertical model. d. horizontal model. DIF: Moderate REF: Pages 259–260 TOP: Applied OBJ: Status-Attainment Model 70. The U.S. estate tax is sometimes called a. the elite tax. b. the death tax. c. the middle-class tax. d. the inheritance tax. DIF: Easy REF: Page 260 TOP: Factual OBJ: Estate Tax 71. Opponents of the estate tax argue that taxing accumulated wealth a. discourages would-be entrepreneurs from taking risk. b. discourages individuals from investing in stocks. c. creates a greater wealth gap. d. encourages individuals to hide their assets. DIF: Difficult REF: Page 261 TOP: Applied OBJ: Estate Tax 72. Proponents of the estate tax assert that the tax: a. hits hardest at the people who have the most money. b. bolsters nonprofit organizations. c. provides an important source of government revenue. d. does all of the above. DIF: Difficult REF: Page 261 TOP: Applied OBJ: Estate Tax 73. Opponents of the estate tax have consistently portrayed ____________ as its undeserving victims, although it only affects a small number of such individuals. a. physicians b. CEOs c. farmers d. the middle class DIF: Difficult REF: Page 261 TOP: Factual OBJ: Estate Tax 74. Soros has suggested that repealing the estate tax would result in a shift of the tax burden onto earnings, which would shift it onto people: a. in the upper class. b. with the most money. c. in the middle class. d. with less money. DIF: Difficult REF: Page 262 TOP: Factual OBJ: Estate Tax 75. Opponents of the estate tax have portrayed farmers as being hurt the most by the estate tax, causing them to lose their family farms. In reality: a. this is true; most small family farms have now been lost to large corporations. b. this is true; most small family farms have been lost to the government. c. this is not true; the majority of family farms are far below the estate tax threshold and are not affected by the tax. d. this is true for small farms only, not large farms valued over $500,000. DIF: Moderate REF: Page 261 TOP: Factual OBJ: Estate Tax 76. Typically one moves up or down (vertically) the social ladder. If factories are moving from the United States to Mexico and jobs are drying up here in the United States, one would say downward mobility is due to: a. individual merit. b. structural mobility. c. exchange mobility. d. status attainment. DIF: Difficult REF: Pages 259 TOP: Applied OBJ: Social Mobility Completion 1. In the example of dividing the pizza whereby some people get more than others, Rousseau saw such inequality as ultimately detrimental and as a catalyst for ____________. ANS: social conflict DIF: Difficult REF: Pages 229–230 TOP: Applied OBJ: Rousseau 2. Malthus argued that human populations grow ____________ while our ability to produce food increases only ____________. ANS: geometrically/quickly; arithmetically/slowly DIF: Difficult REF: Page 231 TOP: Factual OBJ: Malthus 3. ____________ is the notion that everyone is created equal in the eyes of God, which justifies material inequality. ANS: Ontological equality DIF: Easy REF: Page 235 TOP: Factual OBJ: Ontological Equality 4. ____________ describes structured social inequality or systematic inequalities among groups of people that arise as intended or unintended consequences of social processes and relationships. ANS: Stratification DIF: Easy REF: Page 228 TOP: Factual OBJ: Stratification 5. The castes in India have historically been ____________ groups, or communities in which members generally marry within the group. ANS: endogamous DIF: Easy REF: Page 240 TOP: Factual OBJ: Caste System 6. Intermarrying between castes is referred to as ____________. ANS: exogamy DIF: Easy REF: Page 240 TOP: Factual OBJ: Caste System 7. Within Indian society, a method of securing the caste hierarchy so there is little to no individual mobility within the caste ranks is called ____________. ANS: social closure DIF: Moderate REF: Page 240 TOP: Factual OBJ: Caste System 8. Notions of class are heavily influenced by two theorists: ____________ and ____________. ANS: Karl Marx; Max Weber DIF: Moderate REF: Page 241 TOP: Factual OBJ: Class System 9. For Marx, class boils down to two antagonistic classes: the ____________, or the employing class, and the ____________, or the working class. ourgeoisie; proletariat DIF: Moderate REF: Page 241 TOP: Factual OBJ: Class System 10. If you have just graduated from law school, you may not have wealth, but you have ____________, skills and certification to sell in the labor market. ANS: human capital DIF: Moderate REF: Page 242 TOP: Factual OBJ: Class System 11. The ____________ refers to a group including professionals, craftsmen, and other self-employed individuals or small business owners who occupy a capitalist position: they own capital in the form of business, but they aren’t fully capitalist because they don’t control other people’s labor. ANS: petit bourgeoisie DIF: Moderate REF: Page 242 TOP: Factual OBJ: Class System 12. ____________ describes an individual’s position in a stratified social order. ANS: Socioeconomic status DIF: Easy REF: Page 246 TOP: Factual OBJ: Socioeconomic Status 13. ____________ is money received by a person for work or from returns on investments, whereas ____________ is an individual’s net worth. ANS: Income; wealth DIF: Moderate REF: Page 247 TOP: Factual OBJ: Socioeconomic Status 14. ____________ refers to the group of individuals at the top of the socioeconomic food chain, which is associated with income, wealth, power, and prestige. ANS: Upper class DIF: Easy REF: Page 248 TOP: Factual OBJ: The Upper Class 15. The ____________ are oriented toward day-to-day survival, which keeps them planted in the present. ANS: poor DIF: Moderate REF: Page 253 TOP: Factual OBJ: The Poor and Underclass 16. The poor are divided into two groups: the ____________ and the ____________. ANS: working; nonworking DIF: Moderate REF: Page 253 TOP: Factual OBJ: The Poor and Underclass 17. During the ____________, large-scale factory production took the place of small cottage industries, resulting in the creation of vast, unequally distributed wealth. ANS: Industrial Revolution DIF: Moderate REF: Page 254 TOP: Factual OBJ: Global Inequality 18. An individual who experiences ____________ either rises from a lower stratum into a higher one or creates an entirely new group that exists at a higher stratum. ANS: ascending vertical mobility DIF: Moderate REF: Page 258 TOP: Factual OBJ: Social Mobility 19. ____________ is a type of mobility where society holds fixed the changing distribution of jobs in a way that ultimately balances out. ANS: Exchange mobility DIF: Moderate REF: Page 259 TOP: Factual OBJ: Social Mobility 20. Proponents suggest that the estate tax facilitates a move away from a(n) ____________ based on inheritance and propels us toward a(n) ____________ based on individual drive and skill. ANS: aristocracy; meritocracy DIF: Difficult REF: Pages 261 TOP: Factual OBJ: Estate Tax Essay 1. Compare and contrast Rousseau’s perspective of social inequality with that of Malthus, Millar, and Ferguson. ANS: Rousseau argues that if we stripped away the elements of society that resulted from the institution of private property, only social equality would remain. He saw social inequality as the result of privileges and uneven access to resources that lead to social ills. Ferguson, Millar, and Malthus saw inequality as necessary: it leads to higher degrees of social organization and efficiency. DIF: Difficult REF: Pages 229–233 TOP: Factual OBJ: Inequality 2. The German philosopher Georg Hegel explained inequality from a master–slave perspective. Describe and explain the interdependence of the master–slave analogy for inequality. ANS: The slave is dependent on the master for basic needs such as food and shelter, but the master is dependent on the slave to perform the basic duties for survival. If the master no longer has the slave to perform these duties, he cannot survive. Thus, each becomes dependent on the other for survival. DIF: Moderate REF: Pages 233–234 TOP: Factual OBJ: Dialectic 3. Define the four types of equality mentioned in your text: ontological equality, equality of opportunity, equality of condition, and equality of outcome. Use examples in your answer. ANS: 1. Ontological equality: everyone is created equal in the eyes of God. Ex.: Even though men and women are different, they are equal in value, worth, and dignity. 2. Equality of opportunity: everyone has equal chances in the beginning, but luck or skill bring varying results. Ex.: Men and women have the same chance to become successful, but sometimes a person may just be in the right place at the right time. 3. Equality of condition: situations need to be altered in order to compensate for inequalities in the relative starting positions. Ex.: When women compete in physical contests with men, the requirements are manipulated to account for differences in physical ability. 4. Equality of outcome: each player should end up with the same amount regardless of the fairness of the game. Ex.: Even though some people may not have the same abilities as others, they still reap the same benefits. DIF: Medium REF: Pages 235–238 TOP: Factual OBJ: Standards of Equality 4. Explain the estate system, caste system (including Narayanan’s story), class system, and status hierarchy system using examples. ANS: 1. Estate systems had some mobility, but social reproduction prevailed (e.g., European feudalism; American antebellum South). 2. Caste systems keep individuals in the same level of strata for life (e.g., South Asian caste system). 3. Class systems allow for mobility but most people born into a particular class marry and live within that same class (e.g., bourgeoisie versus proletariat). 4. Status hierarchy system is based in social prestige or what society thinks of the particular lifestyle of the community to which you belong (e.g., status based on occupation or income). DIF: Easy REF: Pages 239–244 TOP: Applied OBJ: Stratification 5. There are five types of social stratification systems. Name each of these and describe how they justify inequality. ANS: 1. Estate: justifies inequality by politics and birth. You are either born into the clergy, nobility, or commoner level due to how laws are written that give rights and duties that separate individuals and create unequal power. 2. Caste: justifies inequality with regard to religion and birth. Each caste is allowed to engage in certain ritual practices from which the others are excluded. Keeping members of each caste separate from others hinders the breakdown (or sanskritization) of the caste system. Endogamy, not exogamy, is practiced. People keep to their own. 3. Class: justifies inequality via individualism or the economy. Everyone has the same “chance” to move up the social ladder, and those at the top are viewed as deserving of their status because they have worked harder or are smarter than those below them. 4. Status hierarchy: justifies inequality by the type of lifestyle a person has and what is valued in a particular society. Even if a person has little money he or she can still be seen as upper status if his or her job (although low-wage) is valued by other members of that society. 5. Elite-mass dichotomy: justifies inequality due to the fact that some people are just smarter and more capable than the masses. The Pareto Principle, also known as the 80/20 rule, is based on the assumption that individuals are inherently unequal physically, intellectually, and morally. Vilfredo Pareto believed that the most capable 20% in these attributes of the population should lead the masses (the remaining 80%). W. E. B. Du Bois also felt that 10% of the black population was more capable of helping the other 90% of blacks after slavery. In a meritocracy, or an elite-mass dichotomy, status and mobility are based on individual attributes and ability. DIF: Difficult REF: Pages 238–245 TOP: Factual OBJ: Stratification 6. Connect C. Wright Mills’s view on capitalist society with Karl Marx’s view. Give an example of the three decision-making institutions as discussed by Mills. Which one of these institutions would Karl Marx see as the major contributor to a capitalist society’s ills? ANS: C. Wright Mills and Karl Marx were both conflict theorists. They both felt that the capitalist class (bourgeoisie) had power over the proletariat class and dictated how the proletariat class lived. In this capitalist society, the more power the elite have, the less power the lower classes have. Mills stressed three decision-making institutions: the economy, the political arena, and the military. As these institutions interchange roles at the top, the inner core of power becomes the deciding force for the rest of society. Included in this inner core are those who affect members in the inner circle. These are people, like corporate attorneys and investment bankers, who contribute to the decisions that affect the rest of us, but who don’t actually make those decisions. Karl Marx would say that there is a “power elite” (Mills’s word, not Marx’s), but that this powerful group is primarily, if not wholly, the economic institution. The mode of production is what dictates everyone’s lives and all the other institutions in a society. If one lives in an agricultural society, families, religion, education, etc. are different types of institutions than they would be in an industrial society. Other institutions change with regard to the type of society (or the mode of production) in which we live. DIF: Difficult REF: Pages 244–246 TOP: Conceptual OBJ: Class System | Elite-Mass Dichotomy System 7. The United States is stratified into levels describing individuals’ socioeconomic status: upper class, middle class, working class, and poor. Describe each level. Why is the middle class so difficult to define? ANS: The upper class is associated with income, wealth, power, and prestige. Middle-class individuals make up the majority of this nation and have a salary with some accumulated wealth. The poor are clearly defined as a family of four making $22,050 or less per year. The subcategories for the poor include working (a group with which we sympathize) and nonworking (who don’t deserve assistance). The middle class is difficult to define because 90% of Americans self-identify with this group, and they vary greatly in terms of salary, wealth, power, and prestige. DIF: Moderate REF: Pages 248–253 TOP: Conceptual OBJ: Socioeconomic Status 8. Defining social class can be very subjective. There is one class, however, that has a more quantifiable measure. What class is that and why? ecause the government has established a poverty line for different-size families, the poor class is a much “easier” class to define. While the middle class may be difficult to define—based on whether one is looking at education level, income level, or wealth—to define one as being “poor,” one must merely look at the poverty level. To decide whether a person living below the poverty level is deserving of governmental assistance, we must define that person as either working poor or nonworking poor. A person on “disability” may be seen as nondeserving of public assistance, but a person who works at McDonald’s for minimum wage and still falls under the poverty line would be seen as more deserving of public assistance. DIF: Medium REF: Pages 250–253 TOP: Applied OBJ: Socioeconomic Status 9. Compare and contrast the terms income and wealth. Use examples in your answer. How does wealth help in getting individuals an unfair advantage? ANS: Income is money received for work or from returns for investments; wealth is an individual’s net worth. Wealth tends to give people who have it an advantage in obtaining income and maintaining their wealth. People who have more wealth (i.e., the upper class) tend to have access to better education that might allow them to obtain better paying jobs. They may also have more access to people (through networking) who have—or know someone who has—more prestige and access to better paying positions. DIF: Easy REF: Page 247 TOP: Conceptual OBJ: Socioeconomic Status 10. What has globalization done to influence income and wealth inequality in the United States? Include the influence of the Industrial Revolution and geography in your answer. Why did Europe develop first? ANS: Globalization has affected inequality and income in the United States by bifurcating labor into high-skilled and low-skilled jobs. Most low-skilled jobs have been moved from the United States to areas of the world where labor is cheap, and the income gap widens between skilled (and more educated) and unskilled (and less educated) workers. Before the industrial revolution most of the world lived in poverty. Due to technology, food was made more available, and as industrialization grew, cottage industries disappeared and the inequality gap grew. As industrial capitalists became more powerful, they branched out globally and inequality grew in the areas of the world that they colonized. Major reasons Europe developed earlier include its geography and climate. Europe has a longer growing season, better water supplies, and, due to cooler temperatures, less disease than other regions, for example, Africa. DIF: Moderate REF: Pages 253–257 TOP: Factual OBJ: Global Inequality 11. Sociologists have been trying to figure out why Europe (and ultimately the United States) was first to experience the Industrial Revolution. Some feel that it was due to geography. Thinking of the United States (compared to Africa), why would we have become an industrialized nation and not Africa? ANS: For the Industrial Revolution to occur, a nation must first go through an agricultural revolution. Africa, compared to the United States and Europe, does not have the river systems necessary for irrigation to facilitate an agricultural revolution. Africa, also, is hotter than Europe and has shorter growing seasons. This creates a shortage of food, higher incidences of disease, and fewer workers, which are necessary for an agricultural revolution to take place. Combine this lack of surplus food and workers with the lack of coal deposits (used to fuel industrial production), and the chance of Africa becoming an industrial society is much less likely. The geographical features of Africa make it unfeasible for an Industrial Revolution to occur. DIF: Moderate REF: Page 255 TOP: Applied OBJ: Global Inequality 12. Let’s say your grandfather fought in World War II. When he returned from war, what educational level did his potential employer expect from him, and what were his chances for social mobility? Flash forward 60 years and compare this to veterans coming back from Iraq. What are their educational expectations and chances for social mobility? ANS: After World War II a high school diploma could earn a white male enough to support a family. One could also acquire a college degree through the GI Bill and obtain a house through a GI loan. Sons had a much better chance of upward mobility in the 1950s than their fathers. Today, if a person returns to the United States after serving in the military, a high school diploma is not enough to support him- or herself, much less a family. The educational loans and loans for houses are not available to the same degree for veterans as they were after WWII. Today, it doesn’t seem to be “what” you know, but more about your credentials (degrees) (see Chapter 1) as to your ability to get a successful job. Getting a college degree today is far more expensive than it was after WWII. In fact, college tuition is rising every year, at some colleges (United of California) as much as 32 percent. Coupled with lack of human capital (if you come from a lower socioceonomic status family), one would be much less likely to be upwardly mobile than a person working in the 1950s after WWII. DIF: Moderate REF: Pages 252–253 TOP: Applied OBJ: Social Mobility 13. Explain social mobility, horizontal social mobility, vertical social mobility, and structural mobility. Use examples in your answers. ANS: Social mobility is the movement between different positions within a system of social stratification in any given society. Ex.: John grew up in the projects, but through hard work and luck he became a millionaire in his thirties. Horizontal mobility means transitioning from one social status to another on the same rung of the ladder. Ex.: Jack moved from Wilmington to Raleigh and changed jobs, but his salary and the value of his home remained the same. Vertical mobility refers to the rise or fall of an individual from one social stratum to another. Ex.: Sue grew up in an upper-status family, but she became addicted to drugs, was rejected by her family, and ultimately became homeless. Structural mobility describes changes in technology or the economy. Ex.: Martha had worked as a seamstress in a factory most of her life, but she suddenly found herself unemployed when the factory closed and moved to China. Finding another job became impossible because there were none. DIF: Moderate REF: Pages 257–260 TOP: Applied OBJ: Social Mobility 14. How does the status attainment model help us understand social mobility? ANS: The status attainment model allows sociologists to study some of the intervening processes that lead to social mobility, like the ways that a family with higher socioeconomic status (SES) prepares their children for school compared to a family with lower SES. DIF: Moderate REF: Pages 259–260 TOP: Factual OBJ: Status-Attainment Model 15. Why is the estate tax referred to as the “death” tax? What are the opponents’ arguments against the estate tax? What are the proponents’ arguments for the estate tax? What SES group is in favor of the estate tax and why? ANS: Estate tax is levied after the death of an individual and is aimed at estates that have a net worth over a certain amount. Opponents of the estate tax argue that taxing accumulated wealth discourages would-be entrepreneurs from taking risks and reduces innovation and growth. Proponents (middle and working class) suggest that the tax facilitates a move away from an aristocracy based on inheritance and propels us toward a meritocracy. DIF: Moderate REF: Pages 260–262 TOP: Factual OBJ: Estate Tax Chapter 8 Gender Concept Map I. Gender A. Social Institution 1. Nature versus Nurture 2. Binary Model i. Mars and Venus 3. Feminism i. Female Circumcision II. Social Construction of Sex and Gender A. Premodern View 1. One-Sex Model 2. Two-Sex Model B. Contemporary View 1. Essentialism 2. Biological Determinism III. Gender Differences A. Cultural Differences 1. Third Gender B. Historical Constructions of Gender C. Contemporary Constructions of Gender D. Hegemonic Masculinity E. Gender Roles 1. Deceptive Distinctions F. Rubin’s Sex/Gender System 1. Patriarchy G. Sex Role Theory H. Structural Functionalism I. Psychoanalytic Theories 1. Sigmund Freud J. Conflict Theory K. Microinteractionist Theories L. Black Feminism M. Middle-Range Theories IV. Sexuality A. Social Construction of Sexuality 1. Cross-Cultural Research B. Power C. Homosexuality 1. Travesti D. Teen Sex V. Sexism A. Inequality 1. Male/Female Differences 2. Classroom 3. Work i. Sexual Harassment ii. Glass Ceiling iii. Glass Escalator iv. Opt-Out Myth v. Women in Combat Multiple Choice 1. While the notion of sex refers to biological characteristics, the concept of gender refers to: a. psychological characteristics. b. physical characteristics. c. philosophical characteristics. d. social characteristics. DIF: Easy REF: Page 268 TOP: Factual OBJ: Gender 2. Judith Lorber believes that gender is a social institution because it: a. is within an institution (hospital) that our gender first emerges. b. is a social construction instead of a biological construction. c. is a major structure organizing our day-to-day experiences. d. is similar to other major institutions in our society. DIF: Difficult REF: Page 268 TOP: Conceptual OBJ: Social Institution 3. According to Judith Lorber, differences between the sexes are not easy to explain because gender isn’t natural, but rather is: a. psychological. b. emotional. c. a social institution. d. biological. DIF: Easy REF: Page 273 TOP: Factual OBJ: Social Institution 4. The study of gender is basically the study of how two spheres shape each other. What are the two spheres? a. biology and sex b. sex and gender c. nature and nurture d. emotion and biology DIF: Moderate REF: Pages 268–269 TOP: Factual OBJ: Nature versus Nurture 5. Dr. John Money claimed a genetic male could be raised as a girl and would turn out just fine. The David Reimer story showed that Money’s claims were: a. wrong. b. accurate if hormonal treatment was used. c. biologically impossible. d. helpful to David and his family. DIF: Easy REF: Page 269 TOP: Factual OBJ: Nature versus Nurture 6. Surgeons today recommend prompt surgery to make intersex children conform to an ideal of normal genitalia. About 90% of these surgeries: a. reassign an ambiguous male anatomy into a female one. b. are successful. c. are done according to what the parents want. d. are not done until the child is older. DIF: Easy REF: Page 270 TOP: Factual OBJ: Nature versus Nurture 7. What are some of the reasons parents and surgeons push to assign a sex to a genitally ambiguous child? a. the desire to know what color to paint the baby’s room b. psychological dissonance c. the need to assign a gender-appropriate name d. social discomfort and fear of difference DIF: Moderate REF: Page 270 TOP: Conceptual OBJ: Nature versus Nurture | Binary Model 8. Many people believe sex to be an either–or situation (either male or female), but sociologists believe natural sex is: a. distinctly different. b. strictly biological. c. a myth. d. more of an ideal than an absolute. DIF: Moderate REF: Page 269 TOP: Factual OBJ: Binary Model 9. Although a binary sex system imposes order in the world and helps us make sense of a complicated mass of populations, it also: a. helps us understand reproduction. b. limits our ability to accept difference. c. helps us understand hormonal birth defects. d. explains social implications. DIF: Moderate REF: Page 270 TOP: Factual OBJ: Binary Model 10. John Gray, author of Men Are from Mars, Women Are from Venus (1993), takes the position that the different temperaments, emotions, and languages of males and females are rooted in: a. environmental circumstances. b. inborn differences. c. socialization. d. power differences. DIF: Moderate REF: Pages 266–267 TOP: Conceptual OBJ: Mars and Venus 11. John Gray’s book Men Are from Mars, Women Are from Venus was a number-one bestseller for over a decade. Which of the following is NOT one of the reasons his books have been so popular? a. They offer the appeal of easy-to-grasp, commonsense generalizations. b. People prefer quick and easy answers to why men and women act differently. c. People can easily relate to the ideas set forth in this book. d. The book is based on the sociological imagination, which is easy to grasp. DIF: Moderate REF: Pages 266–267 TOP: Applied OBJ: Mars and Venus 12. In her book The Hidden Face of Eve (1980), Nawal El Saadawi discusses the sexism and patriarchy inherent in her native country of Egypt. Which of the following is true according to the text’s discussion? a. Saadawi argues that sexism and patriarchy are not as problematic in the Western world. b. The practice of female circumcision was banned in 1996 and is no longer practiced. c. Saadawi was one of the first outspoken critics of female circumcision. d. Sadaawi’s book has been well-received in Egypt, bringing her notoriety. DIF: Easy REF: Pages 265–266 TOP: Factual OBJ: Feminism 13. Extreme examples of female subordination in the Arab world, such as female circumcision, can: a. help us understand how gender is constructed based on natural sex differences. b. distract from an analysis of how Western women are also subordinated. c. help us understand the ways in which gender is reproduced and why. d. distract us from seeing the cultural disadvantages that men experience under such a system. DIF: Difficult REF: Pages 265–266 TOP: Conceptual OBJ: Feminism | Female Circumcision 14. The basic idea behind feminism is that women and men should be: a. treated differently according to their gender. b. given opportunities according to their sex. c. accorded equal opportunities and respect. d. treated as individuals. DIF: Easy REF: Page 267 TOP: Factual OBJ: Feminism 15. Gender structures social relationships between people unequally. This is a statement that would be supported by which group? a. feminists b. socialists c. teachers d. the general population DIF: Easy REF: Page 267 TOP: Applied OBJ: Feminism 16. Feminist writer Nawal el Saadawi concedes that women will never achieve equal status with men under Muslim theocracies, because under Islamic belief a man’s honor is tied to a woman’s virginity. This principle perpetuates and legitimates: a. the brutal control of women’s bodies. b. treating women as delicate. c. keeping women’s bodies covered. d. women wearing head scarves. DIF: Moderate REF: Pages 265–266 TOP: Applied OBJ: Feminism 17. Saadawi recalls her experience of ____________ when, at age 6, she was awakened in the night and dragged to the bathroom, her legs were pried apart, and her clitoris was cut off. a. female penetration b. female circumcision c. sexual torture d. rape DIF: Easy REF: Page 265 TOP: Factual OBJ: Female Circumcision 18. What is the term that refers to desire, sexual preference, sexual identity, and behavior? a. sexual orientation b. sexuality c. sex d. gender DIF: Easy REF: Page 268 TOP: Factual OBJ: Sexuality 19. All of the following are reasons why sociologists view gender as a social construction rather than a biological given EXCEPT: a. Our understandings of, categorizations of, and behaviors toward what it means to be a man or woman have changed throughout history. b. Cross-cultural studies show us that there is enormous variation in how people “do gender.” c. Societies in various historical periods have made sense of the “plumbing” in very different ways. d. Contemporary studies show us that men and women have different personality structures, the innate by-product of existing social structural relations. DIF: Difficult REF: Pages 268–276 TOP: Conceptual OBJ: Social Construction of Sex and Gender 20. The idea that there was only one sex and that the female body was an inversion of the male body was promoted by which culture? a. Greek b. Roman c. Mongol d. Sambian DIF: Moderate REF: Page 271 TOP: Factual OBJ: Premodern View 21. In the one-sex model, it was believed that both a man’s orgasm and a woman’s were required for conception. When the two-sex model gained momentum, women and men were viewed as radically different creatures, and the female orgasm became viewed as: a. crucial for conception. b. unnecessary. c. harmful. d. a myth. DIF: Moderate REF: Page 271 TOP: Factual OBJ: One-Sex model 22. Under the sex/gender system, men universally perform the kinds of tasks: a. that require more strength. b. that are accorded higher value than those done by women. c. that require more intelligence. d. that require more education. DIF: Moderate REF: Page 269 TOP: Factual OBJ: Rubin’s Sex/Gender System 23. All of the following terms characterize essentialist thinking EXCEPT: a. biologically determined. b. natural or innate. c. fixed and absolute. d. fluid and ambiguous. DIF: Moderate REF: Page 271 TOP: Factual OBJ: Essentialism 24. What you do in the social world should be a direct result of who you are in the natural world. This statement refers to: a. dimorphism. b. the binary system. c. biological determinism. d. essentialism. DIF: Moderate REF: Page 271 TOP: Applied OBJ: Essentialism 25. Feminist philosopher Elizabeth Grosz proposed that we view the relationship between sex (the natural) and gender (the social) as existing on a Möbius strip because: a. sex comes before gender and dictates behavior. b. you can separate sex and gender into two distinct entities. c. sex and gender are two side of the same coin, and thus inseparable. d. it is easier to siphon out the effects of each in this way. DIF: Difficult REF: Pages 271–272 TOP: Conceptual OBJ: Essentialism 26. An essentialist would argue all of following for why women outnumber men in occupations that involve caring EXCEPT: a. women are naturally better caregivers than men. b. women instinctively know how to care for others better than men. c. gender establishes different cultures and expectations for men and women. d. women find occupations that involve caring more suitable to their nature. DIF: Moderate REF: Page 273 TOP: Conceptual OBJ: Essentialism 27. According to your text, hijras in India are a group of men who opt to have their penis surgically removed and renounce sexual desire and practice. Which of the following statements is NOT true according to your text? a. The hijra identity is secret, and no one can tell who is/isn’t a hijra. b. Much of what it means to be a hijra has nothing to do with gender. c. The hijra’s life is marked by self-sacrifice, poverty, and a highly stigmatized identity. d. If a man becomes a hijra, his identity becomes his master status. DIF: Moderate REF: Page 274 TOP: Factual OBJ: Cultural Differences 28. By looking at anthropological findings in tribal societies, sociologists can see fluidity in gender, which helps us see that the boundaries within our own system of gender: a. are biologically fixed. b. may not be stable. c. are emotionally guided. d. are psychologically established. DIF: Difficult REF: Pages 273–275 TOP: Conceptual OBJ: Cultural Differences 29. In Navajo tribes, there are three genders. Which of the following is NOT one of their gender categories? a. feminine b. femuline c. nadle d. masculine DIF: Easy REF: Page 273 TOP: Factual OBJ: Third Gender 30. In the seventeenth century, Rubenesque women were considered beauties because when food was scarce, a plump woman was a sign of good health, wealth, and attractiveness. What was the catalyst that made food plentiful and changed the standard of beauty for women? a. industrialization b. the Great Depression c. the Roaring Twenties d. World War II DIF: Moderate REF: Page 274 TOP: Factual OBJ: Historical Constructions of Gender 31. Michael Kimmel found that in the eighteenth century, the ideal man was very different than the modern-day ideal man. The ideal man in the 1700s was: a. a heavy drinker who had a reputation for wooing the ladies. b. strong, boorish, and muscled. c. physically fit, interested in sports, and focused on his business ventures. d. a quiet and “nerdy” intellectual who enjoyed writing poetry. DIF: Moderate REF: Pages 275–276 TOP: Factual OBJ: Historical Constructions of Gender 32. Sociologist Cynthia Fuchs Epstein argues that deceptive distinctions are those sex differences that arise out of the roles individuals occupy, rather than some innate force. Which of the following is NOT an example of deceptive distinctions? a. A woman who is a nurse and behaves in nurturing and emotive ways. b. A man who is a supreme court judge and behaves in rational and restrained ways. c. A girl who is a cheerleader and acts unanimated and unenthusiastic. d. A boy who is a football player who acts fearless and bold. DIF: Easy REF: Page 276 TOP: Applied OBJ: Contemporary Constructions of Gender 33. Hegemonic masculinity can best be described as: a. the dominant definition of the “ideal man” in contemporary society. b. the ways in which the dominant culture treats and reacts to men at any point in time. c. the dominant, privileged, and often invisible category of men at any point in history. d. the image of man that is fixed and resistant to change. DIF: Moderate REF: Page 275 TOP: Factual OBJ: Hegemonic Masculinity 34. Similar to hegemonic masculinity, social problems that exist within a dominant group in a society tend to be: a. highly visible, and therefore cause for concern. b. invisible, because it is regarded as the norm. c. cause for questioning, as it undermines the social order. d. highly funded, and therefore easier to solve. DIF: Moderate REF: Page 275 TOP: Conceptual OBJ: Hegemonic Masculinity 35. Sociologist Cynthia Fuchs Epstein coined the term deceptive distinctions to refer to the behavioral differences between men and women that arise because of: a. the patriarchal society we live in. b. the different roles they come to occupy. c. the biological differences between them. d. the myths surrounding “maleness” and “femaleness.” DIF: Moderate REF: Page 276 TOP: Factual OBJ: Gender Roles 36. Anthropologist Michelle Rosaldo believed women were usually lower in the stratification system because of their identification with what? a. children b. cooking c. lower-paying jobs d. domestic life DIF: Easy REF: Page 277 TOP: Factual OBJ: Gender Roles 37. According to Talcott Parsons, the nuclear family is the ideal arrangement in modern society because it fulfills the function of reproducing workers and the division of labor ensures a stable society. What did Parsons call this theory? a. sex role theory b. gender role theory c. patriarchal theory d. structural functional theory DIF: Easy REF: Page 277 TOP: Factual OBJ: Sex Role Theory 38. Bob and Sue paint their baby’s room pink as soon as they find out that they are having a girl. They are beginning to provide the baby with what? a. self-awareness b. a play room c. her sexuality d. her gendered identity DIF: Easy REF: Page 273 TOP: Applied OBJ: Gender Differences 39. Which theoretical perspective assumed that every society had certain structures that existed to fulfill some set of necessary functions? a. structural functionalism b. social conflict c. symbolic interaction d. functional hierarchy DIF: Easy REF: Page 277 TOP: Factual OBJ: Structural Functionalism 40. Although female circumcision is a custom in some societies, a structural functionalist might argue that this practice exists because it: a. is a ritual designed to intensify male desire. b. is a way to control female sexuality. c. fulfills some set of necessary functions. d. takes for granted a binary sex/gender system. DIF: Easy REF: Pages 277–278 TOP: Conceptual OBJ: Structural Functionalism | Female Circumcision 41. Freud describes a boy’s experiences starting with heterosexual love for his mother but soon realizing that he will be castrated by his father if he continues to have romantic feelings toward her. To resolve this, the boy rejects his mother and emulates his father. Freud referred to this as: a. the phallic stage. b. the Oedipus complex. c. patriarchal emulation. d. ego boundaries. DIF: Easy REF: Page 278 TOP: Factual OBJ: Psychoanalytic Theories 42. Feminist psychoanalyst Nancy Chodorow believes that if men share mothering with women, then: a. loving relationships will be possible. b. parental identification will be confusing. c. egalitarian relationships will be possible. d. there will be a huge argument. DIF: Moderate REF: Page 279 TOP: Factual OBJ: Psychoanalytic Theories 43. Carol Gilligan found boys and girls played differently on the playground. In comparison to boys, girls tended to: a. play games with more complex rules, and were less likely to bend the rules. b. play more competitive, rule-intensive games. c. play more cooperative and people-based games. d. have more rules governing notions of fairness. DIF: Moderate REF: Page 279 TOP: Factual OBJ: Psychoanalytic Theories 44. In the 1980s, what group believed that unequal gender relationships were at the root of all social relationships? a. psychoanalysts b. social feminists c. structural functionalists d. symbolic interactionists DIF: Easy REF: Pages 280–281 TOP: Factual OBJ: Conflict Theory 45. Patricia Hill Collins claims that gender intersects with race, class, nationality, and religion. Which group has made the case that early liberal feminism was largely by, about, and for white middle-class women? a. social feminists b. radical feminists c. black feminists d. Freudian feminists DIF: Easy REF: Page 283 TOP: Factual OBJ: Black Feminism 46. Black feminists essentially argue all of the following EXCEPT: a. the experiences of women are too diverse to lump them all into one category. b. all women are in a similar boat and faced with the same hegemonic masculinity. c. black women face unique oppressions that white women, and even black men, do not. d. dominant (white) notions of the world are sometimes irrelevant to the daily lives of black women. DIF: Moderate REF: Pages 282–283 TOP: Applied OBJ: Black Feminism 47. According to Robert Merton, “middle-range” theories are useful because they: a. connect our day-to-day experiences to larger social forces. b. attempt to discover the validity of the “woman” question. c. highlight how individual practices influence social institutions. d. connect the biological to the social structural level. DIF: Moderate REF: Page 284 TOP: Factual OBJ: Middle-Range Theories 48. Prison rape is usually about power, and a man who commits a homosexual act within prison: a. generally takes on a homosexual identity to match his homosexual behaviors. b. does not necessarily view himself as a homosexual. c. is viewed by all the other prisoners as having a homosexual identity. d. sees himself as powerless. DIF: Difficult REF: Page 285 TOP: Applied OBJ: Sexuality 49. Alfred Kinsey’s 1948 study, Sexual Behavior in the Human Male, is important because: a. it viewed sexuality as falling on a continuum, thus challenging the psychiatric claim of homosexuality as “abnormal.” b. it viewed the sexual behavior of men as more deviant than what was initially thought, lending support to the psychiatric diagnosis of homosexuality as “perverse.” c. sexual topics became “taboo” for the first time in history. d. it increased funding to researchers interested in studying the sexual practices of other deviant subcultures. DIF: Moderate REF: Page 290 TOP: Conceptual OBJ: Sexuality 50. For the Sambia, taking in semen of older men by performing fellatio is the only way to a. become great warriors. b. become successful hunters. c. become “real” men. d. be accepted into the tribe. DIF: Easy REF: Page 285 TOP: Factual OBJ: Sexuality 51. In cultures where scant resources are available, homosexuality is practical because: a. women don’t enjoy sex. b. many women die during childbirth. c. it reduces STDs. d. it keeps down the birthrate. DIF: Easy REF: Page 286 TOP: Conceptual OBJ: Cross-Cultural Research 52. Ann Stoler examined how sexual desire was constructed in the nineteenth-century Dutch East Indies and French Indochina colonies. She found that when the imperialist agenda was threatened by rebellion, racial boundaries hardened, and European men no longer desired sexual relations with the natives. This example shows all of the following EXCEPT: a. how an individual’s desires are relatively insulated from the social relations in a society. b. how other people’s definitions can affect not only our behavior, but our desires. c. how what we do, and to whom, reveals a good deal about the kinds of social relations that structure a society. d. how sex is often a key marker of boundaries in a society. DIF: Difficult REF: Page 287 TOP: Conceptual OBJ: Cross-Cultural Research 53. Which group argues that sexuality in America is an expression of the unequal power balance between men and women? a. Marxist feminists b. symbolic interactionists c. psychoanalysts d. postmodernists DIF: Easy REF: Page 286 TOP: Factual OBJ: Power 54. In his book The History of Sexuality (1978), Michel Foucault contends that the change in the view of homosexuality to one of deviance was a result of all of the following EXCEPT: a. the rise of scientific ways of thinking and classifying, which included classifying humans. b. people actually started talking about sex, whereas before sex talk was considered “impolite.” c. government bureaucrats were attempting to assert their power over people. d. the rise in gay pride and the institution of gay marriage legislation. DIF: Moderate REF: Pages 287–288 TOP: Applied OBJ: Homosexuality 55. Until 1973, the American Psychiatric Association and the American Psychological Association listed homosexuality as: a. a biological abnormality. b. physically natural. c. a natural biological state. d. a mental disorder. DIF: Easy REF: Page 288 TOP: Factual OBJ: Homosexuality 56. Opponents of gay and lesbian couples claim that homosexuality is “unnatural” because they believe sex should only be about: a. reproduction. b. marriage. c. gender. d. biology. DIF: Easy REF: Pages 289–290 TOP: Factual OBJ: Homosexuality 57. In Brazil, gender is determined by: a. sexual practice. b. anatomy. c. femininity and masculinity. d. biology. DIF: Moderate REF: Page 290 TOP: Factual OBJ: Homosexuality 58. Anthropologist Don Kulick (1998) conducted an ethnography of the transgender prostitutes in Brazil known as travesti. Which of the following did he find to be true? a. The travesti display stereotypically feminine traits and identify themselves as women. b. The travesti think of themselves as men who emulate women, but are not women. c. The travesti thinks of himself as a “male,” even if he has allowed himself to be penetrated by a male. d. The travesti identify themselves simply as men and are identified by other Brazilians as “normal men.” DIF: Difficult REF: Page 290 TOP: Factual OBJ: Homosexuality 59. Which theoretical perspective argues that gender is a product of social interactions, and that by “doing gender” men and women create and contribute to the gendered patterns we see? a. psychoanalytic theory b. structural functionalism c. social conflict d. symbolic interaction DIF: Moderate REF: Page 282 TOP: Factual OBJ: Microinteractionist Theories 60. What percentage of teenagers over the age of 14 admit they have had sexual intercourse? a. just under 10% b. just under 25% c. just under 50% d. just under 75% DIF: Moderate REF: Page 292 TOP: Factual OBJ: Teen Sex 61. Your text mentions several reasons why American teenagers are rapidly spreading STDs. Which of the following is NOT one of the reasons? a. Most don’t know they are infected. b. Teens believe if they don’t climax they will not get an STD. c. Romantic interludes tend to be short. d. Many teens have had genital contact with a partner without intercourse. DIF: Moderate REF: Pages 292–293 TOP: Factual OBJ: Teen Sex 62. What policy did the Bush administration, and the group True Love Waits, advocate for abstinence in teens? a. virginity pledge b. marriage matters c. godly teens’ promise d. pure body pledge DIF: Easy REF: Page 293 TOP: Factual OBJ: Teen Sex 63. What term best describes a behavior or attitude where a person’s sex is the basis for prejudicial discrimination and where sex may matter more than a person’s performance or merit? a. heterosexism b. sexism c. genderism d. homophobia DIF: Easy REF: Page 293 TOP: Factual OBJ: Sexism 64. Harvard president Larry Summers stated that at the highest levels of performance, men might have an innate advantage over women in scientific aptitude and that genetic differences could explain the scarcity of female “hard” scientists at elite universities. Journalists termed this: a. Gendergate. b. genderism. c. sexism. d. gender lockout. DIF: Moderate REF: Page 293 TOP: Factual OBJ: Sexism 65. Which statement is NOT true about girls as compared to boys? a. Girls report a higher number of suicide attempts. b. Girls frequently report low self-esteem. c. Girls report experiencing more sexual harassment. d. Infant females are at greater risk of death. DIF: Easy REF: Pages 294–295 TOP: Factual OBJ: Inequality 66. In comparison to girls, boys: a. are more likely to be victimized by violent crime. b. are more likely to smoke cigarettes. c. are more likely to be suspended and/or to drop out of school. d. are more likely to succeed in killing themselves. DIF: Easy REF: Page 295 TOP: Factual OBJ: Male/Female Differences 67. Although women now outnumber men in terms of college enrollment, men still dominate which fields? a. sociology and math b. math and physics c. physics and economics d. sociology and economics DIF: Easy REF: Page 294 TOP: Factual OBJ: Male/Female Differences 68. In the classroom, compared to boys, girls: a. are expected to be better at reading. b. interrupt the other sex more often. c. are expected to be better at math. d. are called on more in class. DIF: Moderate REF: Page 296 TOP: Factual OBJ: Classroom 69. In the classroom, compared to girls, boys are: a. more likely to interrupt (and to get away with it). b. more frequently put down by their other-sex classmates. c. called on by the teacher less during class discussion. d. more frequently bullied out of class discussion. DIF: Moderate REF: Page 296 TOP: Factual OBJ: Classroom 70. Jobs that have been feminized, such as teaching or secretarial work, are also referred to as: a. powder-puff jobs. b. pink-collar jobs. c. girls’ clubs. d. white-collar jobs. DIF: Easy REF: Page 297 TOP: Factual OBJ: Work 71. What argument do Reskin and Roos use to support the reason women end up in lower-paid jobs? a. Most women are mothers. b. Women are not motivated to compete with men. c. These jobs are not attractive to men. d. Women don’t have access to higher education. DIF: Moderate REF: Page 298 TOP: Factual OBJ: Work 72. When token men enter feminized jobs, they enjoy a quicker rise to leadership positions. This is referred to as: a. glass ceiling. b. glass escalator. c. glass wall. d. glass elevator. DIF: Easy REF: Page 300 TOP: Factual OBJ: Work 73. It is argued in your text that gender structures social relationships by giving men the advantage in society. Which of the following is least likely to happen? a. When women enter male-dominated occupations, they may hit a glass ceiling. b. When men enter a female-dominated occupation, they are encouraged to advance on the glass escalator. c. When men enter female-dominated occupations, they often become victims of sexual harassment. d. When women enter a male-dominated occupation, they often become victims of sexual harassment. DIF: Moderate REF: Pages 296–300 TOP: Applied OBJ: Work 74. Inappropriate jokes on the job and sexual bartering are both examples of: a. sexual advancement. b. gender discrimination. c. sexual harassment. d. gender harassment. DIF: Easy REF: Page 297 TOP: Factual OBJ: Sexual Harassment 75. What term refers to the invisible barriers women face when they enter more prestigious corporate worlds? a. glass ceiling b. invisible wall c. glass elevator d. glass escalator DIF: Easy REF: Page 298 TOP: Factual OBJ: Glass Ceiling Completion 1. ____________ is a social construction, but it is so deeply rooted and seemingly natural that it is a major structure organizing our everyday lives: our goals, our desires, and even our bodies. ANS: Gender DIF: Moderate REF: Page 268 TOP: Factual OBJ: Gender: Social Institution 2. The complete set of roles and scripts is what sociologists refer to as gender, or the division of people, behaviors, and institutions into two categories: ____________ and ____________. ANS: male; female DIF: Easy REF: Page 268 TOP: Factual OBJ: Gender 3. Judith Lorber claims that because gender is a major structure organizing our day-to-day lives, it should be viewed as a(n) ____________. ANS: social institution DIF: Moderate REF: Page 268 TOP: Factual OBJ: Social Institution 4. People who are born with ambiguous genitalia are referred to as ____________. ANS: intersexed DIF: Easy REF: Page 269 TOP: Factual OBJ: Binary Model | Nature versus Nurture 5. Medical experts today maintain the ideal of a ____________ model of sex by physically altering babies who blur the boundaries between the sexes. ANS: dimorphic or binary DIF: Moderate REF: Page 271 TOP: Factual OBJ: Binary Model 6. Pop psychologist John Gray wrote a relationship book that was widely popular, entitled ____________. ANS: Men Are from Mars, Women Are from Venus DIF: Easy REF: Page 266 TOP: Factual OBJ: Mars and Venus 7. The basic idea behind ____________ is that women and men should be accorded equal opportunities and respect. ANS: feminism DIF: Easy REF: Page 267 TOP: Factual OBJ: Feminism 8. Genital cutting, or the removal of a woman’s clitoris, is referred to as ____________. ANS: female circumcision DIF: Easy REF: Page 266 TOP: Factual OBJ: Female Circumcision 9. The hallmarks of ____________ are fixity, lack of history, absolutism, and biological determinism. ANS: essentialism DIF: Moderate REF: Pages 271–272 TOP: Factual OBJ: Essentialism 10. Because men are the dominant group in society, their behavior often goes unscrutinized. This complete dominance is refered to as ____________. ANS: hegemonic masculinity DIF: Moderate REF: Page 275 TOP: Factual OBJ: Hegemonic Masculinity 11. ____________ are sets of behavioral norms assumed to accompany one’s status as a male or female. ANS: Gender roles DIF: Easy REF: Page 276 TOP: Factual OBJ: Gender Roles 12. Sociologist Cynthia Fuchs Epstein argues that many of the differences we observe between men and women really arise because of the different roles men and women play. She calls these ____________ distinctions. ANS: deceptive DIF: Moderate REF: Page 276 TOP: Factual OBJ: Deceptive Distinctions 13. ____________ refers to a system involving the subordination of femininity to masculinity, such as when a father serves as head of the family. ANS: Patriarchy DIF: Easy REF: Page 276 TOP: Factual OBJ: Patriarchy 14. Talcott Parsons’s ____________ theory describes a work-oriented father and a domestic-oriented mother as the ideal arrangement in modern societies because it fulfills the function of reproducing workers. ANS: sex role DIF: Moderate REF: Page 277 TOP: Factual OBJ: Sex Role Theory 15. Talcott Parsons supported the theoretical approach of ____________, where every society has certain structures that exist to fulfill some set of necessary functions. ANS: structural functionalism DIF: Moderate REF: Page 277 TOP: Factual OBJ: Structural Functionalism 16. According to Freud’s ____________ theory, girls and boys develop masculine and feminine personality structures through early interactions with their parents. ANS: psychoanalytic DIF: Moderate REF: Pages 278–279 TOP: Factual OBJ: Psychoanalytic Theory 17. Sociologists see sex itself as a ____________ and argue that humans have sexual plumbing and potential but no sexuality until they are located in a social environment. ANS: social creation DIF: Moderate REF: Page 286 TOP: Factual OBJ: Social Construction of Sexuality 18. A person’s sex is the basis for prejudicial discrimination, and when sex matters more than a person’s performance or merits, it is referred to as ____________. ANS: sexism DIF: Moderate REF: Page 293 TOP: Factual OBJ: Sexism 19. ____________ has replaced dating as the primary route to romance on college campuses around the country. ANS: Hooking up DIF: Easy REF: Page 291 TOP: Factual OBJ: Teen Sex 20. ____________ is an illegal form of discrimination that ranges from inappropriate jokes on the job to threatening a person for sexual favors. ANS: Sexual harassment DIF: Easy REF: Page 297 TOP: Factual OBJ: Sexual Harassment 21. While women may face a ____________ as they struggle to climb the occupational ladder, men are likely to encounter a ____________, especially in female-dominated occupations. ANS: glass ceiling; glass escalator DIF: Easy REF: Pages 298–300 TOP: Factual OBJ: Glass Ceiling | Glass Escalator Essay 1. Explain why John Gray’s book Men Are from Mars, Women Are from Venus can be considered essentialist. How might a sociologist view the same phenomenon? ANS: John Gray uses an essentialist explanation because he describes differences between men and women as being “natural.” Essentialism explains social phenomena in terms of natural phenomena. Sociologists view these differences using a sociological imagination. They look at how men’s and women’s behavior, definitions of sex, and even sexual desire are affected by social forces (history, culture, power differences, the roles men and women enact, socialization, etc.). Instead of viewing sex, gender, and sexuality as natural (and inevitable) by-products of being male or female, sociologists view them as social constructions that are fluid, blurry, and constantly changing in response to social structural relations. DIF: Difficult REF: Pages 266–267 TOP: Applied OBJ: Mars and Venus 2. What does psychologist Nawal el Saadawi mean when she stresses that women’s subordination is a problem of capitalism? Explain her comparison between Western women wearing makeup and Muslim women wearing a headscarf. ANS: Keeping women economically dependent on men will keep them in a powerless role, and therefore subordinate to men. To Saadawi, makeup is simply a “modern veil,” a substitute for the Muslim headscarf. She argues that both make women subordinate to men because both are based on male ideas of how women should look and behave. DIF: Moderate REF: Page 266 TOP: Conceptual OBJ: Feminism 3. Explain essentialism, biological determinism, and the binary model. How does biology interact with the environment? ANS: Essentialism: explains social phenomena in terms of natural ones, such as fixity, lack of history, and absolutism. Biological determinism: what you do in the social world should be a direct result of who you are in the natural world. Medical experts maintain dimorphic models, whereby babies have to be either male or female, and if they don’t fit that model doctors will “fix” them so they will fit. DIF: Moderate REF: Pages 271–272 TOP: Conceptual OBJ: Essentialism | Biological Determinism | Binary Model 4. Describe the nadle in the Navajo society of Native Americans or the hijra in India. How do these so-called “third genders” challenge our traditional notions of sex and gender? ANS: Nadle: individuals born with ambiguous genitalia at birth. A person may also decide to adopt a nadle identity later, regardless of his or her genitalia. hijra: males who opt to have their penis and testicles removed, dress in a feminine manner, and renounce sexual practice and desire. They live their lives in a commune and are stigmatized in their society. Dichotomous notions (a binary system) of sex and gender prevail in our society, for we think of people as either male or female, with no in-between. The Navajo nagle and the Indian hijra challenge these notions by showing us that people can fall in between these two extremes. A traditional binary model does not lend itself to the rich diversity in life. In reality, these categories are more fluid. DIF: Difficult REF: Page 273 TOP: Conceptual OBJ: Gender Differences | Third Gender 5. Explain why a hegemonic male’s social status is considered invisible and why these men feel they are under attack by feminists. Explain in detail why gender roles arise. hegemonic male is typically young, married, white, urban, northern, heterosexual, Protestant, a father, college educated, fully employed, of good complexion, weight, and height, and with a decent record in sports. Social problems among a dominant group with invisible social status are rarely discussed. Gender roles arise because many of the differences we observe between men and women do not have much to do with biological differences but instead are a result of the different social positions men and women occupy. DIF: Difficult REF: Pages 275–276 TOP: Factual OBJ: Hegemonic Masculinity | Gender Roles 6. When we use sociological imagination, we question how social forces (including history) affect our day-to-day behaviors. In the past, women gave up their family names when they got married and took the last name of their new husband. At the time, this practice indicated that a woman, who was a piece of property, was being transferred from one male (the father) to another (the new husband). Men didn’t change their names because they were owners, not property. Drawing on your reading of the gender chapter, why might this practice persist today? The concept of hegemonic masculinity or patriarchy may be helpful to you in your answer (but feel free to draw on a different line of thought). ANS: You will get a wide range of answers. This question is meant to get the students to think outside the box, latching onto theory or concept(s) in the text, and thinking critically. The idea that women are property is repugnant to most of us. I believe this practice persists, in part, because most people fail to even question a norm that’s been in place for years and years. They just “do it” because that’s the way things have always been done. Since men would most likely refuse to change their names, it could be argued that we have a newer form of patriarchy in society today, one that’s based on the idea that a woman’s identity is determined by her relationship to a man. A man has always been Mr., while a woman is sometimes identifiable by whether if she is married or not (Mrs., Miss, or Ms.). In a sense, this is a great example of hegemonic masculinity, a dominant, privileged, yet invisible advantage held by men in our society (and upheld by both men and women as they “do gender”). This is basically an example of how “doing gender” shapes our reality and organizes our lives, and how we do all of this against a background of gendered cultural expectations. DIF: Difficult REF: Pages 275–276 TOP: Conceptual OBJ: Patriarchy | Hegemonic Masculinity 7. Because dichotomous thinking rules our lives, we spend a great deal of our time pointing out the differences in the ways men and women act. Using this line of reasoning, explain what Cynthia Fuchs Epstein means by deceptive distinctions, and give an example of why it might be deceptive. ANS: Cythia Fuchs Epstein came about her reasoning because people oftentimes rely on essentialist logic to explain differences in the ways men and women act (pointing to biological, psychical, or individual explanations). She argued that many of the gender differences we see are due to the fact that men and women occupy different social positions (or roles). For example, a woman who is a nurse may behave in more nurturing and caring ways not because she is a woman, but because that’s what’s called for in her role as nurse. An army general may act restrained and tough not because he is a man, but because that is what his occupation calls for. These distinctions, she argues, are deceptive because it is easier to reduce social behavior to natural causes (e.g., “women are naturally more expressive and caring”), which prevents us from seeing that much of behavior is socially constructed rather than biologically determined. Epstein argues people act the way they do, in part, because of the social roles they play, rather than their biological sex. DIF: Moderate REF: Page 276 TOP: Factual OBJ: Deceptive Distinctions 8. What is the woman question? Explain the woman question from a functional perspective and a feminist perspective. What are some problems with each of these perspectives? ANS: The woman question explains the nearly universal dominance of men over women. From a functional perspective, if subordination occurred everywhere, it must be fulfilling some function, and the division of labor between men and women existed because of necessity, making life happy and harmonious. However, functionalism assumes that male dominance serves a function simply because it exists, and discounts the possibility that the function could be served by other structures. Functionalist sex role theory also does not explain why structures change throughout history. The feminist explanation is that because women give birth and rear children, they become identified with domestic life, which universally is accorded less prestige, value, and rewards than men’s work and politics. The problem with this perspective is that the argument is essentialist: it assumes that the world is divided into two mutually exclusive groups that are by definition locked in conflict (men versus women). DIF: Difficult REF: Pages 276–281 TOP: Factual OBJ: Patriarchy | Feminism | Structural Functionalism 9. How does a capitalist society subordinate and disadvantage women? What are some problems with this perspective? ANS: In a capitalist society, women have a disadvantaged position in the job market and within the family. Men reap all the benefits of women’s subordination. The problem with this theory is it places the world into two groups: men and women. These groups are pitted against one another for resources. Finally, men and women are reduced to automation in a static battle, which women always lose. DIF: Difficult REF: Pages 280–281 TOP: Factual OBJ: Conflict Theories 10. When examining the woman question, why is it important to include the intersection of sexual orientation, race, class, nation, ability, and other factors? Use examples in your answer. ANS: As Patricia Hill Collins points out, “woman” is not a stable catgory or identity. Since power comes from many different angles, it is experienced differently for each woman. Some women have more privileges than others by virtue of their wealth, education, and general social location. Since all women are not in the same boat, their experiences will be drastically different. For example, black women face a unique type of oppression that white women don’t. An educated woman from an upper-class background will have different experiences (and greater opportunities) than an uneducated woman from a lower-class background. DIF: Difficult REF: Page 283 TOP: Conceptual OBJ: Black Feminism 11. When sexuality is treated as a social construction, why would sociologists argue against the notion of normal? ANS: From a sociological perspective, there is no natural way to do it. If a natural way existed, then we wouldn’t find such variation throughout history and across cultures. The range of normal and abnormal is a construction, a product of society. DIF: Moderate REF: Page 286 TOP: Factual OBJ: Social Construction of Sexuality 12. Discuss the connection between sex and power in reference to homosexuality. Give a historical progression of homosexuality. Include Foucault’s philosophy and Kinsey’s study. ANS: Although people engaged in homosexual behaviors, before approximately 1850 there was no such identity as “homosexual.” In the late 1800s, newly formed states began to be concerned with their populations and practice “bio-power,” and sex was studied scientifically. Homosexuality was then recognized and classified as deviant. Before 1973, homosexuality was considered a mental disorder by the APA. To regulate sexuality, punishments were administered. According to Foucault, coercion and direct force were replaced with more efficient forms of restraining: self-surveillance and what he called normalization. Kinsey defined sexuality on a continuum, where most people experience both heterosexual and homosexual feelings and behaviors. DIF: Difficult REF: Pages 287–290 TOP: Factual OBJ: Power | Homosexuality Chapter 9 Race Concept Map I. Definition of Race A. Racism B. Ethnocentrism C. Ontological Equality i. Monogenists versus Polygenists D. Social Darwinism E. Eugenics i. Nativism ii. Miscegenation F. Racialization II. Social Construction of Race III. Ethnicity A. Symbolic Ethnicity B. Native Americans C. African Americans D. Latinos E. Asian Americans i. Model Minority F. Middle Eastern Americans IV. Whiteness V. Minority–Majority Relations A. Straight-Line Assimilation i. Primordialism B. Pluralism C. Segregation D. Discrimination i. Redlining ii. Poverty E. Prejudice F. Genocide G. Acceptance versus Resistance i. Collective Resistance H. Withdrawal I. Passing VI. Future of Race Multiple Choice 1. What term refers to a group of people who share a set of physical characteristics and a bloodline? a. race b. genes c. genetics d. heredity DIF: Easy REF: Page 308 TOP: Factual OBJ: Definition of Race 2. Although race has no deterministic, biological basis, it still: a. influences heredity. b. has important social influence. c. has genetic importance. d. has physical importance. DIF: Easy REF: Pages 307–308 TOP: Factual OBJ: Definition of Race 3. When the term race comes up in America today, we usually think in two colors: a. black and brown b. black and white c. red and black d. brown and white DIF: Easy REF: Page 309 TOP: Factual OBJ: Definition of Race 4. The concept of race: a. has changed over time. b. is biological. c. is stable and constant. d. all of the above. DIF: Easy REF: Pages 310–317 TOP: Applied OBJ: Definition of Race 5. In ancient Egypt, physical markers were linked to: a. status. b. geography. c. genes. d. ethnicity. DIF: Moderate REF: Page 310 TOP: Factual OBJ: Definition of Race 6. Hippocrates believed that physical markers such as skin color were the result of: a. genetics. b. social status. c. different environmental factors. d. geography. DIF: Moderate REF: Pages 310–311 TOP: Factual OBJ: Definition of Race 7. Phrenology refers to: a. variations in body size. b. the differences in head formation. c. athletic ability. d. the study of bones. DIF: Easy REF: Page 312 TOP: Factual OBJ: Definition of Race 8. Based on measurements of skull bumps, Blumenbach came up with five principal varieties of: a. humans. b. intelligence. c. athletic ability. d. ethnicity. DIF: Moderate REF: Page 312 TOP: Factual OBJ: Definition of Race 9. Which of the five varieties of humans did Blumenbach decide were the superlatives of the races based on their excellent skull qualities? a. Ethiopians b. Hispanics c. Asians d. Caucasians DIF: Easy REF: Page 312 TOP: Factual OBJ: Definition of Race 10. Under Johann Caspar Lavater’s theory of ____________, people with light skin were thought to have higher intellect. a. physiognomy b. intelligence c. civic values d. biological superiority DIF: Difficult REF: Page 312 TOP: Factual OBJ: Definition of Race 11. Reverend Samuel Stanhope Smith proposed that dark skin should be thought of as different levels of suntan or: a. a universal freckle. b. a godly distinction. c. dark beauties. d. environmentally induced. DIF: Easy REF: Page 313 TOP: Factual OBJ: Definition of Race 12. Because the German Nazis could not find a reliable marker to identify Jews, the Jews were forced to: a. wear a yellow Star of David. b. identify themselves as Jewish immediately in conversation. c. use their birth names. d. live in certain parts of the country. DIF: Easy REF: Page 316 TOP: Factual OBJ: Definition of Race 13. The one-drop rule asserts that just “one drop” of black blood makes: a. a person biracial. b. a person black. c. a person more criminal. d. a person less intelligent. DIF: Easy REF: Page 316 TOP: Factual OBJ: Definition of Race 14. Although we now know all humans are the same species, there is still an underlying belief that we can trace specific traits through: a. our ethnicity. b. our place of birth. c. our race. d. our lineage. DIF: Moderate REF: Page 317 TOP: Factual OBJ: Definition of Race 15. The genetic variation that corresponds with geographic origins is much ____________ than people commonly believe. a. more random b. more important c. less d. more DIF: Easy REF: Page 317 TOP: Applied OBJ: Definition of Race 16. What is the group that displays no physical distinctions from Japanese citizens but is believed by the Japanese to be a descendant of a less-human race than the Japanese nation as a whole? a. Malayans b. Burakumin c. Filipinos d. Chinese DIF: Difficult REF: Page 318 TOP: Factual OBJ: Definition of Race 17. The comparison between the Burakumin and the Japanese shows that race is: a. an important marker. b. significant for intelligence. c. not just about physical or biological differences. d. more important than culture. DIF: Moderate REF: Page 318 TOP: Applied OBJ: Definition of Race 18. Aristotle’s principle of civic association was that the true test of a person’s worth was in what they did, not who they were. All people were included in this except: a. brown-skinned people. b. women. c. whites. d. nonwhites. DIF: Moderate REF: Page 311 TOP: Factual OBJ: Definition of Race 19. Johann Caspar Lavater suggested that outside appearances were connected to inner virtues. He tended to value: a. women over men. b. light skin over darker skin. c. dark skin over lighter skin. d. men over women. DIF: Difficult REF: Page 312 TOP: Factual OBJ: Definition of Race 20. An 1851 excerpt from Harper’s Weekly magazine describes a certain racial group as law-breaking, idle, thriftless, poor, and barbarian. What group is this excerpt describing? a. Irish b. African Americans c. Italians d. Jews DIF: Easy REF: Page 308 TOP: Factual OBJ: Racism 21. What term refers to the belief that members of separate races possess different and unequal traits? a. blackism b. racism c. whitism d. ethnism DIF: Easy REF: Page 309 TOP: Factual OBJ: Racism 22. Modern racial thinking developed in the mid-seventeenth century in parallel with three global changes. Which of the following is NOT one of these global changes? a. the Protestant Reformation in Europe b. the Age of Exploration c. the rise of capitalism d. scientific innovations DIF: Difficult REF: Page 311 TOP: Factual OBJ: Racism 23. European Christians and scientists interpreted the curse Noah put on his son Ham to mean that Ham: a. was the original black man. b. was no longer going to be king. c. never had descendants. d. was perverted. DIF: Difficult REF: Page 311 TOP: Factual OBJ: Racism 24. In the nineteenth century, theories of race moved from religious-based racism to: a. neo-racism. b. modern racism. c. scientific racism. d. biological racism. DIF: Moderate REF: Page 311 TOP: Factual OBJ: Racism 25. The General Social Survey asked respondents why, on average, African Americans have worse jobs, income, and housing than white people. Nearly half of the respondents believed that blacks: a. have been socially repressed. b. don’t have the motivation to pull themselves out of poverty. c. have less inborn abilities to learn. d. prefer to live that way. DIF: Easy REF: Pages 317–318 TOP: Factual OBJ: Racism 26. Ethnocentrism classified nonwhites as abnormal and inferior to help justify: a. racism. b. imperalism. c. cultural relativism. d. war. DIF: Difficult REF: Page 312 TOP: Factual OBJ: Ethnocentrism 27. Comte de Buffon’s classification schemes assumed that anyone who differed from what group was abnormal? a. American b. African c. European d. British DIF: Moderate REF: Page 312 TOP: Factual OBJ: Ethnocentrism 28. Ontological equality is the notion that: a. God made stratification among people. b. whites are the dominant group. c. lighter skin is superior to darker skin. d. all people are created equal under God. DIF: Difficult REF: Page 313 TOP: Factual OBJ: Ontological Equality 29. What group believed that humans were one species, united under God? a. Darwinists b. polygenists c. monogenists d. Catholics DIF: Moderate REF: Page 314 TOP: Factual OBJ: Monogenists versus Polygenists 30. Which group believed that different races were distinct species? a. Darwinists b. polygenists c. monogenists d. Catholics DIF: Moderate REF: Page 314 TOP: Factual OBJ: Monogenists versus Polygenists 31. Which group did Darwin side with, claiming that the notion of different species of humans was absurd? a. Protestants b. monogenists c. polygenists d. Catholics DIF: Easy REF: Page 314 TOP: Factual OBJ: Monogenists versus Polygenists 32. Social Darwinism was the evolutionary notion of: a. race. b. survival of the fittest. c. domination. d. genetics. DIF: Easy REF: Page 313 TOP: Factual OBJ: Social Darwinism 33. What term refers to a pseudoscience of genetic lines and the inheritable traits they pass on from generation to generation? a. eugenics b. biogenics c. race relations d. sociogenics DIF: Easy REF: Page 314 TOP: Factual OBJ: Eugenics 34. Eugenics literally means: a. “well-born.” b. “well-bred.” c. “high-status.” d. “royalty.” DIF: Moderate REF: Page 314 TOP: Factual OBJ: Eugenics 35. What group, led by Sir Francis Galton, believed that negative traits such as criminality were passed through bloodlines and could be bred out? a. sociologists b. geneticists c. biologists d. eugenicists DIF: Difficult REF: Page 314 TOP: Factual OBJ: Eugenics 36. H. H. Goddard used his tests on what group to generalize about immigrant populations? a. immigrants at Ellis Island b. immigrants who worked in factories c. immigrants on ships to America d. factory managers DIF: Easy REF: Pages 314–315 TOP: Factual OBJ: Eugenics 37. During the 1950s the United States began to focus more on cultural theories of race and ethnicity, thus rejecting: a. biblical theories of race. b. racialization. c. miscegenation. d. eugenics. DIF: Difficult REF: Pages 313–315 TOP: Factual OBJ: Eugenics 38. Nativists believed that restricting the immigration of certain groups would: a. create tension in ethnic communities. b. protect the nation. c. harm international relations. d. eliminate racism. DIF: Difficult REF: Page 315 TOP: Factual OBJ: Nativism 39. Miscegenation refers to: a. segregation. b. incest. c. interracial marriage. d. mixed races. DIF: Moderate REF: Page 316 TOP: Factual OBJ: Miscegenation 40. Muslims in America have undergone what scholars refer to as the formation of a new racial identity, in which new ideological boundaries of difference are drawn around a formerly unnoticed group of people, or: a. ethnicization. b. racism. c. ethnism. d. racialization. DIF: Difficult REF: Page 319 TOP: Applied OBJ: Racialization 41. Most Arabs in the United States are not Muslim but ____________, and about 20% of U.S. Muslims are ____________. a. Catholic; Asian b. Islamic; Latino c. Christian; African American d. Protestant; East Indian DIF: Difficult REF: Page 319 TOP: Factual OBJ: Racialization 42. Some Muslims have been in North America since the seventeenth century, when they were transported from: a. Africa as slaves. b. South America as immigrants. c. China as indentured servants. d. the West Indies. DIF: Moderate REF: Page 319 TOP: Factual OBJ: Racialization 43. About 35% of Muslims worldwide were born in: a. Iran. b. Afghanistan. c. Canada. d. America. DIF: Moderate REF: Page 320 TOP: Factual OBJ: Racialization 44. Muslims have recently (since 9/11) undergone a new racial identity, from being formally unnoticed as a group to being singled out for more discrimination. This is known as: a. racialization. b. prejudice. c. whiteness. d. primordialism. DIF: Difficult REF: Page 319 TOP: Factual OBJ: Racialization 45. The opening story (Chapter 9) about the author kidnapping a child to become his new baby sister shows: a. how racist his parents were. b. that racism is innate. c. the social impact of race. d. how badly he wanted a sister. DIF: Moderate REF: Page 307 TOP: Applied OBJ: Social Construction of Race 46. Race is not a fixed biological or natural reality; rather, it is: a. genetic. b. biologically invented. c. an environmental reality. d. a social construction. DIF: Moderate REF: Page 308 TOP: Factual OBJ: Social Construction of Race 47. America’s first naturalization law, passed in 1790, granted citizenship to: a. anyone that had fought in the Revolutionary War. b. free white people. c. all white people. d. former British citizens. DIF: Easy REF: Page 309 TOP: Factual OBJ: Social Construction of Race 48. Which act formalized the exclusive definition of whiteness by imposing immigration restrictions based on a national origins quota system that limited the yearly number of immigrants from each country? a. Ethnic Act of 1900 b. White Ethnic Act of 1876 c. Immigration Act of 1924 d. Race Act of 1850 DIF: Moderate REF: Page 309 TOP: Factual OBJ: Social Construction of Race 49. Who was one of the first sociologists to point out the importance of culture in determining race? a. Robert Park b. Charles Darwin c. Anthony Giddens d. Ann Oakley DIF: Difficult REF: Page 316 TOP: Factual OBJ: Social Construction of Race 50. What allows one to identify with a nationality without the rights and duties of a citizen? a. genetic identity b. race c. ethnicity d. heritage DIF: Easy REF: Page 321 TOP: Factual OBJ: Ethnicity 51. The differences between race and ethnicity underscore the privileged positions of ____________ in America, who have the freedom to pick and choose their identities and freely show their ethnic backgrounds. a. whites b. blacks c. Hispanics d. Asians DIF: Moderate REF: Page 321 TOP: Applied OBJ: Ethnicity 52. Compared with 11% of the U.S. population as a whole, around 33% of Native Americans die before age: a. 45. b. 50. c. 55. d. 60. DIF: Easy REF: Page 324 TOP: Factual OBJ: Native Americans 53. What minority group has the highest percentage of males in prison? a. whites b. blacks c. Native Americans d. Hispanics DIF: Easy REF: Page 325 TOP: Factual OBJ: African Americans 54. Afro-Caribbeans such as Cubans, Haitians, and Jamaicans resent being unilaterally categorized as African American, because these immigrant groups: a. are indentured servants. b. have a unique culture and language. c. live in various parts of the country. d. don’t understand the American culture. DIF: Easy REF: Page 325 TOP: Factual OBJ: African Americans 55. The majority of the Latinos in the United States come from: a. Puerto Rico. b. Cuba. c. Mexico. d. the Dominican Republic. DIF: Moderate REF: Page 325 TOP: Factual OBJ: Latinos 56. The majority of Latinos in the United States have immigrated here within the last ____________ years. a. 2 b. 10 c. 40 d. 80 DIF: Moderate REF: Page 326 TOP: Factual OBJ: Latinos 57. Mexicans are generally classified as a physical type that combines Native American and European traits and referred to as: a. mestizos. b. hybrids. c. half-breeds. d. biracial. DIF: Difficult REF: Page 326 TOP: Factual OBJ: Latinos 58. In 1907, the United States barred immigration from what country, because its people were seen as a threat to the American-born labor force? a. Poland b. China c. Ireland d. Mexico DIF: Easy REF: Page 327 TOP: Factual OBJ: Asian Americans 59. Asians have been applauded for their smooth assimilation and are referred to as: a. the model minority. b. more intelligent. c. entrepreneurs. d. small businessmen. DIF: Easy REF: Page 327 TOP: Factual OBJ: Asian Americans 60. In one study of television portrayals of Arabs, researchers found basic myths that continue to surround this group. Which of the following is NOT one of these myths? a. They are fabulously wealthy. b. They are uncivilized and barbaric. c. They don’t assimilate. d. They revel in acts of terrorism. DIF: Difficult REF: Page 328 TOP: Factual OBJ: Middle Eastern Americans 61. Robert Park’s model explains the universally progressive pattern in which immigrants arrive, settle in, and achieve full assimilation in a newly homogeneous country. His model is called: a. immigration patterns. b. assimilation progress. c. the geographic immigrant process. d. straight-line assimilation. DIF: Moderate REF: Page 331 TOP: Factual OBJ: Straight-Line Assimilation 62. Clifford Geertz used what term to describe the fact that ethnic ties remained even after people assimilated? a. primordialism b. ethnocentrism c. neoassimilation d. ethnicism DIF: Difficult REF: Page 332 TOP: Factual OBJ: Primordialism 63. The 1896 Supreme Court decision Plessy v. Ferguson upheld: a. equality. b. ethnic cleansing. c. integration. d. segregation. DIF: Moderate REF: Page 316 TOP: Factual OBJ: Segregation 64. A society is pluralistic if no one ethnic group is statistically: a. in the minority. b. equal to another. c. the dominant group in government. d. in the majority. DIF: Moderate REF: Page 333 TOP: Factual OBJ: Pluralism 65. The legal or social practice of separating people on the basis of their race or ethnicity is referred to as: a. segregation. b. separatism. c. individuality. d. pluralism. DIF: Easy REF: Page 333 TOP: Factual OBJ: Segregation 66. The Supreme Court’s landmark 1954 decision in Brown v. Board of Education struck down what doctrine? a. separate but equal b. integration c. segregation of churches d. inequality in jobs DIF: Easy REF: Page 335 TOP: Factual OBJ: Segregation 67. The black ghetto was manufactured by whites through a set of deliberate, conscious practices. Which of the following is NOT one of the practices mentioned in your book? a. property owners signed secret agreements promising to exclude blacks b. high homeowner association dues c. if blacks moved in, whites would move out d. redlining DIF: Easy REF: Page 337 TOP: Factual OBJ: Discrimination 68. Japanese internment camps resulted in a. greater wealth for Chinese Americans. b. a decrease in wealth for white Americans. c. greater wealth for white Americans. d. more Chinese immigrants entering the United States. DIF: Moderate REF: Page 347 TOP: Factual OBJ: Discrimination 69. Thoughts and feelings (usually negative) about an ethnic or racial group are referred to as: a. subaltern. b. discrimination. c. modern racism. d. prejudice. DIF: Moderate REF: Page 343 TOP: Factual OBJ: Prejudice 70. Prejudice is to discrimination as thinking is to: a. manifesting. b. developing. c. doing. d. being. DIF: Moderate REF: Page 343 TOP: Conceptual OBJ: Prejudice 71. What is the term that refers to the mass killing of a particular population? a. extinction b. extermination c. expulsion d. genocide DIF: Easy REF: Page 339 TOP: Factual OBJ: Genocide 72. Which of the following is not a response to oppression? a. passing b. prejudice c. acceptance d. withdrawal DIF: Moderate REF: Pages 342–343 TOP: Applied OBJ: Minority–Majority Relations 73. Oftentimes African Americans turn to ____________ when they are attempting to be accepted by the dominant group. This means acting differently with the dominant group. a. collective resistance b. subalterning c. redlining d. code-switching DIF: Moderate REF: Page 343 TOP: Factual OBJ: Acceptance versus Resistance 74. What term refers to the more overt form of resistance through a movement such as revolution or genocide or through nonviolent protest? a. collective resistance b. group protest c. individual alliance d. mutual resistance DIF: Moderate REF: Page 343 TOP: Factual OBJ: Collective Resistance 75. During the mid-twentieth century in the United States, many blacks moved north to excape Jim Crow laws in the rural south. This resulted in: a. an immediate improvement in the lives of African Americans. b. movement of more whites to the South. c. competition for housing and employment in the North, resulting in violent clashes between whites and blacks. d. many blacks “passing” as white. DIF: Moderate REF: Page 342 TOP: Factual OBJ: Withdrawal Completion 1. ____________ refers to a group of people who share a set of (usually physical) characteristics. ANS: Race DIF: Easy REF: Page 308 TOP: Factual OBJ: Definition of Race 2. When the term race comes up in America today, we usually think in two colors: ____________ and ____________. lack, white DIF: Easy REF: Page 309 TOP: Factual OBJ: Definition of Race 3. In ancient Egypt, physical markers were linked to ____________. ANS: geography DIF: Moderate REF: Page 310 TOP: Factual OBJ: Definition of Race 4. The belief that members of separate races possess different and unequal traits is called ____________. ANS: racism DIF: Easy REF: Page 309 TOP: Factual OBJ: Racism 5. Europeans used the story of Ham in the Bible to justify ____________. ANS: slavery DIF: Difficult REF: Page 311 TOP: Factual OBJ: Racism 6. ____________ is the judgment of other groups by one’s own standards and values. ANS: Ethnocentrism DIF: Difficult REF: Page 312 TOP: Factual OBJ: Ethnocentrism 7. ____________ was based on the belief that getting rid of Jews was preferable to converting them. ANS: Anti-Semitism DIF: Difficult REF: Pages 315–316 TOP: Factual OBJ: Racism 8. In the United States, ____________ are often identified with terrorism and assigned to a category as the dangerous “other,” seen as separate from, and inferior and hostile to, Christians and democracy. ANS: Muslims DIF: Easy REF: Page 319 TOP: Factual OBJ: Racialization 9. ____________ way of life was completely obliterated by European settlers, from the obviously vital land that was taken from them, to their communal infrastructure. ANS: Native Americans’ DIF: Easy REF: Page 323 TOP: Factual OBJ: Native Americans 10. The first black people in North America arrived as ____________, who were contracted by white colonialists for set periods. ANS: indentured servants DIF: Easy REF: Page 324 TOP: Factual OBJ: African Americans 11. ____________ is a very broad term, encompassing diverse and sometimes clashing peoples from China, Korea, Japan, and Southeast Asia. ANS: “Asian American” DIF: Easy REF: Page 327 TOP: Factual OBJ: Asian Americans 12. Asian Americans have been called the ____________. ANS: model minority DIF: Moderate REF: Page 327 TOP: Factual OBJ: Asian Americans 13. ____________ come from places as diverse as the Arabian Peninsula, North Africa, Iran, Iraq, and the Palestinian territories. ANS: Middle Easterners DIF: Easy REF: Page 328 TOP: Factual BJ: Middle Eastern Americans 14. Peggy McIntosh argues that ____________ is an “invisible knapsack of privileges” that puts white people at an advantage, just as racism places nonwhites at a disadvantage. ANS: whiteness DIF: Easy REF: Page 329 TOP: Factual OBJ: Whiteness 15. White supremacist David Duke left his position as the grand wizard of the Knights of the ____________ and founded the National Association for the Advancement of White People. ANS: Ku Klux Klan DIF: Easy REF: Page 330 TOP: Factual OBJ: Whiteness 16. Robert Park’s ____________ theory suggests that when people immigrate to the United States they experience assimilation in a rather linear manner, resulting in complete acceptance by the dominant group. ANS: straight-line assimilation DIF: Difficult REF: Page 331 TOP: Factual OBJ: Straight-Line Assimilation 17. ____________ is probably the most truly pluralist country. ANS: Switzerland DIF: Moderate REF: Page 333 TOP: Factual OBJ: Pluralism 18. A society with a low degree of assimilation and several distinct ethnic or racial groups is said to be ____________. ANS: pluralistic DIF: Moderate REF: Page 333 TOP: Factual OBJ: Pluralism 19. In the 1954 landmark case ____________, the Supreme Court’s majority opinion that legally segregated schools were unequal struck down the separate but equal doctrine. rown v. Board of Education DIF: Easy REF: Page 335 TOP: Factual OBJ: Segregation 20. The Home Owners’ Loan Corporation (HOLC) instituted the practice of ____________, which declared inner-city, black neighborhoods too much of a liability and ineligible for aid. ANS: redlining DIF: Moderate REF: Page 338 TOP: Factual OBJ: Redlining 21. While ____________ % of whites are in poverty, approximately ____________ % of blacks live in poverty. ANS: 8; 24 DIF: Difficult REF: Page 341 TOP: Factual OBJ: Poverty 22. Rwanda experienced ____________, the mass killing of a particular population, which was supported by the government and media, and turned neighbors into murderers overnight. ANS: genocide DIF: Easy REF: Page 339 TOP: Factual OBJ: Genocide 23. The ____________ of the mid-twentieth century in the United States occurred when blacks moved from the rural South to the industrialized urban North in search of jobs and equality. ANS: Great Migration DIF: Moderate REF: Page 342 TOP: Factual OBJ: Withdrawal Essay 1. Explain the concept of race from a sociological perspective. Discuss the racial distinction with regard to the Anglo-Saxons in the mid-1800s. ANS: Today race is usually thought of as black and white, but at the turn of the century, Americans categorized themselves into 36 to 75 different races organized into hierarchies, with Anglo-Saxon at the top followed by Slav, Mediterranean, Hebrew, and so on down the list. Today Irish descent is a matter of ethnic—not racial—identification. DIF: Difficult REF: Pages 310–313 TOP: Factual OBJ: Definition of Race 2. Describe the definitions of race in ancient Egypt, Greece, Rome, and early Christendom. How do they compare to modern racial thinking among the European colonizers up to the present day? ANS: In ancient Egypt, physical markers were thought to be linked to geography. In Greece, Rome, and early Christendom, biological traits were believed to be carried in the bloodlines of distinct groups, each with a separate way of being, acting, thinking, and looking. Greeks believed that physical markers were the result of different environmental factors. European colonizers interpreted human physical differences first with biblical, and later with scientific, explanations. DIF: Moderate REF: Pages 310–311 TOP: Conceptual OBJ: Definition of Race 3. What was the premise behind eugenics? How did eugenics explain race? What is the problem with this explanation? Give examples. ANS: Eugenicists claimed that each race had a separate package of social and psychological traits transmitted through bloodlines. They believed that they could trace everything from criminality and feeblemindedness to disease and intelligence. The problem with race for eugenicists is that there is no foolproof way to determine racial boundaries. DIF: Difficult REF: Pages 313–315 TOP: Conceptual OBJ: Eugenics 4. Discuss the differences between race and ethnicity. How does symbolic ethnicity fit into explanations of ethnicity? How do the differences between race and ethnicity underscore the privileged position of whites in America? ANS: Race is based on physical differences, whereas ethnicity is based on cultural differences. Symbolic ethnicity is a choice for white middle-class Americans. Race is not a choice; it is assigned by society. Ethnicity is something whites can choose to express or repress. If whites want to ignore their ethnicity, they may do so. For example, it is difficult to distinguish between a German and an Irish person, so if being Irish is negative at a particular time in history, a person may change their name and they can easily “pass.” But if a person is nonwhite and has a certain skin color or other physical characteristic delineating race, they can change their name but they still look like their race. It is very hard to hide physical characterstics. DIF: Easy REF: Pages 320–322 TOP: Conceptual OBJ: Social Construction of Race | Ethnicity 5. Your text mentions five different ethnic groups: Native Americans, African Americans, Latinos, Asian Americans, and Middle Easterners. Discuss the diverse experiences of each group. ANS: 1. Native Americans are geographically, culturally, and physically different from European colonizers. They were also considered uncivilized and their way of life was completely obliterated by the European settlers. 2. African Americans were enslaved to meet colonial labor needs and on the bottom of the racial hierarchy. 3. Latinos are a diverse groups of people who are of Hispanic origin. They include Mexicans, Puerto Ricans, and Cubans, among other Spanish-speaking cultures. 4. Asian Americans include people from China, Korea, Japan, and Southeast Asia. 5. Middle Easterners are from the Arabian Peninsula, North Africa, Iran, Iraq, and the Palestinian territories. DIF: Difficult REF: Pages 322–328 TOP: Factual OBJ: Ethnicity 6. How has whiteness evolved since the 1800s? Why is whiteness referred to as an “invisible knapsack of privileges”? What are some of the privileges whites experience? ANS: In the 1800s, whites experienced a division between themselves, with an internal hierarchy that put the Irish at the bottom. The white experience involves more than 50 daily privileges and often involves not having to think about race at all. Included in this “knapsack” of special privileges is the ability to shop without attention or to turn on the TV and see others like themselves (i.e., white). People of color do not have this privilege and neither group tends to be aware of the knapsack. DIF: Moderate REF: Pages 328–330 TOP: Conceptual OBJ: Whiteness 7. Your text introduced the concepts of whiteness and the browning of America. What effect do you think the presence of one will have on the other? In other words, as American “browns,” will the degree of “whiteness” remain the same or how will it change? ANS: The Multiracial March on Washington in 1996 resulted in a multiracial identity category in the 2000 census. Rather than having to check either black or white, one could check multiple categories. This could result in many whites including other racial categories in their definition of themselves. This results in what Jennifer Lee (2004) has called the browning of America. Rather than being either black or white, categories may now be moving more to black or nonblack as categories of race. This may suggest that inequality with regard to income and education between blacks and whites may be narrowing. This narrowing of the gap between blacks and whites could render the whole concept of whiteness, (the “invisible knapsack of privileges”) null and void. As racial groups become more homogenous, the privileges that whites have historically experienced may be disappearing, or expanding to more nonblacks (or browns). DIF: Difficult REF: Pages 329–330, 348–350 TOP: Conceptual OBJ: Whiteness 8. Your text mentions forms that minority–majority group relations can take: assimilation, pluralism, segregation, and conflict. Discuss each form and give examples. ANS: Assimilation: process by which immigrants achieve full integration in a homogeneous country. Ex.: Irish immigrants adopt the values and language of the dominant group. Soon they become indecipherable from the dominant group. Pluralism: a society where distinct ethnic groups are accepted. Ex.: People in large cities’ China towns still continue to practice their culture, speak their language, and live as they did in China. But they follow American laws and live peacefully alongside the dominant group. Segregation: the legal, social practice of separating people on the basis of their race or ethnicity. Ex.: Blacks, until the 1960s, were not allowed in “white” hotels. Even Black entertainers who worked in certain hotels were not allowed to sleep there. Conflict: antagonistic groups live together in racial hostility. Ex.: The KKK fought, and is still fighting, to keep their “white power.” DIF: Difficult REF: Pages 331–341 TOP: Factual OBJ: Minority–Majority Relations 9. Anthony Marx (1998) has suggested that the repulsion that Americans felt for Nazi Germany and the persecution of Jews during World War II was one of the forces behind the desegregation movement in the 1950s. Explain. ANS: American were appalled at the treatment of Jews by Germans during World War II. After the very manifest responses to the persecution of Jews, Americans began to be embarrassed by their own racist doctrines at home. If we fought to save one racial/ethnic group in another country, then why would we uphold our racist doctrines at home? Since America came out of World War II as a major global force, how could it not address its own instances of racial discrimination? The new status accorded to the United States, along with more and more U.S. citizens’ dissent, helped motivate the Surpreme Court’s decision in Brown v. Board of Education that held that schools were unequal with regard to race. This, in turn, was the impetus for the Civil Rights Movement in the 1960s. DIF: Difficult REF: Page 335 TOP: Conceptual OBJ: Segregation 10. Your text notes three ways by which groups respond to domination: withdrawal, passing, and acceptance versus resistance. Discuss each one with examples. ANS: 1. Withdrawal: groups experiencing persecution or discrimination may leave for good. 2. Passing: blending with the dominant group. 3. Acceptance versus resistance: the oppressed group feigns compliance and hides its true feelings of resentment or resists through a movement such as a revolution, genocide, or a nonviolent protest. DIF: Moderate REF: Pages 342–343 TOP: Factual OBJ: Minority–Majority Relations 11. Explain the difference between prejudice and discrimination. Describe Merton’s diagram for explaining the intersections of prejudice and discrimination. Give examples of each cell. ANS: Prejudice is a thought, whereas discrimination is an action. Merton’s diagram includes active bigots, timid bigots, all-weather liberals, and fair-weather liberals. Active bigot: A person who is prejudiced and discriminates. Ex.: A person in the KKK who attempts to keep Blacks out of public schools. Timid bigot: One who is prejudiced but doesn’t discriminate. Ex.: “I don’t like Hispanics, but I work alongside them.” (“Political correctness”) Fair-weather liberal: One who isn’t prejudiced but still discriminates. Ex.: “I don’t give a receptionist job to a man (even though I know he can do the job) because my boss wants a woman in that position. All-weather liberal: A sociologist’s ideal. People have no prejudice and don’t discriminate. Ex.: “I hire you because you can do the job.” DIF: Moderate REF: Pages 343–345 TOP: Applied OBJ: Discrimination Prejudice 12. What is the cause of equity inequality? Include blacks, Latinos, and Native Americans in your explanation. ANS: Equity inequality captures the historical disadvantage of minority groups and the way those disadvantages accrue over time. Once one acquires a label or stigma it is hard to change. If Blacks have historically been seen as slaves and childlike, it is hard to repalce those views. If some Latinos have been illegal immigrants, then all are seen as illegal. If Native Americans are seen as savages and dangerous, we can “justify” them being kept on reservations. DIF: Difficult REF: Pages 346–347 TOP: Conceptual OBJ: Poverty 13. In the past several decades, we have witnessed the narrowing of the income gap between nonwhites and whites. Nonwhites’ incomes are getting closer to whites’. How does this affect wealth? What are the influencial factors involved? ANS: While income is increasing proportionately for nonwhites in the United States, this does not mean that a person’s wealth is also increasing. The gap between nonwhite and white wealth is larger than ever and continues to grow. An example of how white wealth continues to grow is the attempt by President Bush in 2001 to eliminate the upper-class federal estate tax. This means that even though the income of upper status did not grow, their wealth (money in the bank; more monies available for investment or for purchases) did. Since the lower classes had less wealth to begin with, if their taxes had continued to be the same, this would lower their incomes but not allow them the opportunity to invest or make other purchases to increase their wealth. Since wealth is a result of long-term upward mobility, the mere increase in income and job opportunities for minority groups as facilitated by affirmative action does nothing to help the larger cycle of equity inequality. DIF: Difficult REF: Pages 345–347 TOP: Applied OBJ: Poverty Chapter 10 Poverty Concept Map I. Poverty A. Race B. Children in Poverty C. Parenting 1. Parenting Stress Hypothesis D. Poverty in the United States II. Culture of Poverty A. The War on Poverty B. Welfare C. Negative Income Tax Experiment D. Underclass E. Perverse Incentives F. The Bell Curve Thesis G. Public Housing 1. Gautreaux v. Chicago Housing Authority i. Gautraux Assisted Housing Program 2. Moving to Opportunity Study III. Distribution of Wealth A. Economic Segregation B. Absolute versus Relative Poverty 1. Official Poverty Line 2. Income versus Wealth C. Economic Opportunity 1. Saving for the Future D. Economic Inequality Multiple Choice 1. Your text defines poverty as a condition of deprivation due to: a. economic circumstances. b. social circumstances. c. structural circumstances. d. all of the above. DIF: Moderate REF: Page 355 TOP: Factual OBJ: Poverty 2. Thomas Monaghan, one of the Forbes 400 richest Americans, said, “To me one of the most exciting things in the world is: a. being poor.” b. being wealthy.” c. going from meager origins to wealth.” d. living on $68 a year.” DIF: Easy REF: Page 372 TOP: Factual OBJ: Poverty 3. Which nation has one of the highest poverty rates in the advanced world? a. The United States b. Great Britain c. Canada d. France DIF: Easy REF: Page 379 TOP: Factual OBJ: Poverty 4. According to your text, what drives American poverty rates? a. social structure b. lopsided economic rewards c. the richest 10% of the population d. unequal access to resources DIF: Easy REF: Page 379 TOP: Factual OBJ: Poverty 5. What method is usually used to evaluate poverty? a. objective analyses of statistics and economics b. the Gini coefficient c. subjective evaluations of mathematical measurements d. evaluation of policies already in place DIF: Difficult REF: Page 356 TOP: Factual OBJ: Poverty 6. According to Daniel Patrick Moynihan, what is the root cause of African Americans’ economic problems? a. multigenerational living arrangements b. the patrifocal family c. welfare d. the matrifocal family DIF: Moderate REF: Page 360 TOP: Factual OBJ: Race 7. Susan Mayer, author of What Money Can’t Buy: Family Income and Children’s Life Chances, found in her study: a. confirmation of reports of the devastation of poverty. b. that poverty caused many social ills. c. that the effects of income on children’s outcomes has been overstated. d. that increased incomes made big differences in children’s outcomes. DIF: Difficult REF: Page 365 TOP: Factual OBJ: Children in Poverty 8. Susan Mayer wrote What Money Can’t Buy: Family Income and Children’s Life Chances. Her findings were similar to what Marlin Card was suggesting would have helped his chances in life. Which of the following might have addressed this issue? a. Parenting classes b. Higher paying jobs c. Higher welfare payments d. Desegregation of schools DIF: Difficult REF: Pages 365, 370 TOP: Conceptual OBJ: Children in Poverty 9. When Marlin was asked what would have made a difference when he was growing up, he responded that parents need: a. more quality time with their children. b. reduced financial stress. c. good child care while they are working. d. the minimum wage increased. DIF: Easy REF: Page 370 TOP: Factual OBJ: Children in Poverty 10. Which of the following is a practice that supports the culture of poverty argument? a. marriage b. assisted-living facilities for the elderly c. multifamily households d. paying for day care DIF: Easy REF: Pae 359 TOP: Applied OBJ: Culture of Poverty 11. According to the culture of poverty theory, what happens once survival adaptations are in place? a. The poor lose their desire to improve their life. b. Educational attainment is lost. c. The poor accept their place in society. d. They hold poor people back. DIF: Easy REF: Page 359 TOP: Factual OBJ: Culture of Poverty 12. As discussed with the culture of poverty theory, the adaptive practice of “swapping” is: a. a means of surviving until the end of the month. b. the exchange of time, money, and resources. c. illegally selling food stamps. d. an illegal way to get more government income. DIF: Easy REF: Page 359 TOP: Factual OBJ: Culture of Poverty 13. Marlin told fellow inmates that they should not get involved with a woman who has children because the children’s father can pop back into her life and the new boyfriend may get burned. In the culture of poverty, the irony of Marlin’s statement is that: a. most of the fathers are in prison. b. the instability of the household is perpetuated. c. the fathers don’t want to be involved in their children’s lives. d. the mothers don’t know who the fathers are. DIF: Moderate REF: Page 360 TOP: Applied OBJ: Culture of Poverty 14. What population was Oscar Lewis studying when he coined the term “culture of poverty”? a. blacks b. single mothers on welfare c. underclass d. Mexicans DIF: Easy REF: Page 359 TOP: Factual OBJ: Culture of Poverty 15. People who are born into poverty and ultimately raise their own children in poverty learn “how” to live in poverty. They learn the norms and values associated with that particular way of life. This is known as Oscar Lewis’s: a. War on Poverty. b. swapping. c. culture of poverty. d. lack of accessibility culture. DIF: Moderate REF: Page 359 TOP: Factual OBJ: Culture of Poverty 16. In the 1970s Edward Banfield wrote The Unheavenly City and asserted that people in poverty were not future-oriented. What was wrong with this assertion? a. He was upper class and was not culturally relativistic. b. He did no field research. c. He looked only at Mexican poor. d. He looked at only historical data, not present-day statistics. DIF: Moderate REF: Page 360 TOP: Factual OBJ: Culture of Poverty 17. Which U.S. president was responsible for the “War on Poverty” and programs like Head Start and Job Corps? a. Woodrow Wilson b. Lyndon Johnson c. John F. Kennedy d. George W. Bush DIF: Easy REF: Page 356 TOP: Factual OBJ: The War on Poverty 18. Some policy experts believe that welfare creates more problems than it solves because it discourages people from finding work. This is also known as: a. a social disease. b. a perverse incentive. c. the cycle of poverty. d. an intended consequence. DIF: Easy REF: Page 363 TOP: Factual OBJ: Welfare 19. What is meant by the phrase “busted her digit”? a. suffering from rheumatoid arthritis b. not getting a welfare check c. cashing one’s welfare check d. standing in long welfare lines DIF: Easy REF: Page 361 TOP: Factual OBJ: Welfare 20. Your text mentions outcomes that people believe stem from receiving welfare. Which of the following is NOT a result mentioned in your text? a. a sense of helplessness b. dependency c. hindrance entering the labor market d. feelings of incompetence DIF: Moderate REF: Page 362 TOP: Factual OBJ: Welfare 21. Welfare hinders work because: a. of time spent following bureaucratic rules. b. mothers have to take care of children and the home. c. of trying to keep appointments to get food stamps. d. of all of the above. DIF: Easy REF: Page 362 TOP: Factual OBJ: Welfare 22. Government offices administering food stamps: a. are not always optimally located for recipients. b. have limited employees to assist recipients. c. are minimizing welfare programs. d. are reducing the number of recipients eligible for aid. DIF: Easy REF: Page 362 TOP: Factual OBJ: Welfare 23. Minimizing the amount of time welfare programs require of their recipients was one of the many rationales behind: a. the War on Poverty. b. the negative income tax. c. Clinton’s 1996 end to welfare. d. the Office of Economic Opportunity. DIF: Moderate REF: Page 362 TOP: Applied OBJ: Welfare 24. Which program shifted more of the responsibility of running welfare programs onto individual states and mandated time limits for the number of months a person can receive aid? a. the Women, Infant, and Children Nutrition Program b. the Economic Opportunity Act c. the Personal Responsibility and Work Opportunity Reconciliation Act d. the War on Poverty DIF: Difficult REF: Page 364 TOP: Factual OBJ: Welfare 25. The 1996 Personal Responsibility and Work Opportunity Reconciliation Act is also referred to as: a. the “end of welfare as we know it.” b. the War on Welfare. c. the Economic Opportunity Act. d. the War on Poverty. DIF: Moderate REF: Page 364 TOP: Factual OBJ: Welfare 26. Which of the following is NOT one of the things the Personal Responsibility and Work Opportunity Reconciliation Act did? a. let states have more responsibility in running welfare programs b. encouraged two-parent families c. set up children’s savings accounts that parent can’t touch d. discourage out-of-wedlock births DIF: Difficult REF: Page 364 TOP: Factual OBJ: Welfare 27. A lot of people who are eligible for food stamps in the United States don’t apply for them. Why? a. They can’t get to the Department of Social Services due to lack of transportation. b. They would prefer to diet. c. Since most people live in multigenerational homes, they don’t see the need. d. They prefer to steal food. DIF: Moderate REF: Page 362 TOP: Factual OBJ: Welfare 28. What was one of the major outcomes with Clinton’s 1996 Personal Responsibility and Work Opportunity Reconciliation Act? a. It forced the government to provide federally funded day care for working mothers. b. It created more highly-educated individuals, therefore eliminating people available for low-wage jobs. c. It caused children as young as age 10 to have to join the workforce. d. It limited the amount of time one could receive benefits. DIF: Moderate REF: Page 364 TOP: Factual OBJ: Welfare 29. One strategy that might allow more women to join the workforce, as suggested by Al Gore and other leftists, would be: a. to eliminate men from certain jobs, like nurses or secretaries. b. to prohibit children from making minimum wage. c. to provide universal day care. d. to limit the number of racial minorities in state institutions of higher education. DIF: Easy REF: Page 364 TOP: Conceptual OBJ: Welfare 30. Which of the following is NOT a result of the negative tax experiment? a. increased divorce b. longer periods of unemployment c. more births d. allowing women to leave abusive relationships DIF: Moderate REF: Pages 362–363 TOP: Applied OBJ: Negative Income Tax Experiment 31. Your text suggests that the researchers for the negative income tax should have focused on: a. income over time. b. the outcome of gambling. c. different research questions. d. the children rather than the parents. DIF: Moderate REF: Page 370 TOP: Applied OBJ: Negative Income Tax Experiment 32. One of the results of the negative income tax experiment was that more and more women left their marriages. This was because: a. they were less financially dependent on their (possibly) abusive husbands. b. the tax code provided a significant advantage to singles versus couples. c. women found it easier to open independent businesses. d. women misunderstood the tax code, thinking they were getting more money than they actually were. DIF: Moderate REF: Page 362 TOP: Applied OBJ: Negative Income Tax Experiment 33. According to the underclass thesis, the poor are: a. undependable. b. no different from the rest of us. c. deviant and dangerous to mainstream society. d. unmotivated and lazy. DIF: Easy REF: Page 363 TOP: Factual OBJ: Underclass 34. Charles Murray pointed out several flaws in the underclass thesis. Which of the following is NOT one the flaws he mentions? a. The welfare state provides the wrong long-term incentives. b. Welfare regulations make work less attractive. c. Welfare regulations make marriage less attractive. d. Welfare regulations encourage deviant behavior. DIF: Difficult REF: Page 363 TOP: Factual OBJ: Underclass 35. William Julius Wilson believed that there were factors other than welfare that led to a lack of inner-city job opportunities. Which of the following is NOT one of the factors? a. gentrification b. suburbanization c. globalization d. industrialization DIF: Difficult REF: Page 363 TOP: Factual OBJ: Underclass 36. In the 1980s, journalist Ken Auletta coined the phrase “underclass.” He said the underclass was different from the “rest of us” in what way? a. They tended to be more dangerous to the rest of us. b. They tended to have higher levels of education but did not use it to their advantage. c. They tended to like spending their time waiting in the welfare line talking to their friends all day. d. They had lower IQs than the rest of us. DIF: Moderate REF: Page 363 TOP: Factual OBJ: Underclass 37. What do policy experts mean by the terms perverse incentives and unintended consequences? a. Poverty is both cause and effect. b. Poverty is a condition that acts as a proxy for an underlying social disease. c. Poverty endeavors are a waste of money. d. Aiding the poor creates more problems than it solves. DIF: Moderate REF: Page 356 TOP: Factual OBJ: Perverse Incentives 38. Herrnstein and Murray argued that there is a relationship between high IQ and: a. good parenting. b. welfare. c. racism. d. job status. DIF: Moderate REF: Page 366 TOP: Factual OBJ: The Bell Curve Thesis 39. Herrnstein and Murray questioned whether poverty was a side effect of ____________ conditions, or whether it actually caused limited opportunities for children. a. educational b. environmental c. biological d. structural DIF: Moderate REF: Page 366 TOP: Factual OBJ: The Bell Curve Thesis 40. Social Darwinism suggests that only the fittest survive, suggesting that people (and plants and animals) that are the smartest and most capable for survival are the ones who succeed in a society. This can be compared to: a. Oscar Lewis’s culture of poverty thesis. b. Richard Herrnstein and Charles Murray’s bell curve thesis. c. Clinton’s War on Poverty thesis. d. Gautreaux’s Moving to Opportunity thesis. DIF: Difficult REF: Page 366 TOP: Applied OBJ: The Bell Curve Thesis 41. James Rosenbaum found that those who moved out of the ghetto and into low-poverty areas: a. had no change in their life situation. b. had a better employment situation. c. destroyed the neighborhood within a short time. d. scared away the previous residents. DIF: Difficult REF: Pages 367–368 TOP: Factual OBJ: Public Housing 42. Gautreaux v. Chicago Housing Authority was a class-action suit that alleged public housing was: a. keeping the underclass poor. b. de facto government segregation. c. keeping the poor on public assistance. d. not up to sanitary code. DIF: Difficult REF: Page 367 TOP: Factual OBJ: Gautreaux v. Chicago Housing Authority 43. Which of the following is NOT one of the actions the government took as a result of the Gautreaux v. Chicago Housing Authority suit? a. It ended the years-long waiting list for Section 8 housing. b. It gave families counseling and rental referral services. c. It provided families with free housing in the private market. d. It moved families in public housing to more affluent suburbs. DIF: Difficult REF: Page 367 TOP: Factual OBJ: Gautreaux v. Chicago Housing Authority 44. What was the problem with the Gautreaux Assisted Housing Program? a. There weren’t enough houses for all the families. b. It produced no improvement or changes. c. Families brought destructive behaviors from the ghetto to the new neighborhood. d. Participants were self-selected. DIF: Difficult REF: Page 368 TOP: Conceptual OBJ: Gautreaux Assisted Housing Program 45. The Moving to Opportunity study found that those in the group who received assistance in relocating and life-skills training in addition to housing vouchers: a. experienced hostility from their new neighborhoods. b. were not testable because many participants could not be found later. c. were no different than those in the control group. d. experienced less stress and better health. DIF: Difficult REF: Page 368 TOP: Conceptual OBJ: Moving to Opportunity Study 46. The Moving to Opportunity study didn’t answer the poverty question because what factor remained constant? a. income b. social environment c. test scores d. social skills DIF: Difficult REF: Page 368 TOP: Factual OBJ: Moving to Opportunity Study 47. The Moving to Opportunity study didn’t show any change in what factors between the control and treatment groups? a. test scores and truancy b. injuries and asthma c. employment and earnings d. violence and health DIF: Difficult REF: Page 368 TOP: Factual OBJ: Moving to Opportunity Study 48. James Rosenbaum (2000) found that the people most likely to benefit from being moved from low-income, ghetto neighborhoods were the: a. elderly. b. children. c. educated. d. disabled. DIF: Easy REF: Page 367 TOP: Factual OBJ: Moving to Opportunity Study 49. From her research, Susan Mayer concluded that it was not poverty, but rather ____________, that really mattered. a. our desires b. our perception of money c. wealth d. the media DIF: Difficult REF: Page 371 TOP: Factual OBJ: Distribution of Wealth 50. Gated communities are examples of what factor that is mixing with wealth inequality to increase the gap between the rich and the poor? a. racism b. redlining c. real estate equality d. economic segregation DIF: Easy REF: Page 372 TOP: Applied OBJ: Economic Segregation 51. What term describes the measurement of poverty where a household’s income falls below the necessary level to purchase food to physically sustain its members? a. relative poverty b. absolute poverty c. poverty threshold d. official poverty rate DIF: Moderate REF: Page 373 TOP: Factual OBJ: Absolute versus Relative Poverty 52. The definition of relative poverty takes into account which important factor when determining poverty based on a percentage of median income? a. education level b. location c. employment status d. wealth DIF: Difficult REF: Page 376 TOP: Factual OBJ: Absolute versus Relative Poverty 53. Attempts at establishing an absolute poverty measure can be traced to: a. Roman times. b. England beginning in the late 1700s. c. New York at the time of European immigration in the early 1900s. d. the War on Poverty in the 1930s Depression. DIF: Easy REF: Page 373 TOP: Factual OBJ: Absolute versus Relative Poverty 54. One of the ways theorists who believe poverty is relational measure poverty by: a. determining what it takes to feed a family of four and multiplying this number by three. b. determining health care costs and multiplying this number by four. c. determining the median income in a given location and anything under this number is considered poverty. d. determining the average income in a given location and anything under this number is considered poverty. DIF: Moderate REF: Page 376 TOP: Factual OBJ: Absolute versus Relative Poverty 55. Mollie Orshansky used the U.S. Department of Agriculture’s recommendations for the minimum amount of healthy food, estimated the cost for a variety of family types, and multiplied this figure by a factor of three to measure: a. relative poverty. b. the poverty threshold. c. the official poverty line. d. absolute poverty. DIF: Moderate REF: Page 374 TOP: Factual OBJ: Official Poverty Line 56. When the official poverty line was first set, food made up the largest percentage of household budgets. In today’s society, what now makes up the largest percentage? a. transportation b. housing c. heating homes d. health care DIF: Moderate REF: Page 374 TOP: Factual OBJ: Official Poverty Line 57. If you were unemployed and were to win a modest amount of money in the lottery (say, $20,000 a year), research suggests that: a. your chance of ever getting a job is greatly reduced. b. your chance of getting a job is greatly increased. c. you would fall even further into poverty because your welfare payment would be eliminated. d. you would most likely use that money to get a higher education, thus making you more marketable in the future. DIF: Moderate REF: Pages 369–370 TOP: Factual OBJ: Income versus Wealth 58. Income-based measurements are deceptive because they hide the real influence of: a. wealth. b. social status. c. employment. d. education. DIF: Difficult REF: Pages 375–376 TOP: Factual OBJ: Income versus Wealth 59. An economist surveying lottery winners found people who had zero earnings and who were not in the workforce before winning: a. spent their money quickly. b. increased their commitment to work. c. gave most of their winnings to family and friends. d. volunteered in their communities. DIF: Easy REF: Pages 369–370 TOP: Factual OBJ: Economic Opportunity 60. A study of Cherokee children whose income greatly increased due to legalized gambling on reservations found that: a. their behavioral problems decreased. b. their educational scores improved. c. school truancy increased. d. their social skills improved. DIF: Easy REF: Page 370 TOP: Factual OBJ: Economic Opportunity | Children in Poverty 61. Why is it difficult for almost half of Americans to save for retirement? a. They are living beyond their means. b. Financial pressures are too high. c. They don’t have pension or retirement savings plans. d. They have unlimited needs and wants. DIF: Easy REF: Page 382 TOP: Conceptual OBJ: Saving for the Future 62. Why is it more difficult for middle- and working-class Americans to save money? a. job instability b. the financial pressure of unlimited needs and wants c. no employment savings plan d. many of their employers won’t match retirement contributions DIF: Easy REF: Page 382 TOP: Factual OBJ: Saving for the Future 63. Why did only 14% of H&R Block filers take the offer of a 50% match to divert some of their tax refund to an IRA? a. employment instability b. financial needs and wants c. present financial pressures d. they didn’t understand the IRA interest rate DIF: Moderate REF: Page 382 TOP: Factual OBJ: Saving for the Future 64. What term do economists use to describe the relative value of present consumption versus future savings? a. future wage incentive b. discount rate c. long-term matches d. future interest yields DIF: Difficult REF: Page 382 TOP: Factual OBJ: Saving for the Future 65. What is the key the government could use to get low-income earners to commit to saving? a. get them to use a small percentage of their tax refund b. offer added incentives c. get them to commit to saving future income d. make it mandatory for employers to have a retirement fund DIF: Difficult REF: Page 383 TOP: Factual OBJ: Saving for the Future 66. The Gini coefficient is: a. a comparison of poverty rates. b. the U.S. poverty line. c. a measure of economic inequality. d. a measure of poverty rates. DIF: Easy REF: Page 379 TOP: Factual OBJ: Economic Inequality 67. A higher Gini coefficient score means: a. more inequality. b. less inequality. c. higher poverty. d. lower poverty. DIF: Easy REF: Page 379 TOP: Factual OBJ: Economic Inequality 68. Your text lists several explanations for why the United States has the highest inequality of all English-speaking nations. Which of the following is NOT an explanation your text cites? a. the division of power within the U.S. government b. lack of a feudal history c. the system of inequality in the United States originated in Europe d. racism within U.S. borders DIF: Difficult REF: Pages 379–381 TOP: Factual OBJ: Economic Inequality 69. Which of the following is NOT one of the explanations for the vast disparity of wealth in the United States mentioned in your text? a. timing b. institutional structure c. government d. race DIF: Difficult REF: Pages 379–381 TOP: Factual OBJ: Economic Inequality 70. Status consumption has been discussed earlier in the text in the chapter on stratification (Chapter 7). How does this affect poverty? a. It shows us what we need to work toward, thus making us work even harder at getting ahead. b. It, along with the media, gives us goals that are unreachable for most of us, thus plummeting us into debt. c. It shows us what absolute poverty is, when we compare ourselves to people like Paris Hilton. d. It reduces poverty by giving people more jobs in producing the goods we all want. DIF: Difficult REF: Page 370 TOP: Conceptual OBJ: Economic Inequality 71. Some would argue that a country with a history of feudalism (as opposed to the United States) would more likely develop a culture of: a. individualism. b. strict capitalism. c. paternalism. d. racial prejudice. DIF: Moderate REF: Page 380 TOP: Factual OBJ: Economic Inequality 72. One of the explanations of continued racism in America is: a. we have found that racial minorities (Herrnstein) have lower IQs. b. we colonized others outside the country itself, like Puerto Rico. c. we colonized others within the country itself, as with slavery. d. we found that racism is a biological trait, something that is impossible to eliminate. DIF: Difficult REF: Pages 380–381 TOP: Conceptual OBJ: Economic Inequality | Poverty in the United States Completion 1. It has been argued that poverty is neither cause nor effect, but rather a condition that acts as a proxy for the underlying social diseases ____________ and ____________. ANS: inequality; economic segregation DIF: Difficult REF: Page 372 TOP: Applied OBJ: Poverty 2. Social scientists evaluate and study poverty through ____________. ANS: objective analyses of statistics and economics DIF: Moderate REF: Page 356 TOP: Factual OBJ: Poverty 3. According to Moynihan, the cultural arrangement of the black family—____________ and ____________—is the cause of African American poverty. ANS: matrifocal; multigenerational DIF: Moderate REF: Page 360 TOP: Factual OBJ: Race 4. When Social Security was first created, President Roosevelt excluded ____________ and ____________ from the old-age insurance system. This was done to purposely exclude African Americans. ANS: agricultural workers; domestic workers DIF: Easy REF: Page 381 TOP: Factual OBJ: Race 5. When Marlin was asked what would have made a difference in his life while growing up and in the lives of other children, he replied, “____________.” ANS: Time, parents need to spend quality time with their children DIF: Easy REF: Pages 370–371 TOP: Factual OBJ: Parenting 6. When a country becomes more individualistic, it most likely becomes less ____________. ANS: paternalistic DIF: Moderate REF: Page 380 TOP: Applied OBJ: Poverty in the United States 7. The ____________ argument was that poor people adopt certain practices that differ from those of middle-class society in order to adapt and survive in difficult economic circumstances. ANS: culture of poverty DIF: Moderate REF: Page 359 TOP: Factual OBJ: Culture of Poverty 8. The adaptive strategy, ____________, means that neighbors, friends, and relatives exchange time, money, and other resources when needed to make up for temporary shortfalls. ANS: swapping DIF: Easy REF: Page 359 TOP: Factual OBJ: Culture of Poverty 9. ____________ means that neighbors, friends, and relatives exchange time, money, and other resources when needed to make up for temporary shortfalls. ANS: Swapping DIF: Easy REF: Page 359 TOP: Factual OBJ: Culture of Poverty 10. ____________ refers to the end of the hard times—after the previous welfare check had run out and before the present one was cashed. usting a digit DIF: Easy REF: Page 361 TOP: Factual OBJ: Welfare 11. A(n) ____________ is described as the ritual that public assistance recipients have to go through in order to stay on the welfare rolls. ANS: face-to-face DIF: Easy REF: Page 361 TOP: Factual OBJ: Welfare 12. President Clinton’s 1996 welfare program was referred to as ____________. ANS: “an end to welfare as we know it” DIF: Easy REF: Page 356 TOP: Factual OBJ: Welfare 13. In the ____________ experiment, the government would reclaim money through taxation until a certain crossover point, at which households would start paying positive taxes. ANS: negative income tax DIF: Moderate REF: Page 362 TOP: Factual OBJ: Negative Income Tax Experiment 14. Some social scientists argue that members of the underclass are no different from the rest of us. Their negative behavior is just a response to ____________. lack of opportunity DIF: Moderate REF: Page 363 TOP: Factual OBJ: Underclass 15. So the poor would not lose their health insurance as they left welfare for the low-wage labor market, politicians tried to raise the income limits on ____________. ANS: Medicaid DIF: Moderate REF: Page 364 TOP: Factual OBJ: Underclass 16. ____________ or ____________ are terms policy experts use when asking, “Does aiding the poor create more problems than it solves?” ANS: Perverse incentives, unintended consequences DIF: Moderate REF: Page 356 TOP: Factual OBJ: Perverse Incentives 17. According to the authors of The Bell Curve, the poor will remain at the bottom of the ladder because of their ____________. ANS: genes DIF: Easy REF: Page 366 TOP: Factual OBJ: The Bell Curve Thesis 18. The Moving to Opportunity study found that better outcomes among those living in low-poverty neighborhoods came about because of more ____________. ANS: tranquility DIF: Difficult REF: Page 368 TOP: Factual OBJ: Moving to Opportunity Study 19. The Moving to Opportunity study seemed to imply that the main problem of poverty was ____________. ANS: social division DIF: Difficult REF: Page 369 TOP: Factual OBJ: Moving to Opportunity Study 20. ____________ is the point at which a household’s income falls below the necessary level to purchase food to physically sustain its members. ANS: Absolute poverty DIF: Easy REF: Page 373 TOP: Factual OBJ: Absolute versus Relative Poverty 21. The measurement of economic inequality where a higher score means more inequality is called ____________. ANS: the Gini coefficient DIF: Easy REF: Page 379 TOP: Factual OBJ: Economic Inequality 22. One of the problems with neighborhood segregation is that lower- and middle-class people must travel long distances to service the upper class in their gated communities. Robert Frank called this the ____________. ANS: Aspen effect DIF: Moderate REF: Page 372 TOP: Factual OBJ: Economic Inequality 23. The United States is in a unique position with regard to economic inequality compared to other industralized countries. One of the reasons is ____________. ANS: timing, the fragmented political system, American individualism, racism in the United States DIF: Moderate REF: Pages 379–381 TOP: Factual OBJ: Economic Inequality Essay 1. What does Susan Mayer argue are the effects of income on poor children? How could her research affect the programs (current and future) designed to help poor children? ANS: Susan Mayer argued that income did not have the expected effect on children despite what previous studies had found. She found that parents’ income after children had grown into adulthood mattered more than their income when the child was an adolescent. Her study stated that effects of poverty on children were vastly overstated. Programs should focus on education and job accessibility rather than initiatives like welfare that increase income temporarily. DIF: Moderate REF: Page 365 TOP: Applied OBJ: Children in Poverty 2. Discuss the no effect paradigm and suggest how Marlin and his brother could have had a better life using this theory. ANS: The no effect paradigm suggests that poverty and racial inequality have no effect on poor children’s life changes. The major cause of problems for these children are the parents. According to the paradigm, the fact that a parent doesn’t have money does not necessarily cause more stress or create less changes for her children. But if a mother is a bad parent, whether due to nature or nurture, her children will not be parented successfully. The causal direction is questionable. Because poverty is associated with bad parenting, bad parenting is associated with poverty. From this perspective, Marlin and his brother had no chance. DIF: Moderate REF: Page 378 TOP: Applied OBJ: Children in Poverty 3. The parenting stress hypothesis is a paradigm that looks at the psychological aspects of poverty and its effects on children’s life chances. Discuss this and apply it to Marlin’s situation growing up in poverty. What might be some ways to avoid Marlin’s problems? ANS: The parenting stress hypothesis suggests that if a family lives in poverty, it affects them not only physically (nutrition, health care); parents who are attempting to lead their children out of poverty are so psychologically stressed that they don’t utilize proper parenting practices. Research (Conger, 1992; Hanson, 1997) found that in lower-income families, parents are more likely to yell, shout, and hit, which is not conducive to healthy child development. There is less time for positive interactions between parents and children and less opportunity for play. Research also suggests that parents living in poverty are more likely to use physical punishment (hitting, slapping) and less likely to display love through cuddling and hugging (Conger, 1994; Elder, 1995). Maybe if Marlin’s mother had had more time to spend hugging Marlin and just sharing “good times,” rather than standing in the welfare line or attempting to deal with her stress through alcohol, Marlin would have found more positive ways to deal with his own stress and his economic problems and wouldn’t have become a juvenile delinquent. Maybe the buck stops with the parents. Parenting classes while a mother waits for welfare checks could be an efficient way to show low-income mothers ways to parent that are different from the ways they were parented. Also, making universal day care available or having neighborhood support systems available for stressed parents would help alleviate stress on a daily basis and make the living arrangements more conducive to affection. DIF: Moderate REF: Page 377 TOP: Applied OBJ: Parenting Stress Hypothesis 4. Explain the culture of poverty thesis and apply it to Marlin’s life. ANS: The culture of poverty thesis argues that poor people adopt certain practices in order to adapt and survive in difficult economic circumstances. This may be done by illegal work, multigenerational living arrangements, multifamily households, serial relationships, and pooling community resources. DIF: Moderate REF: Pages 359–363 TOP: Applied OBJ: Culture of Poverty 5. One of the problems with “aiding the poor” is what experts call perverse incentives. What does this term mean? Give some example from U.S. history. perverse incentive is actually an unintended consequence. In other words, oftentimes when a society or a group feels that they are aiding people in need, they may actually be making the problem worse, or it may create more latent problems. An example would be the Negative Income Tax experiment. In the late 1960s the United States, in certain cities, had some welfare recipients (the control group) receive their payments as usual, by standing in line and meeting certain requirements. In the treatment group, their checks just arrived automatically, which made funds more easily accessible. What happened in the treatment group was that women left their marriages because they were no longer financially dependent on men. This went against the American “traditional” family way. The PRWORA of 1996 mandated time limits for the number of months a person could receive aid. At the same time, industry began to move out of the United States and unskilled jobs were disappearing. So, rather than forcing people to find jobs after being given help for training, the jobs were not there once they were trained. DIF: Moderate REF: Pages 356, 363–365 TOP: Conceptual OBJ: Perverse Incentives 6. What do Murray and Herrnstein suggest is the cause of poverty? If this argument were supported by policy makers, what would happen to the poor? How would the self-fulfilling prophecy fit into this? ANS: Herrnstein and Murray believe success is biological: people with good genes are successful, and those with bad genes are stuck at the bottom. Since the poor are at the bottom because of bad genetics, then it would be useless to help them. If the poor internalize this belief, then the self-fulfilling prophecy will come into play and they will stay at the bottom. DIF: Difficult REF: Pages 366–367 TOP: Applied OBJ: Bell Curve Thesis 7. Explain the reason for, and outcome of, Gautreaux v. Chicago Housing Authority. What are some possible future results of the lawsuit? Include a discussion on the study that this case influenced, the Moving to Opportunity study. How would you feel about Section 8 housing in your neighborhood? ANS: Gautreaux v. Chicago Housing Authority was a class-action suit that alleged public housing was government segregation. After 10 years, the attorneys settled with HUD. This case resulted in a government experiment placing poor families in more affluent suburbs, ending Section 8 programs. Moving helped employment and children in a variety of ways. The Moving to Opportunity study found that the families experienced less stress from violence and had an overall improvement in quality of life. DIF: Moderate REF: Pages 367–368 TOP: Conceptual OBJ: Gautreaux v. Chicago Housing Authority | Moving to Opportunity 8. Why was the Gautreaux Assisted Housing Program named that and what were the methodological problems surrounding the study? What study attempted to address these issues and how? ANS: The Gautreaux Assisted Housing Program was named such due to the class-action suit in 1967 when Dorothy Gautreaux charged the public housing in Chicago with de facto government segregation. The study was named after her. The problems with the study were that it was not a true experiment, as there were no treatment and control groups; families were self-selected into the moving group so there was no population with which to compare. Furthermore, only about 60% of the original group were re-interviewed at follow-up. It could have been that those who “wanted out” and were willing to move were more motivated to succeed than those who were “content” to stay in the projects. The Moving to Opportunity (MTO) study in 1994 had a much larger sample, and rather than being self-selected, participants were randomly assigned to move or stay in the projects. The sample was divided into three groups: one-third received no housing voucher; another one-third received vouchers with no restrictions on where they moved; and one-third received vouchers and assistance in relocating to low-poverty neighborhoods and life-skills lessions (balancing a checkbook, yard work, lease negotiations). The number of families re-interviewed was also much higher than the original group. DIF: Moderate REF: Pages 367–369 TOP: Factual OBJ: Gautreaux Assisted Housing Program 9. Why is there such unequal distribution of wealth in the United States? How does the United States compare to other nations? ANS: Timing, institutional structure, cultural history, and race were a few reasons given for the unequal distribution, but they don’t explain the situation sufficiently. The United States has one of the highest poverty rates in the advanced world, but countries with the worst relative income distributions are of English origin. DIF: Moderate REF: Pages 378–381 TOP: Factual OBJ: Distribution of Wealth 10. Explain the difference between absolute poverty and relative poverty. Give examples of each. ANS: Absolute poverty is a deprivation of resources that is life-threatening, such as a lack of food, water, or shelter. Relative poverty is the deprivation of some people in relation to those who have more. The key difference between the two is that absolute poverty is life-threatening. DIF: Moderate REF: Pages 373–376 TOP: Factual OBJ: Absolute versus Relative Poverty 11. Explain the official poverty line of the United States, which was created by Mollie Orshansky. What are the criticisms of this measurement? ANS: Orshansky’s definition is the definition of poverty that researchers have most frequently used. Criticisms include her choice of three as a multiplier because the poor often spent more than one-third of their income on food. Because food is the most basic necessity, it is difficult to know what other necessities the poor sacrifice. Some argue that Orshansky overestimated the percentage of family income spent on food. Since the 1960s the definition of necessity has expanded to include things like indoor plumbing, telephones, heat, and air conditioning. The measurement of poverty needs to be reassessed over time to adjust for the changes from period to period and general cost of living. DIF: Moderate REF: Pages 373–374 TOP: Conceptual OBJ: Official Poverty Line Chapter 11 Health and Society Concept Map I. The Medical Profession A. Physician Prestige B. Biomedical Culture 1. Homeopathy C. Medical Ethics 1. Assisted Reproductive Technology 2. Amniocentesis II. The Sick Role III. Health Care A. Insurance Coverage 1. HMOs 2. State and Federal Health Care Plans i. Medicaid ii. Medicare iii. SCHIP IV. Social Determinants of Health and Illness A. Whitehall Study 1. Morbidity and Mortality B. Inequality C. Lifestyle D. Race E. Socioeconomic Status F. Sex G. Family Structure H. Marital Status I. Height Gap V. Medicalization of Mental Illness A. Diagnostic Psychiatry 1. Diagnostic and Statistical Manual of Mental Disorders B. Social Construction of Mental Illness VI. Global Health A. HIV and AIDS B. Plagues C. Physicians and Volunteerism D. Bottled Water VII. Sin Tax Multiple Choice 1. Which profession has the least number of practitioners in the United States? a. doctors b. accountants c. lawyers d. teachers DIF: Easy REF: Page 389 TOP: Factual OBJ: The Medical Profession 2. The regulation of schooling for doctors: a. contributes to their privileged position. b. is why many individuals go out of the country for their education. c. is why it is so expensive to go to medical school. d. allows only certain individuals the opportunity to become a doctor. DIF: Easy REF: Page 389 TOP: Conceptual OBJ: The Medical Profession 3. Society believes that a doctor driving by the scene of an accident has: a. to stop and help in return for future payment. b. to stop if he or she has the time. c. a moral obligation to stop and try to help. d. to call 911. DIF: Easy REF: Page 389 TOP: Factual OBJ: The Medical Profession 4. Doctors are typically more concerned with the opinion of their: a. clients. b. families. c. bosses. d. peers. DIF: Easy REF: Page 389 TOP: Factual OBJ: The Medical Profession 5. A professional who attempts to make a client happy at the expense of the esteem of his or her peers is known to sociologists as: a. a professional. b. ethical. c. a quack. d. a faker. DIF: Easy REF: Page 389 TOP: Factual OBJ: The Medical Profession 6. Although doctors are very intimate and personal with their patients, it is also important for them to: a. deliver bad news gently. b. remember that they are more important than the patient. c. remain objective. d. give full details of your situation to family members. DIF: Moderate REF: Page 389 TOP: Factual OBJ: The Medical Profession 7. What did Mechanic and Meyer find to be the most important factor in rating their doctor? a. technical competence b. medical competence c. interpersonal confidence d. caring disposition DIF: Moderate REF: Page 390 TOP: Factual OBJ: The Medical Profession 8. Historically physicains did not have particularly high prestige, but their power did peak around: a. the 1900s. b. the 1980s. c. the mid-1950s. d. This statement is false: physicians have always had power and prestige. DIF: Moderate REF: Page 388 TOP: Factual OBJ: The Medical Profession 9. One of the key traits of the medical profession is its focus on: a. making money. b. peers. c. clients. d. education. DIF: Easy REF: Page 389 TOP: Conceptual OBJ: The Medical Profession 10. Fee-for-service caused a situation where physicians could control the number of (often unnecessary) visits required for treatment. This problem was called: a. self-regulation. b. billable rates. c. supplier-induced demand. d. prescription authority. DIF: Difficult REF: Page 391 TOP: Factual OBJ: The Medical Profession 11. Which of the following was NOT the result of medical licensing that began in the mid 1800s? a. It eliminated a lot of people willing to become physicians. b. It gave physicians more economic clout. c. It promoted traditional medicine as the dominant paradigm. d. It allowed women and racial minorities to become physicians. DIF: Difficult REF: Page 393 TOP: Conceptual OBJ: The Medical Profession 12. Which of the following is NOT one of the ways doctors establish their power? a. display diplomas b. use a desk between doctor and patient c. have medical staff prescreen you before you see the doctor d. make you wait for an appointment DIF: Moderate REF: Page 390 TOP: Factual OBJ: Physician Prestige 13. Fee-for-service means physicians are: a. reimbursed per office visit or procedure by insurance agencies. b. paid per the number of permanent patients that physician has. c. paid only after a patient has been declared well. d. reimbursed by the number of procedures they do in a year. DIF: Moderate REF: Pages 390–391 TOP: Factual OBJ: Physician Prestige 14. Which of the following is not a reason for the decline in doctors’ authority after 1990? a. increase in the death rate of patients under a doctor’s care b. concerns about the rising cost of health care c. increase in the exploration of alternative medicine d. rising ability of nurse practitioners to treat patients DIF: Moderate REF: Page 394 TOP: Factual OBJ: Physician Prestige 15. If you miss an appointment with your physician: a. you will most likely be charged anyway. b. you will be reimbursed at your next visit. c. you will be removed from this physician’s patient list. d. your ability for him/her to take you seriously will be jeopardized. DIF: Easy REF: Page 390 TOP: Applied OBJ: Physician Prestige 16. Physician prestige has been on the decline since the 1980s. Which of the following might be a reason? a. More people in the medical commuity are being allowed to prescribe. b. More Asians are being allowed in medical schools. c. Requirements for medical schools are being lowered due to affirmative action. d. More physicians are becoming surgeons. DIF: Moderate REF: Page 391 TOP: Conceptual OBJ: Physician Prestige 17. Physicians in ancient Rome tended to have lower prestige. This was because: a. only lower status people got ill. b. most were males. c. the surgeons evolved from barbers. d. they were seen as evildoers by the nobility. DIF: Moderate REF: Page 392 TOP: Applied OBJ: Physician Prestige 18. What invention first helped doctors examine patients rather than just observe them? a. stethoscope b. thermometer c. blood pressure cuff d. leeches DIF: Easy REF: Page 393 TOP: Factual OBJ: Biomedical Culture 19. One can best equate homeopathy to: a. AIDS. b. vaccines. c. the Roman Empire. d. midwives. DIF: Moderate REF: Page 393 TOP: Factual OBJ: Homeopathy 20. The American Medical Board was the beginning of the end (until very recently) to: a. licensing of physicians. b. homeopathic medicine. c. dentistry. d. back-street abortions. DIF: Moderate REF: Page 393 TOP: Conceptual OBJ: Homeopathy 21. One concern of using technology such as amniocentesis in countries such as China and India is: a. harming the mother. b. harming the fetus. c. inducing premature labor. d. aborting female fetuses. DIF: Easy REF: Page 401 TOP: Applied OBJ: Medical Ethics 22. Reproductive technology has increased the number of multiple births, which leads to the ethical issue of: a. whether to abort some of the embryos. b. health inequality. c. health and nutritional inadequacies. d. unwed pregnancies. DIF: Moderate REF: Page 402 TOP: Factual OBJ: Medical Ethics 23. Which of the following is not an obligation of the sick role? a. try to treat the illness with over-the-counter medicines first b. try to get well c. follow the doctor’s orders d. seek treatment from a competent doctor DIF: Moderate REF: Page 395 TOP: Factual OBJ: The Sick Role 24. In 1986 the EMTALA (Emergency Medical Treatment and Active Labor Act) was passed. It made: a. it illegal to give medical care to people without insurance. b. it illegal to deliver a baby without medical training. c. it a requirement to treat even the uninsured at emergency rooms. d. it legal to treat the young, but not the elderly, in emergency rooms, unless the elderly had Medicare. DIF: Difficult REF: Page 394 TOP: Factual OBJ: Health Care 25. Some insurance companies base the cost to consumers on: a. geography. b. the risk the individual poses. c. their ability to pay. d. their employers. DIF: Moderate REF: Page 397 TOP: Factual OBJ: Insurance Coverage 26. The main problem of fee-for-service is doctors have an incentive to: a. overcharge the insurance company b. limit medical procedures. c. decrease office hours. d. have patients return for unnecessary visits. DIF: Moderate REF: Page 397 TOP: Factual OBJ: Insurance Coverage 27. When you are applying for insurance, several factors are taken into account when determining the amount of your coverage. Which of the following is NOT taken into account? a. gender b. weight c. occupation d. number of siblings DIF: Moderate REF: Page 397 TOP: Factual OBJ: Insurance Coverage 28. Under HMOs, doctors usually don’t get more money each time patients come in, so the incentive might be to: a. undertreat the patient. b. overtreat on the first visit. c. spend minimal time with the patient. d. let medical staff care for the patient. DIF: Moderate REF: Page 397 TOP: Factual OBJ: HMOs 29. In the 1990s or so, physicians’ authority began to decline for several reasons. One of those was that more physicians were associated with HMOs. This meant that physicians: a. were becoming “workers,” rather than heads (“owners”) of medical practices. b. were paid per treatment rather than per patient. c. were allowed to work only four days per week. d. were not allowed to make more than the owner of the HMO. DIF: Difficult REF: Page 397 TOP: Conceptual OBJ: HMOs 30. While HMOs might decrease the prestige of physicians, they could also be detrimental to patients. Why? a. A patient could be forced to go into an unlicensed hospital. b. A patient could be undertreated. c. A patient could be ignored by administrative staff. d. A patient could be forced into risky treatments. DIF: Moderate REF: Page 397 TOP: Factual OBJ: HMOs 31. A government program that provides health insurance for the poor is: a. Blue Cross. b. Medicare. c. Medicaid. d. HMOs. DIF: Moderate REF: Pages 397–398 TOP: Factual OBJ: State and Federal Health Care Plans 32. Poor children can be covered medically by: a. only Medicare. b. only Medicaid. c. both Medicaid and SCHIP. d. only private insurance. DIF: Moderate REF: Page 398 TOP: Factual OBJ: State and Federal Health Care Plans 33. Which government program provides medical care for the elderly and the young with disabilities? a. SCHIP b. HMOs c. Medicare d. Medicaid DIF: Moderate REF: Pages 397–398 TOP: Factual OBJ: State and Federal Health Care Plans 34. Which federal government program for children matches the state funding while still allowing states to set their own criteria for eligibility and control the disbursement of funds? a. SCHIP b. Medicaid c. Medicare d. HMOs DIF: Moderate REF: Page 398 TOP: Factual OBJ: State and Federal Health Care Plans 35. Massachusetts passed a law that could leave less than 1% of the state’s population: a. able to pay for medical care. b. uninsured. c. uninsured by employers. d. with limited access to medical care. DIF: Difficult REF: Page 398 TOP: Factual OBJ: State and Federal Health Care Plans 36. When it comes to health care, Western societies are: a. uninvolved. b. passive. c. reactive. d. proactive. DIF: Moderate REF: Page 398 TOP: Applied OBJ: Social Determinants of Health and Illness 37. The researchers in the Whitehall Study examined what occupational sector? a. doctors b. factory workers c. civil servants d. lawyers DIF: Easy REF: Page 398 TOP: Factual OBJ: Whitehall Study 38. The Whitehall Study found that men in lower ranks had all of the following risk factors EXCEPT: a. obesity. b. cancer. c. less physical activity. d. higher levels of stress. DIF: Moderate REF: Page 399 TOP: Factual OBJ: Whitehall Study 39. The Whitehall Study was later expanded to include: a. the poor. b. women. c. children. d. all of the above. DIF: Easy REF: Page 399 TOP: Factual OBJ: Whitehall Study 40. The Whitehall Study found all of the following factors important in determining health outcomes EXCEPT: a. family health history. b. where you live. c. how much you earn. d. what you do for a living. DIF: Moderate REF: Page 399 TOP: Factual OBJ: Whitehall Study 41. One of the criticisms of the Whitehall Study is that the researchers did not adequately address the possibility that occupational and health differences were caused by: a. family income. b. heredity. c. underlying personality differences. d. birth order. DIF: Easy REF: Page 399 TOP: Factual OBJ: Whitehall Study 42. Which of the following factors, mentioned in your text, is NOT important in predicting mortality rates? a. nutrition b. social position c. lifestyle choices d. religion DIF: Easy REF: Page 398 TOP: Factual OBJ: Morbidity and Mortality 43. Morbidity means ____________; mortality means ____________. a. acute; chronic b. illness; death c. death; illness d. chronic; acute DIF: Easy REF: Page 399 TOP: Factual OBJ: Morbidity and Mortality 44. Inequality creates ____________, which affects our height through stress reactions. a. biological stress b. psychological stress c. social stress d. environmental stress DIF: Moderate REF: Page 400 TOP: Factual OBJ: Inequality 45. ____________ results from inadequate growth during gestation or a curtailed period of gestation. a. Racial inequality b. Low birth weight c. Birth order d. Gender inequality DIF: Easy REF: Page 403 TOP: Factual OBJ: Inequality 46. Human growth spurts take place at all of the following times EXCEPT: a. infancy. b. 6–8 years. c. adolescence. d. early adulthood. DIF: Easy REF: Page 400 TOP: Factual OBJ: Lifestyle 47. What might inhibit American teenagers from reaching their maximum growth potential? a. being middle class b. teenage sex c. bad diet d. too much emphasis on academic pursuits DIF: Easy REF: Page 400 TOP: Factual OBJ: Lifestyle 48. The longevity discrepancy between blacks and whites may be a sign of: a. birth order. b. age of mother at birth. c. social inequality. d. height of father. DIF: Easy REF: Page 404 TOP: Applied OBJ: Race 49. It is suggested that Asian and Pacific Islanders have the lowest infant mortality rates because: a. they do better economically. b. they have healthier lifestyles. c. they have better access to prenatal care. d. they experience tokenism. DIF: Easy REF: Page 403 TOP: Factual OBJ: Race 50. Hypertension is directly related to stress, which can be attributed to being poor. However, poor African Americans in the United States have similar rates of hypertension as middle- and upper-class African Americans. How would the “tokenism theory” explain this? a. African Americans make bad lifestyle choices, regardless of their socioeconomic status. b. All African Americans lack adequate health care when they are young. c. African Americans have a genetic predisposition for hypertension. d. All African Americans may still experience discrimination. DIF: Moderate REF: Pages 404–405 TOP: Applied OBJ: Race 51. The American values of hard work and self-reliance might lead blacks to follow the example of which folklore figure in order to prove themselves? a. David Satcher b. Paul Bunyan c. Davy Crockett d. John Henry DIF: Easy REF: Page 404 TOP: Factual OBJ: Race 52. Asians tend to have lower infant mortality rates than others in the United States. This is most likely attributable to: a. socioeconomic status. b. low birth weight. c. lower incidences of HIV. d. having fewer children overall. DIF: Moderate REF: Page 403 TOP: Factual OBJ: Race 53. Who is more likely to die young? a. white male b. Asian female c. black female d. black male DIF: Easy REF: Page 409 TOP: Factual OBJ: Race 54. All of the following explain why people with higher incomes live longer EXCEPT: a. they lead healthier lifestyles. b. they are more likely to be firstborns. c. they have higher levels of educational attainment. d. they have more knowledge about health choices. DIF: Easy REF: Page 405 TOP: Factual OBJ: Socioeconomic Status 55. There are three factors that explain why living at a lower income level can cause higher morbidity and worse general health. Which of the following is NOT one of the explanations? a. chance b. materialism c. selection d. fundamental causes DIF: Moderate REF: Pages 405–406 TOP: Factual OBJ: Socioeconomic Status 56. Why did the elderly who received more Social Security have higher mortality rates than the elderly who received less Social Security and had to work part time? a. Those who worked were still married. b. Those who worked had to have transportation; thus they were more likely to be able to visit health care professionals. c. Those who received more Social Security were more likely to take life risks, like gambling or eating unhealthy foods, because they had more leisure time. d. Working had a positive impact on their longevity due to social interaction. DIF: Easy REF: Pages 407–408 TOP: Conceptual OBJ: Socioeconomic Status 57. Which of the following is NOT one of the factors associated with the positive correlation between socioeconomic status and health? a. A person’s lower social class status relative to those around them makes for feelings of inadequacy, and this stress wears down one’s body. b. A person of lower social class has less access to a healthy lifestyle. c. Higher status people have more access to information promoting good health. d. Lower status people tend to be less motivated to take care of themselves physically because they anticipate dying young anyway. DIF: Difficult REF: Pages 405–406 TOP: Applied OBJ: Socioeconomic Status 58. Lleras-Muney (2005) found that an extra year of schooling decreased a person’s chances of dying by ____________ percentage points in a 10-year period. a. 3.6 b. 10.6 c. 40.5 d. 88.4 DIF: Difficult REF: Page 407 TOP: Factual OBJ: Socioeconomic Status 59. Which of the following contributes to higher rates of heart disease and hypertension in women than men? a. There are higher rates of single moms. b. More women are entering high-level jobs. c. Fewer women are having children. d. Women are less likely to see a doctor. DIF: Easy REF: Page 408 TOP: Factual OBJ: Sex 60. What is one reason men have higher mortality rates than women? a. Men have a predisposition for specific illnesses. b. The XX chromosome protects women from certain illnesses. c. Women have healthier lifestyles. d. Women are more likely to seek medical care. DIF: Moderate REF: Pages 408–409 TOP: Factual OBJ: Sex 61. Which type of families have higher child mortality rates? a. urban b. small c. suburban d. large DIF: Easy REF: Page 410 TOP: Factual OBJ: Family Structure 62. Married people tend to live longer than unmarried people. It could be that they take better care of themselves when they have the responsibility of a family. It could also be: a. that people who are healthier are more likely to get married. b. that people who are married have less sex, so they are less likely to contact STDs. c. that unmarried people are more likely to travel to areas of the world where there are higher rates of diseases. d. that unmarried people are less likely to have sex, and are therefore more depressed, leading to physical ailments. DIF: Moderate REF: Page 308 TOP: Factual OBJ: Marital Status 63. All of the following are benefits of being a tall man EXCEPT: a. better health. b. higher income. c. more political power. d. more success in love. DIF: Easy REF: Pages 399–400 TOP: Factual OBJ: Height Gap 64. What did Bogin find was different in the Mayans’ lifestyle that allowed them to grow 4 inches taller in the United States than in Guatemala? a. They tended to be born to older mothers. b. They tended to be born to younger, healthier mothers. c. They had access to a better diet. d. They were less likely to have sex during their teen years. DIF: Moderate REF: Page 400 TOP: Factual OBJ: Height Gap 65. After mental illness became “medicalized,” what was one major change that occurred? a. Medication replaced counseling. b. Insurance companies started paying for face-to-face treatment. c. Therapy and medications went hand-in-hand. d. Mental illness decreased with the use of medications. DIF: Easy REF: Pages 413–414 TOP: Factual OBJ: Medicalization of Mental Illness 66. In 1980, the Diagnostic and Statistical Manual of Mental Disorders (DSM) III: a. included social factors in the diagnosis of mental illness. b. adopted a medical model of mental illness. c. made a sharp distinction between normal and abnormal behavior. d. defined the social construction of mental illness. DIF: Moderate REF: Page 412 TOP: Factual OBJ: Diagnostic and Statistical Manual 67. Use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) IV is now required by: a. medical doctors. b. psychiatrists. c. the insurance industry. d. psychologists. DIF: Easy REF: Page 412 TOP: Factual OBJ: Diagnostic and Statistical Manual 68. What did the former United Nations secretary-general Kofi Annan say was one of the most important factors in defeating infectious diseases? a. increasing access to clean water b. increasing medical education c. decreasing fertility d. increasing education regarding condom use DIF: Moderate REF: Page 415 TOP: Factual OBJ: Global Health 69. Your text suggests that significant economic development in underdeveloped areas of the world would require: a. lower birth rates. b. eliminating malaria. c. AIDS education. d. a decrease of infant deaths. DIF: Difficult REF: Pages 415–419 TOP: Factual OBJ: Global Health 70. The eradication of African river blindness (onchocerciasis) illustrates the connection between: a. government and community development. b. natural resources and basic survival. c. health and economic development. d. safe water and population rates. DIF: Difficult REF: Page 417 TOP: Applied OBJ: Global Health 71. Why aren’t antibiotics as successful in treating illnesses as they were several years ago? a. Fewer physicians are now prescribing antibiotics. b. Individuals have developed allergies to them. c. Antibiotics are not as available as they were in the past. d. Bacteria have become resistant to antibiotics. DIF: Moderate REF: Page 47 TOP: Factual OBJ: Global Health 72. What population currently has the highest rate of HIV contraction in the United States? a. African American women b. African American men c. gays d. lesbians DIF: Easy REF: Page 419 TOP: Factual OBJ: HIV and AIDS 73. Since 1981, AIDS has killed more than ____________ Americans. a. 500,000 b. 1 million c. 10 million d. 25 million DIF: Moderate REF: Page 419 TOP: Factual OBJ: HIV and AIDS 74. Since 1981, AIDS has killed more than ____________ people worldwide. a. 500,000 b. 1 million c. 10 million d. 25 million DIF: Moderate REF: Page 419 TOP: Factual OBJ: HIV and AIDS 75. Which of the following is NOT a strategy for combating AIDS today? a. use of condoms b. male circumcision c. eliminating gay marriage d. using clean needles DIF: Easy REF: Page 420 TOP: Factual OBJ: HIV and AIDS 76. One of the things that may have led Dr. Paul Farmer’s (cofounder of Partners in Health) continued commitment to helping the poorest regions of the world with regard to health care is: a. the amount of money he makes from government grants. b. his PhD in medical anthropology, which gives him experience as a social scientist. c. the fame and fortune he has acquired by traveling to all corners of the world. d. the number of children he has fathered while traveling the world. DIF: Moderate REF: Page 387 TOP: Conceptual OBJ: Physicians and Volunteerism 77. Which of the following is NOT a volunteer organization in which physicians volunteer to help poor nations? a. the International Red Cross b. Doctors Without Borders c. Equal Health for All d. The Smile Train DIF: Moderate REF: Page 387 TOP: Factual OBJ: Physicians and Volunteerism 78. Which of the following is true with regard to bottled water? a. It is more expensive than gasoline by volume. b. People (in taste tests) can’t tell the difference between tap and bottled water. c. The contents of tap water are more heavily regulated than those of bottled water. d. All of the above. DIF: Easy REF: Page 418 TOP: Factual OBJ: Bottled Water 79. A tax that is put on items that are considered “unhealthy” is referred to as a(n): a. fat tax b. junk food tax c. sin tax d. obesity tax DIF: Easy REF: Pages 420–422 TOP: Factual OBJ: Sin Tax Completion 1. Sociologists Mechanic and Meyer found that patients consider ____________ the most important factor in rating their doctors. ANS: interpersonal confidence DIF: Moderate REF: Page 390 TOP: Factual OBJ: Physician Prestige 2. The props in a doctor’s office such as diplomas and a large desk separating the doctor and patient are referred to as the ____________. ANS: front stage DIF: Moderate REF: Page 390 TOP: Applied OBJ: Physician Prestige 3. The examination room and paper gown are examples of ____________ props in a doctor’s office. ackstage DIF: Moderate REF: Page 390 TOP: Applied OBJ: Physician Prestige 4. Technology such as ____________ allows screening for certain diseases before birth. ANS: amniocentesis DIF: Easy REF: Page 401 TOP: Factual OBJ: Medical Ethics 5. The most common reason people file for bankruptcy is ____________. ANS: personal illness, family illness DIF: Easy REF: Page 398 TOP: Factual OBJ: Health Care 6. The American Hospital Association and the Blue Cross Blue Shield Association are associated with the ____________ model of insurance. ANS: fee-for-service DIF: Moderate REF: Page 397 TOP: Factual OBJ: Insurance Coverage 7. Supplier-induced demand tends to be beneficial to ____________, but negative to ____________. ANS: physicians; insurance companies and/or patients DIF: Moderate REF: Page 391 TOP: Applied OBJ: Insurance Coverage 8. ____________ hold down costs by paying doctors a salary based on the number of patients they take on. ANS: Health maintenance organizations, HMOs DIF: Moderate REF: Page 397 TOP: Applied OBJ: HMOs 9. ____________ is government health care for the elderly and younger people with disabilities. ANS: Medicare DIF: Difficult REF: Page 398 TOP: Factual OBJ: State and Federal Health Care Plans 10. A federal and state program that helps cover medical costs for poor people with limited resources is ____________. ANS: Medicaid DIF: Difficult REF: Page 398 TOP: Factual OBJ: State and Federal Health Care Plans 11. The study that measured the relative health of civil servants is known as ____________. ANS: the Whitehall Study DIF: Difficult REF: Pages 398–399 TOP: Factual OBJ: Whitehall Study 12. Mortality rate refers to the likelihood of an individual or group of individuals dying and the ____________ factors that affect that likelihood. ANS: social DIF: Difficult REF: Page 399 TOP: Factual OBJ: Morbidity and Mortality 13. African American infants are ____________ as likely to die as their white counterparts. ANS: twice DIF: Difficult REF: Page 403 TOP: Factual OBJ: Race 14. ____________ is believed to increase mortality among the elderly. ANS: Social isolation DIF: Moderate REF: Page 408 TOP: Factual OBJ: Socioeconomic Status 15. ____________ are more likely than ____________ to see a doctor for health care. ANS: Women; men DIF: Easy REF: Page 409 TOP: Factual OBJ: Sex 16. The environmental conditions in which a child grows up, along with ____________, determine his or her height. ANS: genetic makeup DIF: Difficult REF: Pages 399–400 TOP: Applied OBJ: Height Gap 17. The leading killer worldwide is ____________. ANS: waterborne illness DIF: Easy REF: Page 415 TOP: Factual OBJ: Global Health 18. As mental illness became more medicalized, pharmacological treatments overtook ____________. ANS: “talk therapy” DIF: Moderate REF: Page 413 TOP: Factual OBJ: Medicalization of Mental Illness 19. ____________ was removed from the Diagnostic and Statistical Manual in the 1973 edition. ANS: Homosexuality DIF: Easy REF: Page 412 TOP: Factual OBJ: Diagnostic and Statistical Manual 20. An organization referred to as the ____________ grew out of an agency called the MCWA (Malaria Control in War Areas) that attempts to control and eliminate malaria in U.S. military bases around the world. ANS: CDC (Centers for Disease Control) DIF: Moderate REF: Page 416 TOP: Factual OBJ: Global Health 21. While the technology and know-how for clean water exists, as well as the money, many countries don’t have the ____________ to handle these problems. ANS: funds, infrastructure DIF: Difficult REF: Page 415 TOP: Factual OBJ: Global Health 22. Two strategies for combating AIDS today are to promote ____________ and ____________. ANS: use of clean needles, use of condoms, male circumcision DIF: Easy REF: Page 420 TOP: Applied OBJ: HIV and AIDS 23. There tends to be a ____________ placed on AIDS/HIV patients that makes having the disease an embarrassment. ANS: stigma DIF: Difficult REF: Page 419 TOP: Conceptual OBJ: HIV and AIDS 24. What does your textbook call a “modern plague” today? ANS: SARS (severe acute respiratory syndrome) DIF: Easy REF: Page 421 TOP: Factual OBJ: Plagues 25. What is a good example of a “sin tax” that has actually been passed? ANS: tobacco DIF: Easy REF: Page 422 TOP: Factual OBJ: Sin Tax Essay 1. Discuss the social power, political power, and prestige doctors hold in the United States. Why do doctors have so much of each? What responsibilities go along with social power and prestige? ANS: Health and longevity are a sought-after commodity, and doctors are the gateway to getting them. There are few other professions that maintain the exclusiveness of medicine. Doctors are oriented toward their peers: it is more important for them to have the respect of their peers than their patients. Doctors have knowledge about you personally and physically, which gives them a certain power over you. Doctors self-regulate; in other words, they police their own. One of the responsibilities that goes along with being a doctor is being expected to help when there is a crisis in the public realm. DIF: Difficult REF: Pages 388–392 TOP: Conceptual OBJ: Physician Prestige 2. What are supplier-induced demand and prescription authority? What are the problems associated with each? ANS: Supplier-induced demand means the patient pays a co-pay and the insurance company pays the rest of the bill. Under this system, doctors would have patients come back multiple times and the insurance company would foot the bill for each visit: thus, the doctors can make quite a profit. Prescription authority is the battle over who has authority to prescribe medication; for example, the psychiatrist versus the psycologist. Doctors want to maintain a monopoly over procedures, knowledge, and techniques. DIF: Moderate REF: Pages 391, 397 TOP: Factual OBJ: Physician Prestige 3. Discuss the historical evolution of doctors from a profession of little prestige to the important place they hold in present-day society. ANS: In Rome, medicine was a low-level occupation. Eighteenth-century English physicians were at the margins of the gentry. The pay for physicians in the Soviet Union was low because women dominated the profession. Barbaric rituals used to heal—bloodletting, leeches—maintained a mistrust of doctors. The stethoscope allowed examination of things that could not previously be seen or heard. Homeopathy started in the nineteenth century. Mid-nineteenth-century doctors could not sue for payment. Licensing helped organize a monopoly over the profession. Hospitals changed from places of death to places of healing. Finally, doctors stopped being employees of hospitals, and hospitals now depend on doctors. DIF: Easy REF: Pages 392–395 TOP: Factual OBJ: Physician Prestige 4. What are the signs that doctors’ authority is declining? How does this affect you? ANS: The American Medical Association is no longer self-regulated, but now is held accountable to a “bill of rights.” For some procedures it is required that the emergency room provide treatment regardless of the ability to pay. Doctors’ monopoly is starting to decline through the rise of nontraditional medicine. It is not necessary for a doctor to perform certain procedures. The Internet has opened the door to give patients access to medical knowledge. The declining authority has placed more power and control into patients’ hands, empowering them and taking them out of a state of helplessness. DIF: Easy REF: Pages 388–394 TOP: Applied OBJ: Physician Prestige 5. What are some of the benefits of technological advancements of diagnosis and treatments before birth? What are a few moral issues stemming from this technology? How does this affect gender? few benefits of technology are that previously infertile couples can now conceive; genetic factors can be manipulated; there is a general improvement in health; and there is decreasing infant mortality. Moral issues include aborting a fetus with a deformity; determining when life begins, whether at birth or conception; when and if to destroy fertilized eggs; what happens to fertilized eggs if the biological parents are killed; selective abortion for multiple embryos; and choosing the sex of a baby, among many others. Worldwide, the preferred sex of a baby is male. The use of technology allows parents to abort a baby that is not the sex they want, which has resulted in the abortion of many females. DIF: Moderate REF: Pages 401–403 TOP: Conceptual OBJ: Medical Ethics 6. What are the rights and obligations of the sick person? What impact does the sick role have on the patient? What are the benefits to this perception? What are some problems with this perception? ANS: The sick role gives people the right not to perform normal social roles and to not be held accountable for their condition. The obligations are to get well and follow doctors’ orders. The sick role can impact patients positively by excusing them from their normal obligations, or negatively by burdening them with the prescribed treatment. The benefit of this perception is the social acceptance and empathy the individual will have versus the social alienation for the alternative perception. The problem with this perspective is the individual is no longer responsible and may not be held accountable for possible outcomes to self and others; for example, an alcoholic who hurts someone while driving under the influence. DIF: Difficult REF: Pages 395–396 TOP: Conceptual OBJ: The Sick Role 7. In the 1950s Talcott Parsons created the concept of the sick role. Define his concept and discuss how this concept would affect your treatment with regard to a mental illness. ANS: Parsons created the “sick role” to describe the rights and obligations of a sick individual. When a person is sick, that person must go to a “professional” (a physician/nurse/psychiatrist) to be diagnosed. The person must then make a conscious effort to follow directions dictated by the professional and get well. Once a person has been diagnosed, he or she is allowed (rights) to miss work and is not to be held responsible for this illness. While this might be appropriate for illnesses like the flu or appendicitis, if one is suffering from mental illnesses like depression or a personality disorder, the person may be further stigmatized by going to a “professional” or taking mood-altering drugs. They may also be expected to have this disease but still fulfill their social obligations, like going to work. Oftentimes, psychiatric illnesses like drug addiction may have a moral component (it’s the patient’s fault), something that Parsons’s sick role does not address. DIF: Difficult REF: Pages 395–396, 411–414 TOP: Conceptual OBJ: Sick Role | Medicalization of Mental Illness 8. Explain in detail the Whitehall Study. What is the significance of this study? What are the criticisms of this study? ANS: The Whitehall Study examined the health of civil servants over 10 years. The researchers found that men in lower statuses had more health risks and higher rates of mortality. The study was expanded to women and other programs such as smoking cessation. Nutrition, clean water, lifestyle choices, and social position are important factors in health and longevity. This study was criticized for not taking into account personality differences and skills of individuals. DIF: Easy REF: Pages 398–399 TOP: Factual OBJ: Whitehall Study 9. Depending on the social and ethnic groups to which one belongs, one’s health is different. If you are a racial minority or are of lower social status, how does this influence health and longevity? How do we explain this association? How do socioeconomic status and race interact with each other? If one is of upper status, can it be assumed that this person will live longer, regardless of his or her race? lack people have the highest infant mortality rate and cancer rates in the United States. Native Americans have the highest rates of cirrhosis of the liver and suicide. Hispanics have higher rates of diabetes than whites. Racism increases stress. It is suggested that economics are a factor in the rates of infant mortality. People with higher incomes may have better health and longevity due to healthier habits: they smoke less, eat better, and exercise more. This is explained with 1) selection theory (which asserts that the relationship between lower income and higher morbidity is spurious, and that the observed correlation may be explained by other factors, such as genetics and biology, that affect both health and socioeconomic status; 2) the drift explanation (which asserts that health causes social position, and that people who are in poor health cannot work so they drift into lower status); and 3) social determinants theory (low socio-economic status causes poor health and higher mortality rates). Being poor correlates with reduced health, and a disproportionate number of black people are poor. However, if you are a racial minority and are middle or upper class, you can still suffer from shortened longevity and may have higher morbidity. This could be due to the fact that even though a person is middle or upper class, if that person is a racial minority he or she can still feel the stress associated with discrimination or tokenism. DIF: Moderate REF: Pages 403–405 TOP: Applied OBJ: Race | Socioeconomic Status 10. Family stucture, size, and birth order are determinants of mortality. Larger families have higher child mortality rates. Why might this be? ANS: For one thing, the more mouths you have to feed, the more food you need. This is especially important in developing countries where food is often scarce. In countries where food is not so scarce, mortality rates are still higher in larger families. This could be because of lack of supervision. It is harder to supervise six children than two, so children are more likely to be exposed to dangerous situations. Also, even in a developed country like the United States, resources are stretched in larger families. Also, firstborn children are more likely to die young. This could be because parents are less experienced in parenting. Or, it could be that firstborns are unplanned pregnancies, parents tend to be younger, and the mother may have been using drugs, drinking alcohol, or smoking before she knew she was pregnant. There could also be a reverse correlation. It could be that firstborns are only children. In other words, if a couple has a death of their firstborn, they may be less likely to want to have that experience again, so they avoid having other children. DIF: Moderate REF: Pages 410–411 TOP: Conceptual OBJ: Family Structure 11. What is the Diagnostic and Statistical Manual of Mental Disorders (DSM)? Why did the number of “illnesses” grow from 60 in the 1952 edition to around 400 in the fourth edition? What does this have to do with social construction? ANS: The DSM is a tool used by the psychiatric community to diagnose different types of mental illnesses. In the original edition in 1952 there were only 60 “known” mental illnesses. By the last edition (DSM-IV) there were nearly 400 different types of mental illnesses listed. Between the second and third editions the psychiatric field and the way we understood mental illness changed. Rather than focus on the internal conflicts that produced a mental illness (as was emphasized in the first two editions), psychiatry had changed to find ways to identify the symptoms of specific diseases and treat those symptoms, rather than attempting to address the underlying conditions. There was also a medicalization of behaviors, making disorders like alcoholism, drug addiction, and gambling addiction require treatment and even medication. So, rather than actually “discovering” new diseases, we began to view behaviors that already existed as medical issues, rather than moral failings. It was how society constructed the definition of the behavior that changed our perception of the “disorders.” Another example of “social construction” of mental illness is the removal of homosexuality in the 1973 edition. The behavior was the same, but how society viewed the behavior was different. DIF: Moderate REF: Pages 411–413 TOP: Conceptual OBJ: Social Construction of Mental Illness 12. Define the diagnostic model of psychiatry. What publication (created by whom) is used to make diagnoses? How does the diagnostic model of psychiatry benefit pharmaceutical companies? ANS: The diagnostic model of psychiatry treats mental illness much like a physician treats a physical illness. A patient comes to the doctor with a list of symptoms and based on the number of symptoms and the length of time he or she has experienced them, the psychiatrist prescribes a treatment. This treatment could be talk therapy, relaxation instruction, or some other type of treatment associated with the social causes of the disease. More often a patient is prescribed psychiatric medications, even though an illness could be caused by social problems (e.g., an abusive childhood). The more mental illness is medicalized (seen as a physical problem, like a chemical imbalance), the more drugs pharmaceutical companies can produce and sell. The DSM (Diognostic and Statistical Manual of Mental Disorders) created by the American Psychiatric Association is used to make diagnoses. DIF: Easy REF: Pages 411–414 TOP: Factual OBJ: Diagnostic Psychiatry 13. When looking at health globally, how do water quality and waterborne illnesses affect the health of poorer countries? What are some issues we are facing in conquering bacterial infectious diseases such as malaria, tuberculosis, and gonorrhea? What role, if any, should the United States play in helping poorer nations get access to safer drinking water and eradicating malaria and other diseases? ANS: Not having safe drinking water leads to waterborne illnesses, the number one cause of death worldwide. People in poor countries are not able to develop economically because they are struggling for basic survival. An issue with infectious disease is antibiotic resistance. This means that because antibiotics have been overused, bacteria has become resistant to vaccines. If the money that was spent on bottled water in the United States was spent on water projects in other countries, then everyone on earth could have clean water. Answers to the role the United States should play in helping poorer nations will vary. DIF: Moderate REF: Pages 414–419 TOP: Applied OBJ: Global Health Chapter 12 Family Concept Map I. Family Forms A. Universal Institution B. “Traditional” Family 1. Nuclear Family 2. Extended Family 3. Cross-Cultural Variation i. Endogamy ii. Exogamy iii. Monogamy iv. Polygamy v. Polyandry vi. Polygyny II. The Changing Family 1. Cohabitation III. History and Family A. Early Modern Family 1. Kinship Networks B. Industrial-Era Family 1. Separate Spheres 2. Cult of Domesticity C. Post–World War II Family D. Contemporary Family E. Feminist Rethinking IV. Family and Work A. Chore Wars 1. Second Shift 2. Leisure Gap 3. Division of Labor 4. Supermom V. Inequality and Family A. African American Family 1. Matriarchy B. Latino Family C. Single Moms 1. Welfare 2. Low-Wage Work D. Pecking Order E. Domestic Abuse F. Divorce 1. Blended Family G. Gay/Lesbian Couples 1. Civil Union H. Multiracial Family 1. Miscegenation Multiple Choice 1. Anthropologist Bronislaw Malinowski (1913) examined the family structure of nontraditional cultures and settled a long-standing debate when he concluded that: a. tribal societies do not form ties indicative of familial arrangements. b. the family was indeed a universal human institution. c. families are universal institutions for the most part, but Australian Aboriginals were an exception to the rule. d. many traditional tribal societies have familial structures, but quite a few do not, so the family cannot be seen in universal terms. DIF: Moderate REF: Page 431 TOP: Factual OBJ: Universal Institution 2. Which of the following statements is true concerning the domestic world of Ozzie and Harriet portrayed in the 1950s television program? a. The program was a good potrayal of how Americans lived, dressed, and spoke in the 1950s. b. The program was popular because it portrayed the economic and emotional struggles of a working-class family. c. The quality of family life today has declined significantly compared to the 1950s. d. The program portrayed an idealized version of American family life in the 1950s. DIF: Moderate REF: Page 427 TOP: Conceptual OBJ: “Traditional” Family 3. In terms of cross-cultural family forms, which of the following statements is true? a. The traditional family is only dominant in the United States. b. The traditional family is universal cross-culturally. c. The traditional family is not the dominant form anywhere. d. The traditional family has never existed anywhere. DIF: Moderate REF: Page 429 TOP: Factual OBJ: “Traditional” Family 4. Which of the following statements most accurately describes the notion of traditional family (stay-at-home mom and working father) in U.S. history? a. The traditional family was unique to a particular time in history (1950s) and can really be viewed as an aberration. b. The traditional family describes preindustrial family arrangements that culminated in the 1950s. c. The traditional family is the family arrangement that best defines America’s history. d. The traditional family is a relatively old phenomenon that has been the dominant family form until recently. DIF: Moderate REF: Pages 436–437 TOP: Conceptual OBJ: “Traditional” Family 5. A family consisting of a mother, father, and their biological children is known as a(n): a. polygamous family. b. polyandrous family. c. extended family. d. nuclear family. DIF: Easy REF: Page 432 TOP: Factual OBJ: Nuclear Family 6. In the 1950s, which of the following structural functionalists identified the traditional nuclear family model as a functional necessity in modern industrial society? a. Malinowski b. Coontz c. Durkheim d. Parsons DIF: Easy REF: Page 432 TOP: Factual OBJ: Nuclear Family 7. Talcott Parsons and other functionalists argued that the nuclear family was necessary in modern industrial society. Problems with the functionalist argument are highlighted in all of the research findings below EXCEPT: a. In the Na culture of China, uncles are responsible for raising children, yet the Na manage fine. b. Research consistently finds that same-sex parents are as successful in raising children as heterosexual parents. c. Mundurucu mothers and fathers live in separate homes, eat separate meals, and sleep apart, yet this arrangement is functional for this culture. d. Research shows married parents provide better homes for their children than divorced ones. DIF: Moderate REF: Pages 432–433 TOP: Conceptual OBJ: Nuclear Family 8. Grandparents, aunts, uncles, and cousins who live together in a multigenerational household are considered a(n): a. outer family. b. extended family. c. extra family. d. intergenerational family. DIF: Easy REF: Page 433 TOP: Applied OBJ: Extended Family 9. As discussed in Chapter 12, in which cultures would it be acceptable for a man to marry his 14-year-old cousin? a. no cultures would accept this practice b. in the United States and Kenya c. in 1960s Japan d. in Victorian England and in some modern-day Muslim tribes DIF: Moderate REF: Page 429 TOP: Factual OBJ: Cross-Cultural Variation 10. In the Na culture of China, children grow up with which of the following as male role models? a. fathers b. uncles c. grandfathers d. celebrities DIF: Moderate REF: Page 432 TOP: Factual OBJ: Cross-Cultural Variation 11. Which of the following is true regarding motherhood in the Zambian culture? a. Zambian mothers nurture daughters in similar ways to Western mothers. b. Zambian mothers are far more nurturing than Western mothers. c. Zambian mothers don’t nurture their daughters in the way that Western mothers do. d. There are no consistent observations of Zambian motherhood. DIF: Moderate REF: Page 432 TOP: Factual OBJ: Cross-Cultural Variation 12. When a society has rules that limit marital choices to people within their own social group, such as within their social class or religion, this is known as: a. endogamy. b. exogamy. c. monogamy. d. polygamy. DIF: Easy REF: Page 430 TOP: Factual OBJ: Endogamy 13. Which of the following nations practice a rigid adherence to endogamy? a. China b. Cuba c. India d. Saudi Arabia DIF: Easy REF: Page 430 TOP: Factual OBJ: Endogamy 14. Formal or informal rules that require a person to marry outside of the group they belong to are called: a. endogamy. b. exogamy. c. monogamy. d. polygamy. DIF: Easy REF: Page 430 TOP: Factual OBJ: Exogamy 15. If Jerome is opposed to the idea of having a relationship with someone who lives in his dormitory, which he jokingly refers to as “dorm-cest,” he is practicing the rule known as: a. exogamy. b. endogamy. c. dormagamy. d. the principle of least interest. DIF: Easy REF: Page 430 TOP: Applied OBJ: Exogamy 16. In what year were laws prohibiting interracial marriage struck down in the United States? a. 1865 b. 1915 c. 1937 d. 1967 DIF: Easy REF: Page 430 TOP: Factual OBJ: Exogamy 17. Marriages that cross racial and ethnic lines have become more common in the United States, although most U.S. marriages are still racially and ethnically endogamous. What factors might discourage exogamy (intermarrying among different racial and ethnic groups)? a. having opportunities to interact with members of other racial/ethnic groups b. living in a region where racial attitudes are more tolerant c. facing ostracism from within one’s tightly knit community d. having parents and close friends who have few qualms about racial intermarrying DIF: Moderate REF: Page 430 TOP: conceptual OBJ: Exogamy 18. In much of the Western world, the choice of a marriage partner tends to be influenced by age, education, class, race, and religion. Which of the following does NOT explain this tendency? a. Marriage among different social groups, although legally possible, is not always culturally approved. b. People are oftentimes attracted to people who are their complete opposite, for “opposites attract.” c. Marrying someone who diverges a great deal from our age, race, social class, and religion is often met with overt or subtle disapproval from others. d. We tend to prefer people who are like us and to feel uncomfortable around those who are different. DIF: Moderate REF: Page 430 TOP: Conceptual OBJ: Exogamy | Endogamy 19. Some people may have several spouses over their lifetimes, but in the United States they are legally allowed only one at a time. The legal institution is known as: a. polygamy. b. monogamy. c. endogamy. d. exogamy. DIF: Moderate REF: Pages 430–431 TOP: Applied OBJ: Monogamy 20. Some societies allow a person to have several spouses at the same time in an arrangement known as: a. polygamy. b. monogamy. c. endogamy. d. exogamy. DIF: Easy REF: Page 431 TOP: Factual OBJ: Polygamy 21. In some rural areas of Asia, women can have several husbands at one time. This practice is known as: a. monogamy. b. endogamy. c. polyandry. d. polygyny. DIF: Easy REF: Page 431 TOP: Factual OBJ: Polyandry 22. According to research in Chapter 12, what percentage of today’s U.S. families consist of a male breadwinner, a female housewife, and their children? a. 7% b. 20% c. 33% d. 50% DIF: Easy REF: Page 433 TOP: Factual OBJ: The Changing Family 23. Which of the following trends is NOT true in the western world today? a. The number of people choosing to cohabitate is on the decline. b. The proportion of women who choose not to have children is on the rise. c. The number of single-parent families is on the rise. d. The number of multiple births among professional white women has increased. DIF: Moderate REF: Pages 433–434 TOP: Applied OBJ: The Changing Family 24. Which of the following is true regarding single-parent families in the United States and worldwide? a. They are on the rise in the United States only. b. They are on the rise in the United States and worldwide. c. They are on the decline in the United States only. d. They are on the decline in the United States and worldwide. DIF: Moderate REF: Page 434 TOP: Applied OBJ: The Changing Family 25. Approximately what percentage of U.S. marriages end in divorce? a. 10% b. 25% c. 40% d. 75% DIF: Moderate REF: Page 433 TOP: Factual OBJ: The Changing Family 26. It’s commonly perceived that the divorce rate has skyrocketed since the 1950s, but actually divorce rates in the United States have been: a. decreasing since an all-time high in the 1970s. b. decreasing then increasing during the 1950s, and now holding steady. c. at a relatively constant level since 1900. d. increasing steadily since 1900. DIF: Moderate REF: Page 433 TOP: Factual OBJ: The Changing Family 27. Approximately what percentage of Americans marry at some point in their lives? a. 30% b. 50% c. 70% d. 90% DIF: Easy REF: Page 433 TOP: Factual OBJ: The Changing Family 28. Amy and Raymond live together in an intimate relationship without formal legal or religious sanctioning. This arrangement is known by sociologists as: a. a nuclear family. b. polyandry. c. cohabitation. d. “living in sin.” DIF: Easy REF: Page 433 TOP: Applied OBJ: Cohabitation 29. According to the text’s discussion, cohabitation: a. provides a good “testing ground” for marriage and curtails divorce. b. increases the risk of divorce because people who cohabitate are difficult to live with. c. increases the risk of divorce because people who cohabitate probably have fewer qualms about divorce. d. decreases the risk of divorce because cohabitators know their partners better than those who do not cohabitate prior to marriage. DIF: Moderate REF: Page 434 TOP: Conceptual OBJ: Cohabitation 30. Aries wrote that children of preindustrial families were: a. thought of as small adults who didn’t warrant any special treatment or nurturing. b. treated in the same manner as contemporary children. c. sent to work by the age of 12, although before then, they were treated as children today. d. ideally, seen and not heard. DIF: Moderate REF: Page 437 TOP: Applied OBJ: Early Modern Family 31. Which of the following characterized the preindustrial family? a. Husbands and wives were partners not only in making a home but in making a living. b. There were distinct differences between public and private spheres. c. The division of labor between the sexes was substantial as men worked the fields and women labored in the house. d. The nuclear family was isolated from extended kin. DIF: Moderate REF: Page 437 TOP: Conceptual OBJ: Early Modern Family 32. John and Monique are married. Both of their parents live with them, as does John’s sister and brother-in-law, and some nieces and nephews. This is known as a: a. social network. b. kinship network. c. functionalist network. d. family network. DIF: Easy REF: Page 436 TOP: Applied OBJ: Kinship Networks 33. Structural changes brought on by industrialization in the United States meant that families changed from “grapevine” forms to: a. “roots.” b. “petals.” c. “beanpoles.” d. “weeds.” DIF: Moderate REF: Page 438 TOP: Factual OBJ: Industrial-Era Family 34. Structural changes brought on by the industrial revolution had major consequences for families. Which of the following was NOT a change that occurred? a. A gendered division of labor arose defining women’s place in the home and men’s place in the public sphere. b. Kinship networks became more separated as people moved away from extended family. c. Women and men were believed to be naturally predisposed to different pursuits. d. Women and children were expected to make and use their own food, clothes, and goods while men worked in the factories. DIF: Difficult REF: Pages 437–438 TOP: Factual OBJ: Industrial-Era Family 35. Industrialization created new roles for both men and women. Which of the following would NOT be an example of how their roles changed during this time? a. Women’s work became relegated to the private (domestic) sphere where it went unpaid. b. Men were now seen in terms of “primary breadwinner” and “good provider.” c. Women found themselves engaged in the day-to-day supervision of the family’s business. d. Men were relieved of much of their domestic duties, while women were made the emotional center of family life. DIF: Difficult REF: Pages 437–438 TOP: Factual OBJ: Industrial-Era Family 36. Family forms with vertical kinship ties are known as: a. “grapevines.” b. “beanpoles.” c. “weeds.” d. “roots.” DIF: Moderate REF: Page 438 TOP: Factual OBJ: Industrial-Era Family 37. The notion that true womanhood centers on domestic responsibilities and child rearing is known as: a. “the cult of domesticity.” b. “gender factory.” c. “nurturing conformity.” d. “biological destiny.” DIF: Easy REF: Page 438 TOP: Factual OBJ: Cult of Domesticity 38. The Ozzie and Harriet Nelson type of family was in its prime during which time period? a. during the pre-Depression era b. during World War I c. during World War II d. during the post–World War II economic boom DIF: Moderate REF: Page 438 TOP: Factual OBJ: Post–WWII Family 39. Which of the following factors did NOT contribute to the development of the ideal of the traditional family (male breadwinner and female homemaker) in post–World War II America? a. a proliferation in government housing subsidies b. an increase in real wages c. the relative ease of homeownership d. higher education levels DIF: Moderate REF: Pages 438–439 TOP: Factual OBJ: Post–WWII Family 40. Sarah Fenstermaker Berk has characterized the American family by examining how women and men learn to take on distinct roles paralleling the divide between public and private spheres. She calls the family a: a. “cult of domesticity.” b. “gender factory.” c. “pecking order.” d. “biological destiny.” DIF: Moderate REF: Page 441 TOP: Factual OBJ: Feminist Rethinking 41. Who wrote The Feminine Mystique (1963)? a. Conley b. Friedan c. Aries d. Coontz DIF: Easy REF: Page 442 TOP: Factual OBJ: Feminist Rethinking 42. In the United States, the dual-earner family type: a. has declined in popularity since 1900. b. was especially common in the 1950s. c. is now second only to the single-earner family type. d. is now the most common family type. DIF: Moderate REF: Page 434 TOP: factual OBJ: Family and Work 43. According to research in Conley’s The Pecking Order, how does the average income of daughters raised by stay-at-home mothers compare to that of daughters of working moms? a. They are less likely to earn as much as their brother(s). b. They are likely to earn more than their brother(s). c. They are more likely to earn a salary-based income. d. They are less likely to earn a salary-based income. DIF: Moderate REF: Page 441 TOP: Applied OBJ: Family and Work 44. The domestic duties that still fall disproportionately on working women’s shoulders are labeled by Hochschild (1989) as: a. “the cult of domesticity.” b. “the gender factory.” c. “the second shift.” d. “the night shift.” DIF: Easy REF: Page 444 TOP: Factual OBJ: Second Shift 45. In families where both spouses work for wages, the second shift can best be described as: a. the domestic tasks that couples share in order to keep their household running smoothly. b. the domestic tasks that fall disproportionately on women in addition to their paid work. c. a second job that either spouse may take in order to help make ends meet. d. the time one or both parents spend on child-rearing duties after they get home from work. DIF: Moderate REF: Page 444 TOP: Applied OBJ: Second Shift 46. Working wives generally get less leisure time than their husbands. This is known as: a. “separate spheres.” b. “the gender factory.” c. “the cult of domesticity.” d. “the leisure gap.” DIF: Easy REF: Page 444 TOP: Factual OBJ: Leisure Gap 47. In studies of housework tasks and gender, which sociologist found that “women do the housework” and men “help out”? a. Aries b. Coontz c. Conley d. Zelizer DIF: Easy REF: Page 445 TOP: Factual OBJ: Division of Labor 48. On most weekends you can find the Smiths, who have one son and two daughters, doing their assigned chores around the house. Typically, the son mows the lawn and helps his dad with automobile maintenance, while “the girls” help clean the house and prepare the meals. This distribution of chores reflects: a. the importance of teaching children to be responsible. b. children bearing a proportion of the “second shift.” c. the natural division of labor between boys and girls. d. how gender roles are learned at home. DIF: Moderate REF: Pages 444–449 TOP: Applied OBJ: Division of Labor 49. Neoclassical economists typically look at a member’s power in the family as a direct expression of that member’s utility to the family unit. This measure of power tends to be based upon gender and what other factor? a. physical size b. intelligence c. vocational skills d. income DIF: Moderate REF: Page 446 TOP: Factual OBJ: Division of Labor 50. According to Ruth Schwartz Cowan’s 1983 research, time-saving devices like the vacuum cleaner and washing machine have actually increased the amount of time that women spend on housework. What explanation is given for her finding? a. These devices just take longer to get the job done than a human being. b. These devices break so frequently that time gets wasted on repairs. c. Standards of cleanliness have also risen, so even more cleaning is expected. d. Ease of use and availability have led to women cleaning more frequently. DIF: Moderate REF: Page 446 TOP: Factual OBJ: Division of Labor 51. A powerful example of the devaluation of housework in the United States was the original September 11th Victim Compensation Fund. Ultimately, what happened? a. Only the deceased’s future earnings were measured to determine the family’s amount of compensation. b. Only the deceased’s economic status at time of death was measured to determine the family’s amount of compensation. c. Neither the deceased’s future earnings nor his or her estimated contributions to the family’s unpaid household work were measured to determine the family’s amount of compensation. d. Both the deceased’s future earnings and his or her estimated contributions to the family’s unpaid household work were measured to determine the family’s amount of compensation. DIF: Moderate REF: Page 447 TOP: Factual OBJ: Division of Labor 52. Sociologist Arlie Hochschild (1980) has found that many women who would traditionally be expected to take care of the home and children also try to have a career. She calls this the: a. “supermom strategy.” b. “cult of domesticity.” c. “gender factory.” d. “pecking order.” DIF: Easy REF: Page 448 TOP: Factual OBJ: Supermom 53. According to data in Chapter 12, U.S. women earn about how much for every dollar that U.S. men earn? a. $.76 b. $.88 c. $.91 d. $.98 DIF: Moderate REF: Page 448 TOP: Factual OBJ: Inequality and Family 54. Sociologist Barbara Risman calls families in which both men and women genuinely share the paid and unpaid labor equally: a. “happy families.” b. “fair families.” c. “egalitarian families.” d. “feminist families.” DIF: Moderate REF: Page 448 TOP: Factual OBJ: Inequality and Family 55. Black and poor women in the United States have come to rely on which of the following in order to manage child care and work responsibilities? a. government-sponsored day-care programs b. their immediate family c. the day-care institutions in their place of employment d. their extrafamilial female networks DIF: Moderate REF: Page 449 TOP: Factual OBJ: African American Family 56. According to research presented in Chapter 12, if the typical American mother has two shifts, then the typical black American mother has how many? a. one b. two c. three d. five or more DIF: Easy REF: Page 449 TOP: Factual OBJ: African American Family 57. In the 1960s many social scientists, including Daniel Patrick Moynihan, viewed the strong role held by women in many African American families as: a. the inevitable result of poverty and discrimination that emasculated husbands and fathers. b. a detrimental characteristic that undermined men’s roles in the family and caused all sorts of social problems. c. a positive characteristic that would eventually strengthen the African American family. d. an anomoly that resulted from increased job opportunities for black women but not black men after World War II. DIF: Difficult REF: Page 449 TOP: Conceptual OBJ: African American Family 58. Who of the following has argued all along that African American female-headed families are the outcome, rather than the cause, of racial oppression and poverty? a. Hochschild b. Moynihan c. Marx d. Du Bois DIF: Moderate REF: Page 450 TOP: Factual OBJ: African American Family 59. The traditional family depicted in The Adventures of Ozzie and Harriet was never a reality for African American families. All of the following reasons explain why this was the case EXCEPT that: a. African American women have always had to combine work and family. b. the separation of work and home was a luxury rooted in the upper classes, so the experiences of most African Americans stray from the norm. c. families who were able to separate work and home were often only able to do so because they relied on other women (many of whom were black) as servants. d. the patriarchal tradition of the African American family made it virtually impossible for black women to separate work and home. DIF: Difficult REF: Pages 449–450 TOP: Factual OBJ: African American Family 60. Marital rates among blacks in the United States have declined since: a. the twenty-first century began. b. 1865. c. 1915. d. the 1960s. DIF: Moderate REF: Page 451 TOP: Factual OBJ: African American Family 61. Most Latino families in the United States are shaped by which of the following? a. a devout tradition of Catholicism b. a devout tradition of Protestantism c. U.S. history books d. the U.S. media DIF: Easy REF: Page 452 TOP: Factual OBJ: Latino Family 62. According to the 2000 U.S. Census, a majority of Latinos in the United States come from which two countries? a. Mexico and Puerto Rico b. Puerto Rico and Cuba c. Cuba and the Dominican Republic d. the Dominican Republic and Mexico DIF: Moderate REF: Page 451 TOP: Factual OBJ: Latino Family 63. According to the 2000 U.S. Census, what percentage of Latinos in the United States come from Mexico? a. 10% b. 20% c. 40% d. 60% DIF: Moderate REF: Page 451 TOP: Factual OBJ: Latino Family 64. As discussed in Chapter 12, which group of women is least likely to get an abortion? a. white women b. Asian women c. Latino women d. black women DIF: Moderate REF: Page 452 TOP: Factual OBJ: Latino Family 65. At any given point in the past few decades, about how many mothers raising children by themselves have had to go on welfare to get by in the United States? a. about half b. about one-third c. about one-fourth d. about one-fifth DIF: Moderate REF: Page 452 TOP: Factual OBJ: Single Moms 66. As your text points out, single mothers and poverty often go hand in hand. What is the primary reason their employment opportunities typically limit them to low-wage work? a. Single mothers lack the connections needed to obtain higher-paying work. b. Many single mothers lack the motivation required for higher-paying work. c. Single mothers are often unskilled and have less education than average. d. Their only other higher-paying option is criminal activity such as prostitution or drug dealing. DIF: Moderate REF: Page 453 TOP: Factual OBJ: Single Moms 67. About how long do the majority of single mothers stay on the welfare rolls in the United States? a. about 2 years b. about 5 years c. about 10 years d. over 15 years DIF: Moderate REF: Page 453 TOP: Factual OBJ: Single Moms 68. Journalist Barbara Ehrenreich traveled around the country to study firsthand what it was like to “get by” working low-wage jobs. All of the following is true about her experiences EXCEPT: a. With only herself to support and juggling two or more jobs, she could not afford to live off her wages. b. She felt that if she had only worked harder, she would have been able to “get by.” c. She sunk deeper into debt, regardless of how much effort and time she put into her work. d. She was surprised at how difficult her work was, and was relieved to be able to go back to her “old” lifestyle. DIF: Moderate REF: Page 454 TOP: Factual OBJ: Single Moms 69. Which 1996 legislation led to national welfare reform during the Clinton administration? a. the Civil Rights Act b. the Americans with Disabilities Act c. the Personal Responsibility and Work Opportunity Act d. the Violence Against Women Act DIF: Moderate REF: Page 455 TOP: Factual OBJ: Single Moms 70. According to your text, the most frequent form of domestic violence is: a. husband on wife. b. wife on husband. c. parents on kids. d. sibling on sibling. DIF: Moderate REF: Page 443 TOP: Factual OBJ: Domestic Abuse 71. Which of the following is NOT true about domestic violence? a. Husbands are 2.5 times more likely to kill their wives than vice versa. b. Husbands and wives are about equally likely to provoke and to be victims of “situational couple violence.” c. The majority of people who are abused as children go on to have abusive relationships with their own children. d. Domestic abuse is associated with poverty, single-parent households, and lower educational attainment. DIF: Moderate REF: Pages 443–444 TOP: Factual OBJ: Domestic Abuse 72. In his book The Marriage-Go-Round: The State of Marriage and the Family in America Today (2009), sociologist Andrew Cherlin proposes that America’s “love-hate” relationship with marriage stems from all of the following EXCEPT that: a. Americans value marriage very highly; almost 90% of Americans eventually marry. b. Americans are very individualistic and evaluate their marriage in very personal terms. c. Americans feel justified ending a marriage that is not personally and emotionally satisfying. d. Americans are polyamorous by nature and have difficulty committing themselves to one person for a lifetime. DIF: Moderate REF: Pages 458–460 TOP: Factual OBJ: Divorce 73. Sociologists generally concur that the impact of divorce on children: a. is negative because it impacts their ability to form lasting relationships as adults. b. varies widely, but high levels of parental conflict are bad regardless of marriage or divorce. c. is damaging because children of divorced parents fare worse than intact families in terms of self-esteem. d. is too difficult to ascertain because all families differ in their responses to divorce. DIF: Moderate REF: Page 460 TOP: Factual OBJ: Divorce 74. Cole’s parents divorced when he was six, but now both of them are remarried. He has two stepsisters on his mother’s side and a new stepbrother on his father’s side. These families are an example of which of the following type of family? a. an extended family b. a nuclear family c. a kinship network d. a blended family DIF: Easy REF: Page 461 TOP: Applied OBJ: Blended Family 75. All of the following countries have marriage equality for same-sex couples EXCEPT: a. Canada. b. the Netherlands. c. Spain. d. the United States. DIF: Easy REF: Page 461 TOP: Factual OBJ: Gay/Lesbian Couples 76. Legally recognized unions of gays and lesbian couples that are explicitly intended to offer similar state-mandated legal rights and benefits of marriage as are given to heterosexual couples are known as: a. civil unions. b. domestic partnerships. c. civil cohabitations. d. monogamous partnerships. DIF: Moderate REF: Page 462 TOP: Factual OBJ: Gay/Lesbian Couples Completion 1. The traditional family structure in which there is a male breadwinner, female housewife, and their biological children is known as a(n) ____________ family. ANS: nuclear DIF: Easy REF: Page 432 TOP: Factual OBJ: Nuclear Family 2. The type of family structure in which people live together in a multigenerational household is known as a(n) ____________ family. ANS: extended DIF: Easy REF: Page 433 TOP: Factual OBJ: Extended Family 3. The type of family form in which partners marry from within their race, class, or caste is known as ____________. ANS: endogamy DIF: Easy REF: Page 430 TOP: Factual OBJ: Endogamy 4. The type of family form in which partners marry from outside of their social groups is known as ____________. ANS: exogamy DIF: Easy REF: Page 430 TOP: Factual OBJ: Exogamy 5. The type of marriage form in which a person can have only one spouse at a time is known as ____________. ANS: monogamy DIF: Easy REF: Page 430 TOP: Factual OBJ: Monogamy 6. The type of marriage form in which women can have several husbands at once is known as ____________. ANS: polyandry DIF: Easy REF: Page 431 TOP: Factual OBJ: Polyandry 7. The type of family form in which men can have more than one wife at a time is known as ____________. ANS: polygyny DIF: Easy REF: Page 431 TOP: Factual OBJ: Polygyny 8. Approximately ____________ % of Americans marry at some point in their lives, more than in any other industrialized nation in the world. ANS: 90 DIF: Moderate REF: Page 433 TOP: Factual OBJ: The Changing Family 9. Heterosexual couples living together in intimate relationships without formal legal or religious sanctioning is known by sociologists as ____________. ANS: cohabitation DIF: Easy REF: Page 433 TOP: Factual OBJ: Cohabitation 10. Sociologists refer to strings of relationships between people related by blood, cohabitation, and marriage as ____________ networks. ANS: kinship DIF: Easy REF: Page 436 TOP: Factual OBJ: Kinship Networks 11. The period of time in history when men went away from the home to work for wages in factories and women tended to the home and raised children is referred to as the ____________. ANS: industrial revolution DIF: Moderate REF: Page 437 TOP: Factual OBJ: Industrial-Era Family 12. The Victorian notion that true womanhood centers on domestic responsibility and child rearing is known as ____________. ANS: the cult of domesticity DIF: Moderate REF: Page 438 TOP: Factual OBJ: Cult of Domesticity 13. Hochschild’s term for the disproportionate amount of household work that working mothers in the United States continue to shoulder is ____________. ANS: the second shift DIF: Easy REF: Page 444 TOP: Factual OBJ: Second Shift 14. The ____________ is known to create hostilities between wives and husbands because men have more time for enjoyable activities such as watching TV and sleeping. ANS: leisure gap DIF: Easy REF: Page 444 TOP: Factual OBJ: Leisure Gap 15. African American mothers in the United States appear dominant in their families. This has been studied by social scientists since the 1960s, and is known as the ____________ thesis. ANS: matriarchal DIF: Easy REF: Page 449 TOP: Factual OBJ: African American Family 16. In his book by the same name, Conley (2004) talks about the ____________ to refer to a hierarchy among siblings that consists of competition, struggle, and resentment. ANS: pecking order DIF: Moderate REF: Page 460 TOP: Factual OBJ: Pecking Order 17. A relatively new area of study, ____________, looks at the physical, verbal, and financial abuse perpetrated against people over the age of 57. ANS: elder abuse DIF: Easy REF: Page 444 TOP: Factual OBJ: Domestic Abuse 18. Family sociologist Andrew Cherlin (2009) argues that it is Americans’ value of ____________ that helps explain why America has one of the highest marriage rates, but also the highest divorce rate of any comparable Western country. ANS: individualism DIF: Moderate REF: Page 459 TOP: Factual OBJ: Divorce 19. The technical term for “multiracial marriage” is ____________, but because it is politically and historically “charged,” social scientists generally prefer to use the term ____________. ANS: miscegenation; exogamy, outmarriage DIF: Moderate REF: Page 462 TOP: Factual OBJ: Multiracial Family Essay 1. Distinguish between monogamy, polygamy, polyandry, and polygyny, as covered in Chapter 12. Which do we have as a U.S. cultural norm? ANS: Monogamy is the U.S. cultural norm. It is the family form in which one partner marries only one person at a time. Polygamy is practiced in some cultures. It means people can have more than one spouse at a time. When women can have more than one husband at a time, it is called polyandry. When men can have more than wife at a time, it is called polygyny. DIF: Easy REF: Pages 430–431 TOP: Factual OBJ: Family Forms 2. Define nuclear family and elaborate on its evolution. Is this still the traditional family form in the United States? nuclear family is defined by Parsons as a family form in which there is a male breadwinner, a female housewife, and their biological children. Malinowski (1913) and others have studied this “traditional family” as one in which a heterosexual couple lives with their dependent children in a self-contained, economically independent household. This type of family is typically patriarchal, governed by a male head of household, a submissive and dependent wife, and children. The family was accepted as a universal norm, but the nuclear family has become a norm even though it is losing popularity in the United States and worldwide. For example, research in Chapter 12 shows that in 1986 only about 10% of U.S. families fit this so-called norm. Today that figure is only about 7%. Some reasons given for this drop are the increase in couples choosing cohabitation over marriage, an increase in divorce and blended families, as well as macrolevel economic pressures that affect married couples. DIF: Moderate REF: Pages 431–433 TOP: Conceptual OBJ: Nuclear Family 3. Define endogamy and exogamy as family forms and give an example of each. ANS: Endogamy is marriage from within one’s race, social class, or caste. In some ways, we all practice endogamy at some point in our lives, because we tend to “hook up” with people who are similar to us. An example of endogamy is a white woman who marries a white man of a similar social class background. It is also practiced commonly in India’s caste system. Exogamy is marriage among different social groups, racial, groups, or castes that is legally possible, even if sometimes not always culturally acceptable. When Lisa Marie Presley married Michael Jackson, a man of a different race, this was an example of exogamy. DIF: Moderate REF: Pages 429–430 TOP: Factual OBJ: Endogamy | Exogamy 4. Family life during the preindustrial period differed quite a bit from family life during the Industrial Revolution. Discuss some of these differences. ANS: During preindustrial times, most people’s lives centered around the farm. The household operated like a small business, and husbands and wives were considered partners in making a living. Because families tended to live near extended kin, there was a lot of cooperation and support among family members. With the advent of industrialization, families moved away from the farms and into cities and factories. The family was no longer viewed (or functioned) as a “productive unit,” but became a place for consumption. Now the majority of families were dependent on wage work for their financial support. Public and private spheres were divided for the first time, and everyone’s roles changed as a result. The divergence between men’s and women’s labor resulted in the belief that women were better off taking care of the home and children (private sphere) and men were better suited for work outside the home (public sphere). The nuclear family reigned supreme with industrialization because extended kin no longer lived in close proximity. All of these factors changed the nature of relationships in the family. DIF: Difficult REF: Pages 437–438 TOP: Factual OBJ: Early Modern Family | Industrial-Era Family 5. The contemporary belief that work life and family life are separate spheres emerged with the Industrial Revolution. With this shift came the expectation that family life was women’s domain and work life was men’s domain. Lingering notions of separate spheres continue to shape men’s and women’s experiences today. Provide four examples of how this notion shapes (or could shape) men’s and womens lives differently. ANS: There are many ways to look at this, so I’ve listed just a few possible examples. This question is designed to get students to think of the many ways the separate spheres notion affects their lives. If we (or people) think women are better suited for parenting, then: • Women may be (and actually are) more likely to gain full custody of children after a divorce. • Women, not men, are more likely to be single parents. • Women may feel they need to justify working outside of the home, whereas for men, it is a given. • If a woman has a career and then gets married, her boss may question whether she’ll be able to remain fully committed to the job. When a man marries, it may be viewed as a “stabilizing” influence. • Women’s work may be viewed as potentially damaging to family life; men’s work is rarely seen in this light. • Women probably spend more time worrying about the effects that their employment will have on their children (social science researchers certainly do). They are more likely to feel stress in balancing work and career. • Because of the “primary breadwinner” designation, men are probably more likely to feel a big blow to their “sense of worth” as human beings when they lose their jobs. • Women are more likely than men to be blamed/held accountable when their house is a mess. • Employers may not feel that they have to pay women as much as men, as they view men as the “primary breadwinners” and women’s employment as “optional.” DIF: Difficult REF: Pages 441–443 TOP: Conceptual OBJ: Separate Spheres 6. Discuss the main findings from research on the chore wars—the gendered division of household labor—as studied by Hochschild (1989, 2003) and Zelizer (2005). ANS: Hochschild studied the chore wars as part of what she calls the second shift, meaning that women who work in paid labor are still disproportionately shouldering most of the unpaid, household labor, mainly because men choose to not help. This gendered division of labor also means that there is a leisure gap within married couples, whereby the husband has more leisure time to do whatever he wants to do, and wives have little to no leisure time. Zelizer found something even more troubling about the assumption that household labor is “women’s work.” Women are continuing to do most of the housework, and both men and women consider men’s contributions as “helping out,” thus reinforcing the inequality. Finally, men seem to be able to do the household labor that they want to do, such as cooking meat on the grill and maintenance. Women do most of the undesirable labor, such as scrubbing toilets and ironing. DIF: Moderate REF: Pages 444–449 TOP: Factual OBJ: Division of Labor 7. Discuss three specific reasons why housework is overlooked as a worthy or meaningful activity in the United States. arbara Ehrenreich wrote, “If you clean, you’re a scumball,” meaning that all cleaning-related labor is devalued in general in the United States, even though our standards of cleanliness continue to rise. The people who do our dirty work are considered “dirty,” as a cultural norm. Another reason is that unpaid labor, especially in a cash economy like ours, is considered “worthless” because the unpaid laborer doesn’t make a salary or wage. Third, all work that eventually becomes understood as “women’s work” is devalued, and unpaid household labor is still defined as women’s responsibility in the United States. This has led to a movement for compensation and similar changes. DIF: Difficult REF: Pages 446–447 TOP: Applied OBJ: Division of Labor 8. Define what Barbara Risman calls fair families and give two examples of the potential benefits of these type of families. ANS: Risman defines fair families as those in which both husband and wife share equally in paid labor and unpaid housework. These couples also share an ideology of gender equality that correlates with happier marriages. Women learn the self-respect that comes with paid labor, and are less likely to stay in marriages out of necessity or desperation. DIF: Moderate REF: Page 448 TOP: Factual OBJ: Division of Labor 9. Define what Hochschild and others call the supermom strategy, and discuss one possible negative consequence. ANS: Given that more U.S. mothers are working outside of the home and still disproportionately shoulder most of the work inside the home, many women are trying to do it all—this is referred to as the supermom strategy. One possible negative consequence of this is that these women face earlier burnout from the stress and exhaustion of the “second shift,” which for black women may also lead to a “third” shift. Another possible negative consequence is an unhappy marriage or the increased likelihood of divorce. DIF: Moderate REF: Pages 448–449 TOP: Factual OBJ: Supermom 10. Give your opinion of one of the specific findings from Daniel Patrick Moynihan’s (1965) study, The Negro Family: The Case for National Action. Support your opinion with direct links to at least two specific findings. ANS: Students can reply directly to any of the following findings, which are very provocative and should incite strong opinions: • 25% of black wives earned more than their husbands. • 18% of white wives earned more than their husbands. • The black fathers’ lack of authority leads to “domestic violence, substance abuse, crime, and degeneracy.” • “Pathological” black matriarchy causes black poverty (students may cite research to the contrary—i.e., DuBois, Wilson, Kamplain). DIF: Difficult REF: Pages 449–450 TOP: Applied OBJ: African American Family 11. Discuss three of the main issues surrounding the increasing number of single mothers in the United States. ANS: One of the main issues surrounding the increasing number of single mothers in the United States is that they and their children are significantly more likely to live in poverty or to rely on welfare to survive. They are likely to work at low-paying jobs with no benefits, often faced with child-care bills higher than the money they are able to earn from work alone. They often need assistance from family and boyfriends to survive, and some may turn to illegal activities to make ends meet. A related issue is that some may be trying to be “supermoms,” leading to stress, exhaustion, and an impossible goal of perfection. Without adequate resources for child care, they are forced to choose between being responsible workers or responsible mothers; it is frequently impossible to be both. Additionally, there is much stigma attached to single mothers. Some people believe that all single moms are bad moms—lazy, societal sponges who sleep around to have babies and to stay on welfare. Of course, sociological research challenges this assertion. DIF: Moderate REF: Pages 452–456 TOP: Factual OBJ: Single Moms 12. Summarize the main points of Dalton Conley’s 2004 book about the presence of “status hierarchies” among U.S. siblings, The Pecking Order. ANS: Conley called the presence of status hierarchies among siblings in the United States “the pecking order,” and he finds that firstborn children are usually favored by their parents over children that come afterward. He found that this “pecking order” can ignite families with competition, conflict, struggle, resentment, and sometimes sibling violence. For example, he found that firstborn children tend to get more love and attention from parents, thus correlating with better careers and economic status. On the other hand, middle kids sometimes feel shortchanged on resources like money for college and parental attention. Conley describes the Clinton brothers, Bill and Roger, as a powerful example of this pecking order. DIF: Moderate REF: Pages 456–458 TOP: Factual OBJ: Pecking Order Chapter 13 Education Concept Map I. Education A. Socialization 1. Human Capital 2. Hidden Curriculum B. Functional Illiteracy C. Innumeracy II. U.S. Education A. Coleman Report 1. Brown v. Board of Education B. Class Size C. Private versus Public Schools 1. Social Capital D. Tracking E. The Pressure Cooker 1. Teacher Quality III. Higher Education A. Credentialism 1. Functionalist Perspective 2. Conflict Perspective B. The SAT C. Affirmative Action D. IQ IV. Inequality in Education A. Class 1. Cultural Capital B. Race 1. Stereotypes 2. The Gene Movement C. Gender 1. The Boy Crisis D. Ethnicity 1. Model Minorities E. Family Size 1. Resource Dilution Model F. Birth Weight V. Vouchers Multiple Choice 1. Broadly defined, education is: a. spontaneous and unplanned exposure to cultural ideas and tools. b. a program of formal and systematic instruction that deals only with developing academic skills. c. those experiences that train and discipline mental and physical potentials. d. the processes through which academic, social, and cultural ideas and tools—both general and specific—are developed. DIF: Easy REF: Page 471 TOP: Factual OBJ: Education 2. Which of the following is NOT a criticism that a Marxist theorist of education would make of how schools have socialized children to dominant cultural values? a. Schools are pawns of the capitalist classes. b. Schools teach skills that make students subordinate. c. Schools make students too patriotic. d. Schools socialize children to be obedient so they will become good workers. DIF: Moderate REF: Page 473 TOP: Conceptual OBJ: Socialization 3. Knowledge and skills that make someone more productive and bankable are known as: a. human capital. b. social capital. c. cultural capital. d. socialization. DIF: Moderate REF: Page 472 TOP: Factual OBJ: Human Capital 4. Jackson’s parents pay for him to take private violin lessons and send him to language lessons after school. In the summer, he attends science camp. His parents try to take him on one vacation to a foreign country every year. Jackson’s parents hope that these activities will build his skills and better position him to get into a competitive university. Jackson’s parents are investing in his: a. social capital. b. cultural capital. c. human capital. d. community capital. DIF: Moderate REF: Page 472 TOP: Applied OBJ: Human Capital 5. At 9:05 a.m., the bell rings and children file into their third-grade classroom. The first student to sit at his or her desk—book open and pencil ready to write—wins a star for the day. The students love this little bit of competition. This example of nonacademic socialization (which can teach students the benefit of competition) can be referred to as: a. the silent curriculum. b. the hidden curriculum. c. the master curriculum. d. the invisible curriculum. DIF: Moderate REF: Page 472 TOP: Applied OBJ: Hidden Curriculum 6. According to your text, approximately what percentage of the nation’s population 16 years and older is functionally illiterate? a. 2% b. 14% c. 25% d. 44% DIF: Easy REF: Page 471 TOP: Factual OBJ: Functional Illiteracy 7. William, a 17-year-old high school student, chooses products in the grocery store by looking at the pictures on the labels of the goods on the shelves because he cannot read many of the words. William would be considered: a. functionally illiterate. b. innumerate. c. unschooled. d. functionally literate. DIF: Easy REF: Page 471 TOP: Applied OBJ: Functional Illiteracy 8. According to your text, approximately what percentage of the nation’s population 16 years and older is innumerate? a. 3% b. 14% c. 22% d. 46% DIF: Easy REF: Pages 471–472 TOP: Factual OBJ: Innumeracy 9. Though she graduated from high school, Jenny does not possess the skills necessary to balance her checkbook or make change for a customer without the aid of a cash register. Jenny is: a. undereducated. b. unschooled. c. innumerate. d. functionally illiterate. DIF: Easy REF: Pages 471–472 TOP: Applied OBJ: Innumeracy 10. A paradox of the American education system is that: a. education is the only social institution that not all people have access to even though all people pay for it. b. education is a social institution that provides everyone with equal opportunities even though students come from a variety of backgrounds. c. education is a social institution that stratifies students based on the characteristics of their backgrounds even though it is intended to provide equal opportunity. d. education is a social institution that reinforces existing social inequalities of race and ethnicity but equalizes opportunities for male and female students and for students of different socioeconomic backgrounds. DIF: Moderate REF: Page 469 TOP: Conceptual OBJ: U.S. Education 11. What was the Coleman Report? a. A systematic, wide-scale evaluation of data from students and school facilities that showed that the most important factor explaining educational differences between schools is characteristics of the school. b. A systematic, small-scale study showing lower educational performance of elementary school students attending an overcrowded Brooklyn school in a former roller skating rink compared to students attending a public school in a more affluent section of New York City. c. A systematic, small-scale study reporting few educational differences between elementary school students attending an overcrowded Brooklyn school in a former roller skating rink compared to students attending a public school in a more affluent section of New York City. d. A systematic, wide-scale evaluation of data from students and school facilities that showed that differences in school characteristics explained only a small portion of educational differences between schools. DIF: Difficult REF: Pages 476–477 TOP: Factual OBJ: Coleman Report 12. Results from the Coleman Report were surprising because findings indicated that: a. achievement differences between schools could be explained best by family background and peers with whom children attended school. b. black children would do best in majority black schools. c. all students had similar outcomes. d. schools enhance social capital more than academic skills. DIF: Moderate REF: Pages 476–477 TOP: Factual OBJ: Coleman Report 13. Thomas transfers to a new school when his family moves to a new district, and he is placed in a classroom with students who have slightly higher average math grades than he does. Thomas is concerned that he will fall behind. Based on the research, what is the most likely outcome? a. Thomas will fall behind and should be moved into a classroom where he has the highest scores. b. Thomas will succeed and make academic gains when he is in the classes with other high achievers. c. Thomas will become frustrated and decide to leave school before completing his degree. d. Thomas will make stronger academic gains if he is tracked into a class with lower-achieving students. DIF: Difficult REF: Page 485 TOP: Applied OBJ: Coleman Report 14. One of the most interesting findings from the Coleman Report was that: a. when upper-status students went to school with fewer lower-class students, their grades fell. b. when lower-class students went to school with more upper-status students, their grades improved. c. when males and females were separated in classes, both groups’ grades improved. d. when all students were on vacation during the summer, they all lost ground with regard to knowledge. DIF: Difficult REF: Page 476 TOP: Factual OBJ: Coleman Report 15. What was the name of the landmark court ruling that mandated desegregation of American schools? a. Brown v. Board of Education b. Kozol v. Board of Education c. Coleman v. Board of Education d. STAR v. Board of Education DIF: Easy REF: Page 476 TOP: Factual OBJ: Brown v. Board of Education 16. Which of the following is NOT a finding of research examining the effects of class size on educational achievement? a. Schools with smaller class sizes benefit students more than schools with larger classes. b. Class size in elementary school does not predict educational achievement as long as the classroom is composed of students of the same intelligence levels. c. Students who have been in small classes are less likely to have discipline problems when they are subsequently placed in regular-sized classes. d. Short-term and long-term benefits of smaller classrooms are stronger for minority and low-income students. DIF: Difficult REF: Page 447 TOP: Factual OBJ: Class Size 17. Which of the following was NOT a characteristic of Project STAR? a. It was a longitudinal study that spanned four years. b. Teachers and students were randomly assigned to small or regular-sized classes with or without a teacher’s aide. c. The students were aged 13 to 17. d. The study was conducted by the Tennessee State Department of Education. DIF: Difficult REF: Page 477 TOP: Factual OBJ: Class Size 18. Taking into account students’ family backgrounds, ____________ schools tend to outperform ____________ schools in preparing children academically. a. less expensive private; very expensive private b. public; Catholic c. non-Catholic private; Catholic d. Catholic; non-Catholic private DIF: Moderate REF: Pages 477–478 TOP: Factual OBJ: Private versus Public Schools 19. Studies show that ____________ school students score highest on achievement tests, followed by ____________ school students. a. Catholic; secular private and public b. secular private; Catholic and public c. public; secular private and Catholic d. secular private; public and Catholic DIF: Moderate REF: Pages 477–478 TOP: Factual OBJ: Private versus Public Schools 20. Jacqui is a student at a Catholic middle school. One day she is asked by her friends from the public school to skip school. Though Jacqui wants to be with her friends and is excited by the thought of breaking the rules, she decides not to go. Jacqui is concerned that if she were seen skipping school, her actions would reflect badly on her school, her parents, and her teachers. She also does not want to undermine the trust that adults have placed in her. This example illustrates how ____________ in Catholic schools may influence behavior. a. human capital b. community capital c. cultural capital d. social capital DIF: Moderate REF: Page 478 TOP: Applied OBJ: Social Capital 21. Which of the following would NOT be an example of social capital? a. A high percentage of students at St. Mary’s Academy take music lessons and are taking college preparatory classes. b. Teachers at Catholic schools and the parents of their students may interact at church. c. Parents, teachers, and students may share similar values regarding education and will reinforce similar norms for behavior. d. Parents volunteer to work in the library of a public school that does not have the funding to pay a librarian’s salary. DIF: Difficult REF: Page 478 TOP: Applied OBJ: Social Capital 22. Social capital is: a. the knowledge and skills individuals can build to make themselves competitive. b. the collection of relationships that can facilitate the actions and behaviors of others. c. social class and cultural differences in types of knowledge that people can use to their advantage. d. the center of socialization resources that a group of people has at its disposal. DIF: Moderate REF: Page 478 TOP: Factual OBJ: Social Capital 23. When classrooms are divided into ability levels, type of preparation, or according to future plans, it is called: a. vocational training. b. remediation. c. tracking. d. college preparation. DIF: Easy REF: Page 479 TOP: Factual OBJ: Tracking 24. Which of the following is NOT an argument in support of the sorting function served by schools? a. Students are sorted in ways that reproduce existing social inequalities. b. Students can be taught different skills and socialized in ways consistent with their likely future plans. c. Students can be tracked into different paths according to their abilities. d. Students who are not adequate can be eliminated. DIF: Moderate REF: Page 474 TOP: Conceptual OBJ: Tracking 25. Which of the following is NOT an argument in support of tracking in schools? a. Tracking is instrumental in preparing students for future positions in higher education or jobs. b. Tracking creates a better learning environment because students’ goals and skills are matched to the curricula. c. Students who are tracked into vocational-training programs are less likely to be unemployed and will enter the workforce as skilled employees. d. Systems of tracking socialize students to the inequalities they will encounter in American society. DIF: Difficult REF: Page 479 TOP: Conceptual OBJ: Tracking 26. Which of the following is NOT an argument against tracking in schools? a. Tracking is problematic because there are differences in the content of materials and the quality of instruction among different levels. b. Tracking benefits students in the upper and lower tracks but does not provide benefits to students who are in a general track in between vocational and college-bound students. c. Tracking benefits children with less advantaged backgrounds, but only if their parents can advocate on their behalf to get them into college preparatory tracks. d. Children from higher social class backgrounds are more likely to be in college preparatory tracks, even when other factors like achievement test scores are taken into account. DIF: Difficult REF: Pages 479–480 TOP: Conceptual OBJ: Tracking 27. The research on teacher quality demonstrates that: a. it is difficult to identify characteristics that will make effective teachers because these characteristics are hard to quantify. b. teachers with higher levels of education and degrees from more competitive colleges are more effective classroom leaders. c. experience, measured by years in the classroom, is a key predictor of teachers’ effectiveness. d. teachers are most effective when they are teaching a standardized curriculum. DIF: Difficult REF: Pages 482–484 TOP: Conceptual OBJ: Teacher Quality 28. All of the following are among the best practices for effective teaching listed by Langlois and Zales EXCEPT: a. minimizing class time devoted to noninstructional activities. b. maintaining a fixed routine. c. adopting strategies to encourage students to share compliments and insults. d. having clear expectations for acceptable behavior and consistent penalties for rule violations. DIF: Difficult REF: Page 484 TOP: Factual OBJ: Teacher Quality 29. In 2008, approximately what percentage of American adults over age 25 had a college degree? a. 13% b. 29% c. 41% d. 64% DIF: Moderate REF: Page 485 TOP: Factual OBJ: Credentialism 30. One of the problems with credentialism is that more and more students (with their parents’ help) are attempting to attend private schools at higher rates or to be placed in the best tracks in their public school. This may be one of the reasons: a. more and more employers are not askng for educational accomplishments at job interviews. b. that parents are even attempting to have their children be accepted at the “right” day care, sometimes even before they are born. c. fewer and fewer boys are graduating from college. d. fewer people are able to perform their actual jobs. DIF: Difficult REF: Page 486 TOP: Conceptual OBJ: Credentialism 31. Marilee Jones, former dean of admissions at the Massachusetts Institute of Technology (MIT), resigned from her position in April 2007 after it came to light that she had fabricated her academic record and claimed to have academic degrees she did not have. While this is an extreme case, it illustrates the overemphasis on qualifications such as college degrees in order to be hired for a job. This is known as: a. credentialism. b. overeducation. c. educationalism. d. the college bias. DIF: Easy REF: Page 486 TOP: Applied OBJ: Credentialism 32. As more people obtain college degrees and it becomes unreasonable for students to stay in school for most of their young adulthood, what is one consequence? a. People will begin to seek more on-the-job training, but an unintended consequence will be that only some people will be able to afford to take unpaid internships. b. Students will begin to earn more dual majors while they are in college. c. People will seek to differentiate themselves not only by having a degree, but also by earning degrees from the most selective and prestigious colleges and universities. d. People will eventually give up trying to compete for jobs that require credentials of higher education, and shortages of workers will result. DIF: Difficult REF: Page 487 TOP: Conceptual OBJ: Credentialism 33. Which of the following is a functionalist explanation for the increased number of Americans with college degrees throughout the course of the twentieth century? a. Competition for scarce jobs requires that Americans become overqualified for the jobs they want. b. Americans need to become more educated to remain competitive with workers from other countries where students outperform Americans in math and science. c. More education increases the amount of trust individuals have in others and how much they will participate in their communities. d. Jobs have become more skilled and technologically advanced, and a more educated workforce is necessary to fill these jobs. DIF: Difficult REF: Pages 485–486 TOP: Factual OBJ: Functionalist Perspective 34. According to functionalist theories of education, which of the following would NOT be a function of the American education system? a. socialization to the norms of dominant American culture b. sorting students into adult social roles through granting certain credentials c. indoctrination into capitalist ideology d. custodial care for children of working parents DIF: Difficult REF: Pages 485–486 TOP: Conceptual OBJ: Functionalist Perspective 35. Which of the following is most likely to be a conflict perspective argument about why education levels have continually risen in the United States over the course of the last century? a. Competition for scarce jobs requires that Americans become overqualified for the jobs they want. b. As education became more common for all people, social elites needed to obtain more education in order to set themselves apart from others. c. A result of industrialization is that jobs have become more and more skilled, and a more educated workforce is required to fill these positions. d. More education increases the amount of trust people have in others, and this tends to reduce social conflicts. DIF: Difficult REF: Pages 486–487 TOP: Factual OBJ: Conflict Perspective 36. Which of the following is NOT an argument that would be made by a conflict theorist? a. At all levels, the system of education in America produces inequality. b. During elementary school, children are socialized to skills that will help them become adults who will be obedient workers. c. Contrary to the American ideology, schools are not meritocratic places. d. Schools are the one place where all children, despite their family background, can move up in the world. DIF: Difficult REF: Pages 486–487 TOP: Conceptual OBJ: Conflict Perspective 37. What was the nature of the scandal surrounding the SAT Reasoning Test in the spring of 2006? a. The College Board admitted that there was a scoring error that incorrectly scored more than 4,000 tests, with the errors tending to underestimate scores. b. The College Board admitted that there was a scoring error that incorrectly scored all of the tests taken in October 2005, and that those scores were overestimated by 10 to 25%. c. The College Board announced that new research showed that the SAT does not accurately predict college outcomes. d. The College Board announced that one’s high school grade point average (GPA) is a stronger predictor of college GPA in the first year than is the SAT. DIF: Easy REF: Page 487 TOP: Factual OBJ: The SAT 38. Which of the following is NOT mentioned in your text as a criticism of using the SAT as a college admissions criterion? a. Most of the time, college admissions officers would make the same admissions decisions using information only from students’ high school records; furthermore, low SAT scores might disqualify from admission students who are otherwise academically talented. b. The SAT does a good job of predicting college performance for white students only; it does not, however, predict college success among black or Hispanic students. c. The SAT does not predict college success well for older students who have been out of high school for some time; admission criteria need to be adjusted for adult students. d. Scores on the SAT are consistently correlated with ethnicity, race, and social class; therefore, the SAT might be biased toward certain groups of students. DIF: Difficult REF: Pages 488–490 TOP: Factual OBJ: The SAT 39. The SAT was developed in order to provide children from public schools with a chance to demonstrate their fitness for college and to show they were as able as students from private high schools. It is therefore ironic that: a. researchers now question how meritocratic the SAT is, because the SAT may test knowledge that is biased against certain groups. b. elite colleges and universities are increasingly deciding to not base admissions decisions on the SAT. c. students from private schools still score higher on the SAT. d. students from public schools are less likely to take the SAT than are students from private schools. DIF: Difficult REF: Page 500 TOP: Conceptual OBJ: The SAT 40. When studies control for family background characteristics, the SAT: a. becomes highly predictive of college success. b. predicts college graduation rates. c. no longer predicts college grades very well. d. all of the above. DIF: Moderate REF: Page 500 TOP: Factual OBJ: The SAT 41. What might be a reason that upper-status students score higher on SATs? a. Their IQs are higher. b. They are less likely to actually take the test multiple times. c. They are all white. d. Their parents are better able to obtain help for them, as in SAT prep courses and extra tutoring if they are doing poorly in school. DIF: Easy REF: Page 494 TOP: Conceptual OBJ: The SAT 42. Affirmative action practices refer to: a. policies that promote to higher grades students who have not completed the academic requirements needed to pass to the next grade level. b. policies that guarantee college admission to black and Hispanic applicants. c. policies that encourage minority recruitment on college campuses. d. policies that grant preferential treatment to subgroups within a population. DIF: Easy REF: Page 490 TOP: Factual OBJ: Affirmative Action 43. Espenshade, Chung, and Walling (2004) studied admission to elite colleges and found that group A was four times more likely to gain admission, and group B was three times more likely to be admitted. Group A and B are, respectively: a. black and female students. b. Latino students and athletes. c. athletes and legacy students. d. black and Latino students. DIF: Moderate REF: Page 490 TOP: Factual OBJ: Affirmative Action 44. Which of the following statements is true with regard to preferential admissions to colleges and universities? a. In the past 15 years, admissions preference for athletes has risen steadily, surpassing that of minority students. b. In the past 15 years, affirmative action programs have taken spots away from white students at elite colleges and universities. c. In the past 15 years, preferential admissions for minority students have taken spots away from white students at the least selective colleges and universities only, but not at elite universities. d. In the past 15 years, affirmative action programs have not significantly increased diversity on college and university campuses. DIF: Difficult REF: Page 490 TOP: Factual OBJ: Affirmative Action 45. Which of the following statements is false? a. Admissions decisions to colleges and universities include preferential treatment for race, ethnicity, gender, and other characteristics such as unusual backgrounds, leadership experiences, or having grown up in a rural area. b. Affirmative action programs at colleges and universities are designed to provide opportunities to historically underrepresented groups and to increase diversity on campuses. c. Abolishing affirmative action programs would significantly increase white students’ chances of gaining admission to elite schools. d. When black and Hispanic students attend more selective colleges and universities, they have a greater chance of graduating. DIF: Difficult REF: Pages 490–492 TOP: Applied OBJ: Affirmative Action 46. If affirmative action programs were eliminated, which group would be most likely to see an increase in chances of admission to elite colleges and universities? a. black students b. female students c. Hispanic students d. Asian students DIF: Moderate REF: Page 491 TOP: Factual OBJ: Affirmative Action 47. According to Espenshade and Chung (2005), eliminating affirmative action programs would do which of the following? a. sharply lower the number of legacy admissions at elite colleges and universities b. decrease black and Hispanic admission acceptance rates by one-half to two-thirds c. increase by one-third the number of women admitted to elite universities d. not change the percentage of minority students at elite colleges and universities DIF: Difficult REF: Page 492 TOP: Factual OBJ: Affirmative Action 48. Which of the following is NOT a sociological criticism of the idea that IQ affects educational outcomes? a. Standardized IQ tests measure only one kind of intelligence, and other types might be related to educational success. b. IQ tests are culturally biased against some groups. c. If there is a relationship between innate intelligence and educational performance, then there is no need to look at social factors. d. There is great difficulty in measuring innate intelligence, independent of social forces that might affect cognitive development. DIF: Difficult REF: Pages 492–493 TOP: Conceptual OBJ: IQ 49. Which of the following is NOT an element of socioeconomic status? a. educational attainment b. racial background c. occupational prestige d. income DIF: Easy REF: Page 493 TOP: Factual OBJ: Inequality in Education 50. With regard to race and high school graduation rates, which of the following is correct? a. In 2007, about 95% of blacks aged 25 and older had graduated from high school compared to nearly 100% of whites in the same age range. b. In 2007, about 82% of blacks aged 25 and older had graduated from high school compared to about 86% of whites in the same age range. c. In 2007, about 18% of blacks aged 25 and older had graduated from high school compared to about 86% of whites in the same age range. d. In 2007, about 28% of blacks aged 25 and older had graduated from high school compared to 45% of whites in the same age range. DIF: Easy REF: Page 497 TOP: Factual OBJ: Inequality in Education 51. With regard to race and college degree completion, which of the following is correct? a. In 2007, about 86% of blacks aged 25 and older had graduated from college as opposed to about 28% of whites in the same age range. b. In 2007, about 81% of blacks aged 25 and older had graduated from college as opposed to about 86% of whites in the same age range. c. In 2007, about 18% of blacks aged 25 and older had graduated from college as opposed to about 29% of whites in the same age range. d. In 2007, about 28% of blacks aged 25 and older had graduated from college as opposed to about 18% of whites in the same age range. DIF: Moderate REF: Pages 497–498 TOP: Factual OBJ: Inequality in Education 52. With regard to research on the effects of race and social class on education outcomes, which of the following is true? a. White students appear to do better than minority students until social class characteristics are controlled for; then white students have lower educational achievements than minority students. b. When social class characteristics are controlled for, the same gaps in tests scores between black and white students remain; black students are still less likely to graduate from high school; and black students are more likely to be held back a grade. c. White students do better than Asian American, Hispanic, and black students when social class characteristics are taken into account. d. When social class characteristics are controlled for, test score gaps between black and white students shrink, black students have a higher high school graduation rate, and black students are less likely to be held back a grade. DIF: Difficult REF: Page 498 TOP: Factual OBJ: Inequality in Education 53. Which of the following examples would NOT be supported by the research findings on the influence of home characteristics on education? a. During the summer, children from higher socioeconomic status backgrounds make educational gains, while children from lower socioeconomic status families experience greater summer setbacks. b. The activities of summer camps, community programs, and home environments are not important factors in the academic achievements of higher social class children who are performing well during the school year. c. Activities and summer programs for low-income children could help reduce some of the summer setbacks in achievement they experience. d. Many of the differences in black–white educational achievement gaps can be explained by social class differences rather than racial differences. DIF: Moderate REF: Page 498 TOP: Applied OBJ: Class 54. Suzanne and Jessica are best friends. Both have been in the same classes throughout elementary school, and have performed similarly with respect to grades. Suzanne’s dad owns his own company, and her mom is a lawyer. Jessica’s dad is a plumber, and her mom works at Walmart. All other things being equal, which is a true statement? a. Suzanne is more likely than Jessica to stay in school longer, score higher on cognitive tests, and be placed in college preparatory classes in high school. b. Suzanne and Jessica are both equally likely to graduate from high school, go to college, and score the same on cognitive tests. c. Suzanne is more likely to stay in school longer, but both girls are equally likely to be placed in college preparatory tracks in high school. d. There is not enough information here to determine which statement is true. DIF: Difficult REF: Pages 493–494 TOP: Applied OBJ: Cultural Capital 55. Cultural capital refers to: a. a regional center of arts, music, and entertainment. b. the personal investments people can make to become more bankable and productive. c. the benefits people derive from being in networks with other people. d. social-class-based skills and resources that people inherit and can use to their advantage. DIF: Moderate REF: Page 495 TOP: Factual OBJ: Cultural Capital 56. According to Bourdieu, the three types of cultural capital are: a. social, human, and cultural. b. embodied, objectified, and institutional. c. race, class, and gender. d. innate, learned, and social. DIF: Easy REF: Page 495 TOP: Factual OBJ: Cultural Capital 57. Which of the following illustrates the concept of cultural capital? a. Mark, a 23-year-old welder, returns to school, completes several degrees, and eventually becomes a college professor. His sister, Jane, does not attend college and works in a retail position. b. Chantal, a high school senior, is able to spend the summer working as a nanny for a wealthy family on Cape Cod because her mother also worked for the family. Her friends, however, remain in their hometown for the summer. c. Joshua and Sam have both earned bachelor’s degrees from a local university and are now interviewing for the same job. When Joshua goes into the job interview, he is able to discuss art, architecture, and travel experiences he had while growing up. Sam has not had these same experiences and is not able to have the same kind of conversations with the interviewers. d. Cesar is one of only a few Hispanic students in his high school. He does not spend time with other Hispanic students, preferring to join teams with all white students. DIF: Easy REF: Page 495 TOP: Applied OBJ: Cultural Capital 58. The embodied cultural capital that parents have may work with institutional cultural capital. Which of the following illustrates this? a. If a parent has confidence in social settings, he or she may be better able to advocate for children in front of the school board or at parent–teacher meetings. b. A parent may have more money to be able to send his or her child to private tutorials, and the child may then earn higher test scores. c. A parent has a higher level of education and is therefore able to talk to principals and school administrators as a peer. d. If a parent does not have time to volunteer in school, teachers may think that he or she does not care about the child. DIF: Difficult REF: Page 495 TOP: Applied OBJ: Cultural Capital 59. One of the major reasons that lower-status parents use more directives and teach their children to be more obedient than inquisitive is that: a. they aren’t sure who all their children are. b. they tend to have jobs that require them to be obedient and they want their children to learn this. c. they don’t have as much patience with child rearing. d. they don’t have the desire to be parents. DIF: Moderate REF: Page 495 TOP: Conceptual OBJ: Cultural Capital 60. One of the major reasons Native Americans were placed in boarding schools for 60 years was: a. to protect them from war. b. to socialize them to become “civilized” Americans. c. because Native American parents were extremely physically abusive. d. because their parents no longer wanted them after they were assimilated into “American” culture. DIF: Moderate REF: Page 473 TOP: Factual OBJ: Race 61. Bill Cosby is concerned with black underachievement in the American school system. He suggests that: a. more African American parents actually parent. b. African American children begin school earlier, around the age of three. c. white students need to tutor African American students in after-school programs. d. white people adopt African American children into their homes to properly socialize them. DIF: Easy REF: Page 497 TOP: Factual OBJ: Race 62. Which of the following scenarios illustrates “stereotype threat”? a. Lesley, a Jewish high school senior, has applied to a number of colleges and universities including two well-known Christian universities. She is concerned that she will be defined by her Jewish identity if she attends a university with a large Jewish student body. b. Antoine, a black student at Yale University, is nervous about taking the Law School Admissions Test (LSAT). He fears that if his score is low, he will confirm negative perceptions about the intelligence of black men. His fear then affects his performance, and he scores lower on the actual test than he did on practice tests. c. Jack, a white student seeking admission to Harvard, is concerned that he will not be admitted to the university, despite his high class rank and SAT scores. He thinks that he will be passed up by the admissions committee in favor of a student from a minority background. d. Lee-Ann, a young black woman, decides not to apply to college despite her strong performance in college preparatory classes and good SAT scores. Her family cannot afford the tuition at a historical black university, and she is sure that at a university that does not have a large minority student body, she will be treated unfairly because of her race. DIF: Difficult REF: Page 500 TOP: Applied OBJ: Stereotypes 63. What is stereotype threat? a. This is a psychological process whereby members of a negatively stereotyped group become determined to challenge the accuracy of the stereotype. b. This is a social process in which the behaviors of members of a negatively stereotyped group are controlled by the fear that they will be exposed as belonging to the stereotyped group. c. This is a psychological process of fear that develops when members of a negatively stereotyped group are placed in a situation where they may confirm the stereotype. d. This is a social process where members of a positively advantaged group actively challenge negative stereotypes of other groups. DIF: Moderate REF: Page 500 TOP: Factual OBJ: Stereotypes 64. With regard to biological or genetic differences between people, sociologists have found that: a. differences in IQ tests between minorities and nonminorities likely result from genetic differences between groups. b. stigmatized minorities in all countries have lower IQ scores, lower educational attainment, and lower occupational status, indicating that these minorities are biologically less able to succeed. c. stigmatized minorities in all countries have lower IQ scores, lower educational attainment, and lower occupational status, indicating that social processes of stratification and stigmatization affect the life chances of these groups. d. differences in educational attainment between minorities and nonminorities are due to a combination of genetics and negative stereotyping. DIF: Easy REF: Page 501 TOP: Factual OBJ: Stereotypes 65. Which of the following statements is FALSE? a. The Maori of New Zealand have lower education qualification levels than other New Zealanders. b. Maoris have lower educational attainment and IQ scores than non-Maori New Zealanders. c. The Burakumin of Japan have a history of discrimination, but have similar education achievements as non-Buraku Japanese. d. When Buraku children attend schools in the United States, they perform as well as non-Buraku Japanese children. DIF: Moderate REF: Page 501 TOP: Factual OBJ: Stereotypes 66. Contrary to popular belief: a. girls and boys score about the same in national math tests. b. boys are stronger readers than girls. c. boys attend college in greater numbers than girls. d. women and men with equal educational levels earn the same amount of money. DIF: Easy REF: Page 502 TOP: Factual OBJ: The Boy Crisis 67. In 2006, women earned ____________ % of bachelor’s degrees, and ____________ % of master’s degrees. a. 70; 24 b. 15; 4 c. 58; 61 d. 78; 86 DIF: Easy REF: Page 502 TOP: Factual OBJ: The Boy Crisis 68. Boys are more likely to engage in risky behaviors and experience problems at school; boys are also more likely to ____________ than girls. a. take math and science AP classes, and score higher b. take foreign language AP tests, but score lower c. take foreign language AP tests, and score higher d. score higher on AP math and science tests, but lower on SAT math and science tests DIF: Moderate REF: Page 502 TOP: Factual OBJ: The Boy Crisis 69. Which of the following trends in current educational achievement is NOT supported by research evidence? a. Only girls from homes where their parents are college-educated achieve as much as boys. b. Girls from all backgrounds have started to perform well since the 1960s. c. The boy–girl educational gap has a limited effect on middle- and upper-class children. d. Boys from single-parent homes perform less well in school. DIF: Moderate REF: Page 503 TOP: Factual OBJ: The Boy Crisis 70. Which of the following is a factor affecting the strong academic performance of Asian Americans? a. Asian Americans are biologically and genetically smarter than whites. b. All Asian American groups are more socioeconomically advantaged, therefore social class does not work against these groups. c. Asian Americans have not faced a history of discrimination and prejudice. d. There is a high degree of social capital in Asian American communities, and the community reinforces norms regarding education and parenting. DIF: Easy REF: Page 502 TOP: Factual OBJ: Ethnicity 71. In part because of their educational success, which group has been called the “model minority” in America? a. African Americans b. Hispanics of Cuban descent c. Hispanics of Puerto Rican descent d. Asian Americans DIF: Easy REF: Page 502 TOP: Factual OBJ: Model Minorities 72. Research has shown that the ____________ the family, the ____________ the children’s achievement on test scores and grades. a. smaller; lower b. larger; lower c. larger; higher d. None of the above; family size has no effect on children’s educational achievement. DIF: Easy REF: Page 503 TOP: Factual OBJ: Family Size 73. With regard to the effects of families on children’s educational outcomes, which of the following is true? a. Few studies show that birth order significantly affects children’s educational attainment. b. Children born later in a family are less likely to receive parental financial support for college because parents have exhausted their resources on the older children. c. When a family goes from two to three children, middle children are significantly more affected by the loss of family resources. d. Only children are an at-risk group when it comes to educational attainment. DIF: Moderate REF: Page 505 TOP: Factual OBJ: Family Size 74. A prominent hypothesis about the effect of family size on children’s educational outcomes is the: a. negative social learning model. b. positive social learning model. c. resource dilution model. d. resource enhancement model. DIF: Moderate REF: Page 504 TOP: Factual OBJ: Resource Dilution Model 75. Which of the following scenarios does NOT illustrate the resource dilution hypothesis? a. Peter and Dorothy have five children. They will not be able to spend equal time with all of their children each day. b. Lukas is an only child. He does not need to compete for his parents’ time and financial resources. c. Misha, Nisha, and Trisha are triplets. Their educational outcomes will be stronger than single-born children because they can learn from one another. d. Jeannie had her first child five years before her second. She was able to stay home with her infant daughter when her older daughter started kindergarten. DIF: Moderate REF: Page 504 TOP: Applied OBJ: Resource Dilution Model 76. What is the relationship between birth weight and education? a. Siblings who weighed less at birth exhibit lower educational attainment than their heavier siblings. b. Children who are born heavier are more likely to be bullied in school. c. Low-birth-weight children tend to exhibit signs of attention problems but only through preschool age. d. Lower birth weight predicts fewer missed days of school due to health complications. DIF: Moderate REF: Page 505 TOP: Factual OBJ: Birth Weight 77. Which of the following is an argument in favor of school vouchers? a. If parents cannot pay for their children to go to private schools, the state should pay. b. Competition for spots at the best school would be given to students who are not educationally prepared. c. If schools competed for students, the quality of education would suffer. d. In order for schooling to be equal for all children, parents should be able to decide where their children go, regardless of their ability to pay. DIF: Moderate REF: Pages 505–506 TOP: Conceptual OBJ: Vouchers Completion 1. As demonstrated by the Carlisle Indian Industrial School and other such institutions, the United States has a history of ____________ of children from minority backgrounds. ANS: forced assimilation DIF: Difficult REF: Page 473 TOP: Factual OBJ: Socialization 2. The United States is one of many industrialized countries that has tried to assimilate native populations to ____________. ANS: the dominant cultural values DIF: Moderate REF: Page 473 TOP: Factual OBJ: Socialization 3. Rather than just teaching “reading, writing, and arithmetic,” schools also teach approaches to living and attitudes to learning. This could include racism, competition, and/or sexism. This is called the ____________. ANS: hidden curriculum DIF: Moderate REF: Page 472 TOP: Factual OBJ: Hidden Curriculum 4. In the United States we have ____________, which means that American schools are free and mandatory until high school. ANS: universal schooling DIF: Moderate REF: Page 472 TOP: Factual OBJ: U.S. Education 5. The ____________ was based on a study that looked specifically at the effects of desegregation on elementary schools. ANS: Coleman Report DIF: Easy REF: Page 476 TOP: Factual OBJ: Coleman Report 6. It is hypothesized that the closeness of community ties among parents, teachers, and students is one of the reasons that ____________ have strong effects. ANS: Catholic schools DIF: Easy REF: Page 473 TOP: Factual OBJ: Private versus Public Schools 7. ____________ is intended to create better learning environments for children. ANS: Tracking DIF: Easy REF: Page 479 TOP: Factual OBJ: Tracking 8. In some other countries, ____________ is more pronounced than in the United States, and students may be grouped into different schools altogether. ANS: sorting, tracking DIF: Moderate REF: Page 481 TOP: Factual OBJ: Tracking 9. Your text talks about “sorting students with regard to their abilities.” This can also be called ____________. ANS: tracking DIF: Easy REF: Page 479 TOP: Factual OBJ: Tracking 10. There is evidence that teachers’ ____________ of their students affect how students perform. ANS: perceptions DIF: Moderate REF: Page 482 TOP: Factual OBJ: Pressure Cooker 11. A classroom is unlike any other group. It is a bunch of people who have sustained contact in a very socially intimate situation. This is a perfect situation for what Jackson (1968) called the ____________. ANS: pressure cooker DIF: Moderate REF: Page 481 TOP: Factual OBJ: Pressure Cooker 12. Teachers who are told that students are bright tend to expect more from them academically. This is know as the ____________. ANS: Pygmalion effect or self-fulfilling prophecy DIF: Easy REF: Page 483 TOP: Factual OBJ: Pressure Cooker 13. The same jobs that required a high school diploma 50 years ago now require a(n) ____________. ANS: college degree DIF: Easy REF: Page 486 TOP: Factual OBJ: Credentialism 14. Contrary to ____________ theory, much of what children learn in schools is not relevant to the jobs they will have. ANS: functionalist DIF: Difficult REF: Page 486 TOP: Conceptual OBJ: Conflict Perspective 15. During the fall of 2005, inaccurate scoring ____________ about 4,000 students’ SAT scores. ANS: underreported DIF: Easy REF: Page 487 TOP: Factual OBJ: The SAT 16. Colleges and universities often grant preferential admission to applicants who have parents or grandparents who attended that school; this is known as ____________. ANS: legacy DIF: Easy REF: Page 490 TOP: Factual OBJ: Affirmative Action 17. Throughout the world, members of ____________ groups do less well with regard to education, even when they are racially indistinguishable from other groups. ANS: negatively stereotyped DIF: Moderate REF: Pages 500–501 TOP: Factual OBJ: The Gene Movement 18. The effects of adding brothers to a family of children are more ____________ than adding sisters. ANS: negative DIF: Moderate REF: Page 504 TOP: Factual OBJ: Family Size 19. Birth spacing, number of children, and the gender composition of children in the family affect ____________. ANS: educational achievement DIF: Easy REF: Pages 503–505 TOP: Factual OBJ: Family Size 20. ____________ allow students (actually their parents probably) to be able to choose where they want to go to school, regardless of whether they can pay for it. ANS: Vouchers DIF: Moderate REF: Page 505 TOP: Factual OBJ: Vouchers Essay 1. What factors inside classrooms can affect students’ learning experiences and how do they do so? ANS: track; teacher quality and experience (particularly in the first few years of teaching); teachers’ expectations of students; the adoption of best classroom practices; peer behaviors and disruptive actions; peers’ achievement levels DIF: Moderate REF: Pages 481–485 TOP: Factual OBJ: Education 2. Discuss how the American ideology of equal opportunity for all is undermined by the persistent inequalities present in the American education system. ANS: While we have an American ideology that supports the idea of equal opportunities for all, the reality is that education reproduces existing social inequalities. For instance, minority and lower-class students are disproportionally placed in lower tracks than their nonminority and upper-class counterparts. Furthermore, particular groups of students are subjected to differing teacher expectations regarding their performance. There are also cumulative advantages of social class (such as the positive effects of cultural capital) that confer academic advantages. Moreover, racial disparities in educational attainment, a legacy of negative stereotypes operating against minorities, and intersections of race and social class act in complex ways to affect school outcomes. DIF: Moderate REF: Pages 471–474 TOP: Conceptual OBJ: U.S. Education 3. Let’s say you have a 2-year-old child. Considering all the studies discussed in Chapter 13, what would you do to be assured that your child would be a successful adult with regard to education? Discuss class size, school funding, private versus public schools, type of teacher, peers, etc. ANS: The Coleman Report found that it wasn’t necessarily funding that increased achievement in academic settings so I wouldn’t be necessarily concerned with whether the school I chose for my child would have greater assets than another. What I would be concerned about is what type of students went to that school. Students who come from upper-class families tend to be a good influence on other kids. Even though I might not be from upper status, there is a good chance that my child would benefit from associating with upper-status kids. I would want a smaller class size, somewhere around 15 students per teacher, with teacher assistants available. I would also choose a Catholic private school because the Coleman Report found that these private schools (even though I’m not Catholic) were generally the least expensive of private schools and the most successful in preparing students academically. So, again, funding doesn’t seem to be a major factor in educational achievement. I would want to find a teacher who has some experience, but he or she doesn’t have to have been teaching for 25 years. As long as they’ve had several years in the classroom, I think they will be fine. I would want my child to avoid being tested before being admitted, so that tracking (or sorting) would not be done. I would be sure that I conveyed to the teacher that I was always willing to help in the classroom and was available at any time. I would be sure to relate to the teacher that my child is very smart (Pygmalion effect) and that I expect him or her to push my child to succeed. I would want a teacher who has clear expectations of students and also would want to know what to expect if behavior problems arise. I would also want a teacher that is organized with a fixed routine and one that sets high standards for classroom work. DIF: Difficult REF: Pages 477–485 TOP: Conceptual OBJ: U.S. Education 4. The Coleman Report (1966) was 10 years after Brown v. Board of Education. Did the study uphold the idea that schools were “separate but unequal”? Explain. rown v. Board of Education ruled that desegregation of schools was a requirement because even though schools were separate, they were unequal with regard to funding and hence at lower-funded schools teachers were less qualified, there were larger classes, and there were fewer resources with regard to instructional materials, and as a result, racial minorities were lagging behind white students. The Coleman Report was commissioned by the government to study schools that were still highly segregated to see what was causing the achievement gap between black and white students. While researchers compiling results of the report were expecting to find that resources did, indeed, matter, the study found that different resources did not matter. They found that most of the differences in achievement could be attributed to two factors: 1) family background, and 2) other students (which is also highly correlated to family background). Black students achieved far more in majority white schools, and lower-income children did better in more upper-class schools. DIF: Moderate REF: Pages 476–477 TOP: Factual OBJ: Coleman Report 5. What are the pros and cons of the sorting/tracking function served by schools? ANS: Pros: Sorting can test students for abilities and aptitudes, eliminate students who are not up to par, channel students into courses that match their skills and interests, and provide valuable career/future training while students are still in school. Cons: Schools sort students by class and other social inequalities, which reproduces existing social inequalities. DIF: Easy REF: Pages 479–481 TOP: Factual OBJ: Tracking 6. Discuss how tracking creates differences among students within the same schools that may be significantly greater than differences between schools. ANS: Tracking accounts for a portion of the large differences observed between students in the same schools. DIF: Moderate REF: Pages 479–481 TOP: Conceptual OBJ: Tracking 7. Briefly outline Rosenthal and Jacobson’s 1968 study of the Pygmalion effect. Then, discuss how teachers’ expectations of students could positively and negatively affect students’ academic achievement. ANS: Rosenthal and Jacobson visited an elementary school and administered IQ tests to the students. They randomly selected 20% of the students in the school and identified these children as having especially high potential for academic achievement. The school year progressed. At the end of the year, the children were retested. Those who had been labeled as bright had scored significantly better than their peers. Teachers also rated these children with more positive characteristics than other children. The teachers’ high expectations for these students may have meant that they exposed these children to different material, expected more of them, and taught them differently. The children also probably changed their behavior in response to what was expected of them. Thus, positive expectations about students’ potential and intellectual growth can become a reality. On the other side, if teachers have negative expectations for students, these children may not work to their potential. Teachers may have lower expectations of some groups: for instance, boys, minority students, or students from lower-class families. These expectations may be part of the reason why different groups do not do as well in school. DIF: Easy REF: Page 483 TOP: Applied OBJ: Pressure Cooker 8. Discuss at least three criticisms of the SAT as a criterion for college admission. ANS: • The SAT does not predict college grades above and beyond high school grades and class rank. • Most of the time, admissions counselors would make the same admissions decisions on the basis of students’ high school records, but students with strong records may be denied admission on the basis of low SAT scores. • The SAT accurately predicts college outcomes for white students, but not for black and Hispanic students. • The SAT may not be meritocratic in that it tests culturally biased information. • SAT scores are highly correlated with family background characteristics, so while the SAT may seem to predict college grades, a portion of this predictive effect is due to the correlation of family income with grades and SAT scores. DIF: Moderate REF: Pages 488–490 TOP: Factual OBJ: The SAT 9. Do IQ tests reliably measure intelligence for everyone equally? Why or why not? ANS: IQ tests measure only one kind of intelligence, not creativity or understanding. IQ tests have been criticized because they tend to be biased toward white middle- and upper-class students. Who writes the tests after all—white middle- and upper-class adults! Lastly, IQ tests don’t measure innate intelligence, because by the time a child is old enough to take the tests they have been exposed to environments that could hinder or help their IQ scores. A child who has never traveled or been exposed to a computer would not fare as well as a child who has had these advantages. DIF: Moderate REF: Pages 492–493 TOP: Applied OBJ: IQ 10. Explain how race and social class intersect to affect education outcomes. ANS: Race and social class variables are highly correlated, but the evidence suggests that when social class factors are controlled for, much of the black–white difference in educational outcomes is reduced. Yet not all racial differences are explained by social class. There is evidence that, regardless of race, lower-class students display an inversion of dominant cultural values (whereby achievement is bad and acting out is good). Furthermore, because of school desegregation and tracking, some high-achieving minority students may feel isolated when they are placed in higher-level classes. Nevertheless, when black students are in higher tracks, they often perform well. DIF: Difficult REF: Pages 498–499 TOP: Applied OBJ: Class | Race 11. Explain how sex and social class intersect and may account for educational differences between males and females. ANS: Despite media attention to a crisis in male–female school performance, much evidence shows that many sex differences are related to social class. For instance, among children born prior to the mid-1960s, males from all backgrounds outperformed females in school, but only girls from homes with college-educated parents obtained educational levels matching boys. Among children born after the mid-1960s, however, the pattern reverses; girls from all backgrounds began doing well in school, where boys from families with fewer resources began showing declines. Among children in middle- and upper-class families, there is little evidence of a boy–girl educational crisis. DIF: Difficult REF: Pages 498–499 TOP: Applied OBJ: Class | Gender 12. Provide definitions of social capital, human capital, and cultural capital. Then discuss how these combine to influence educational outcomes. ANS: Social capital refers to the advantages of community and network ties. Human capital is the investments into individuals that can make them better able to earn a living or more productive as workers. Cultural capital refers to the social-class–based skills that individuals acquire while they are growing up, and that they can draw on to their advantage (particularly when these skills are recognized and valued by social institutions). Answers about the intersections of the three will vary. DIF: Difficult REF: Pages 472, 478, 495–496 TOP: Factual OBJ: Cultural Capital | Human Capital | Social Capital Chapter 14 Capitalism and the Economy Concept Map I. Capitalism A. Competition B. Feudalism C. Industrial Revolution 1. Enclosure Movement 2. Agricultural Revolution 3. Monetization 4. Bartering II. Theories of Capitalism A. Adam Smith 1. Division of Labor B. Georg Simmel 1. Depersonalization of Exchange 2. Payment Forms i. Piecework ii. Salary iii. Civil Service Salary iv. Wage Labor v. Honorarium C. Karl Marx 1. Alienation D. Max Weber 1. Protestant Reformation III. Recent Changes in Capitalism A. Gender Inequality 1. Family Wage B. Family and Work C. Service Sector D. Globalization 1. Champagne-Glass Distribution IV. Corporations A. Monopoly B. Oligopoly C. Labor 1. Offshoring 2. Unions V. Credit Default Swaps Multiple Choice 1. What is the name of the economic system that developed along with the agricultural revolution and Industrial Revolution in Europe? a. feudalism b. capitalism c. socialism d. communism DIF: Moderate REF: Page 513 TOP: Factual OBJ: Capitalism 2. In what type of society is there a strong norm against mixing business with pleasure? a. precapitalist society b. modern capitalist society c. postcapitalist society d. all of the above DIF: Easy REF: Page 519 TOP: Factual OBJ: Capitalism 3. In a capitalist economic system, the price and distribution of goods and services are determined by what? a. number of workers b. monetization c. location d. competition DIF: Moderate REF: Page 513 TOP: Factual OBJ: Competition 4. What is the correct term describing an economic system characterized by the presence of lords, vassals, and serfs? a. capitalism b. feudalism c. monetization d. honorarium DIF: Easy REF: Page 513 TOP: Factual OBJ: Feudalism 5. Before capitalism in Europe, the dominant economic system was feudalism. Which of the following was NOT a member of feudal society? a. lord b. vassal c. slave d. serf DIF: Easy REF: Page 513 TOP: Factual OBJ: Feudalism 6. In the feudal system, vassals were responsible for granting land to serfs. What was this land called? a. property b. enclosures c. fields d. fiefs DIF: Easy REF: Page 513 TOP: Factual OBJ: Feudalism 7. Serfs were the lowest class in the feudal system and were bound to the land they worked, yet they were not slaves. How were they different? a. They could own property. b. They could be sold. c. They did not have to give the lord any of their earnings. d. They could be traded to other lords. DIF: Easy REF: Page 513 TOP: Applied OBJ: Feudalism 8. Under feudalism, the lords did not receive the profits from the land that they owned. Who did? a. vassals b. serfs c. kings d. knights DIF: Moderate REF: Page 513 TOP: Factual OBJ: Feudalism 9. The dominant economic system before the agricultural revolution was: a. the enclosure movement. b. the feudal system. c. the post-Industrial Revolution. d. the service sector. DIF: Easy REF: Page 513 TOP: Factual OBJ: Feudalism 10. In the feudal system, how did serfs differ from slaves? a. Serfs could own property. b. Serfs could be owned, but not sold. c. Serfs were considered part of the nobleman’s family. d. Slaves could own property, but serfs could not. DIF: Moderate REF: Page 513 TOP: Factual OBJ: Feudalism 11. At the end of the eighteenth century and the beginning of the nineteenth century, a massive transition was propelled by the development of new technologies, including: a. the cotton gin and distiller. b. the power loom and steam engine. c. the telephone and telegraph. d. motor cars and tractors. DIF: Easy REF: Page 515 TOP: Factual OBJ: Industrial Revolution 12. The major historical transition from small-scale artisan labor to the Industrial Revolution was mainly due to: a. an increase in rural populations. b. development of new technologies. c. new transportation methods, like airplanes. d. an increase in family size, creating more workers for factories. DIF: Easy REF: Page 514 TOP: Factual OBJ: Industrial Revolution 13. What happened to many serfs as a result of the enclosure movement? a. Their daily lives were more closely monitored. b. They were evicted. c. They had more land to use for grazing and planting. d. They had to pay more rent. DIF: Easy REF: Page 513 TOP: Factual OBJ: Enclosure Movement 14. The agricultural revolution was spurred on by new innovations such as: a. the steam engine. b. factories. c. the plow. d. crop rotation. DIF: Easy REF: Page 514 TOP: Factual OBJ: Agricultural Revolution 15. During the agricultural revolution, the enclosure movement caused many former serfs to move to cities in search of work and led to the rise of: a. wage labor. b. apartment rentals. c. the police force. d. wars between England and India. DIF: Easy REF: Page 515 TOP: Factual OBJ: Agricultural Revolution 16. Monetization refers to: a. an economic system in which property and goods are owned privately. b. an economic system characterized by the presence of royalty. c. the establishment of a widely accepted currency for exchange. d. a system of payment based on products produced, not hours worked. DIF: Easy REF: Page 515 TOP: Factual OBJ: Monetization 17. The rise of large-scale production, the influx of peasants to urban areas to find work, and the rise of a system of wage labor caused the ____________ system to become obsolete, in favor of a new system of legal currency. a. barter b. neighborhood c. exchange d. trade DIF: Easy REF: Page 515 TOP: Factual OBJ: Bartering 18. Adam Smith, the father of liberal economics, determined that groups of individuals pursuing their own self-interest manage to stay intact and not fall into the chaos of civil strife because: a. individuals are focused on their own issues and do not realize the chaos around them. b. individual self-interest in an environment of others acting similarly will lead to a situation of competition. c. individuals will strive to make their contribution stand out. d. individuals compete with people they know but feel strangers are no threat in the business world. DIF: Difficult REF: Page 516 TOP: Factual OBJ: Adam Smith 19. Adam Smith showed how specialization and division of labor lead to greater productivity with the example of: a. a pin factory. b. a garden. c. his own home. d. a toy factory. DIF: Easy REF: Page 516 TOP: Factual OBJ: Adam Smith 20. Adam Smith agues that money is: a. evil. b. necessary in a bartering society. c. inherently social. d. a relatively new phenomenon, starting during the Industrial Revolution. DIF: Moderate REF: Page 517 TOP: Factual OBJ: Adam Smith 21. Adam Smith used an example of a pin factory to describe the benefits of division of labor to produce greater wealth. The division of labor does this by producing: a. goods that society desires. b. proportions that society desires. c. prices society is willing to pay. d. all of the above. DIF: Moderate REF: Page 516 TOP: Factual OBJ: Division of Labor 22. Georg Simmel saw the development of monetary payment systems as part of a historical evolution leading to: a. depersonalization of exchange. b. treating humans like animals. c. a communistic society. d. bring the working class and elites together. DIF: Difficult REF: Page 517 TOP: Factual OBJ: Depersonalization of Exchange 23. Because the monetary system is increasingly depersonalized, Simmel argues that it is now possible to: a. work for someone you don’t like. b. marry someone from a lower class. c. have true friendships. d. do shoddy work. DIF: Easy REF: Page 519 TOP: Factual OBJ: Depersonalization of Exchange 24. In Georg Simmel’s opinion, with the arrival of capitalism, payment forms evolve to give workers more and more freedom. Which of the following details the hierarchy of payment? a. payment per unit (highest), payment in kind, wage labor, salary (lowest) b. salary (highest), wage labor, payment per unit, payment in kind (lowest) c. payment in kind (highest), salary, wage labor, payment per unit (lowest) d. salary (highest), payment per unit, wage labor, payment in kind (lowest) DIF: Moderate REF: Pages 518–519 TOP: Factual OBJ: Payment Forms 25. Payment per unit, or piecework payment, has more freedom than in-kind payment because: a. the payment is not personal. b. the wage is not tied to the quality of the item produced. c. the worker can do whatever he wants with the cash. d. the worker is paid in items that he needs for survival. DIF: Moderate REF: Page 518 TOP: Factual OBJ: Piecework 26. Karl has been hired to paint a house blue. He mixes the color wrong, and it turns out purple instead of blue. Under which wage system(s) would he be responsible for paying for new paint? a. piecework and payment in kind b. wage labor c. payment in kind d. piecework DIF: Easy REF: Page 518 TOP: Applied OBJ: Piecework 27. If you are a salaried worker and you miss a day of work, how does your salary change? a. It doesn’t. b. You have to pay your employer back a set amount. c. You have to pay a fine. d. If you don’t want to pay a fine, you have to make up the day. DIF: Easy REF: Page 518 TOP: Applied OBJ: Salary 28. The good thing about a salary, according to Simmel, is: a. you are always paid higher than a wage earner. b. the same as piecework payment: so one can barter to get a higher wage. c. that workers still get paid, even if the electricity goes out for the day and no work gets done. d. it lasts long after a person has retired. DIF: Moderate REF: Page 518 TOP: Factual OBJ: Salary 29. Your grade level and amount of experience determine your: a. number of sick days. b. civil service salary. c. health insurance rates. d. high-level military officer pay. DIF: Easy REF: Page 518 TOP: Applied OBJ: Civil Service Salary 30. A system of payment whereby workers are compensated on the basis of a wage not tied to the quality of the raw materials, accidents, or other exigencies in the production process refers to: a. payment per unit. b. piecework. c. hourly wage. d. wage labor. DIF: Easy REF: Page 518 TOP: Factual OBJ: Wage Labor 31. An honorarium is similar to: a. a wage. You get paid for what you produce. b. a gift for something you have agreed to do for someone, like give a speech. c. a salary. You always know what you can expect in the form of money for your service. d. a scholarship. You are paid before you have performed your service. DIF: Easy REF: Page 519 TOP: Factual OBJ: Honorarium 32. Marx described workers as being alienated from: a. the process of production. b. other people. c. themselves. d. all of the above. DIF: Difficult REF: Pages 519–521 TOP: Factual OBJ: Alienation 33. In contrast to Simmel, Karl Marx believed that friendship under capitalism is not possible because: a. all relationships become market relationships. b. everyone becomes too lazy. c. people care too much about others. d. people forget how to communicate. DIF: Difficult REF: Page 521 TOP: Factual OBJ: Alienation 34. Which theorist claimed that modern capitalism would not have arisen without the Protestant Reformation, which created the necessary social conditions for capitalism by creating theological insecurity and instilling a doctrine of predestination? a. Karl Marx b. Georg Simmel c. Adam Smith d. Max Weber DIF: Easy REF: Page 522 TOP: Factual OBJ: Protestant Reformation 35. Barbara Risman equated gender inequality, in the form of marriage, to: a. necessities of American society. b. sexism. c. feminism. d. racism. DIF: Moderate REF: Page 526 TOP: Factual OBJ: Gender Inequality 36. Henry Ford was heralded for his generosity and genius when he created a new type of wage system whereby male workers were paid sufficient wages to support a dependent wife and children. What term refers to this type of payment? a. salary b. honorarium c. hourly wage d. family wage DIF: Easy REF: Page 524 TOP: Factual OBJ: Family Wage 37. Feminist sociologists claim that the family wage is a patriarchal bargain because it implies: a. that women depend on a man’s wage. b. that women aren’t smart enough to get a high-paying job. c. that the money men earn is most important. d. that a family needs to have a male head. DIF: Moderate REF: Page 524 TOP: Factual OBJ: Family Wage 38. Money that working women earned was not expected to provide for a family. What group did this assumption harm the most? a. widows b. children c. black women d. prostitutes DIF: Easy REF: Page 525 TOP: Factual OBJ: Family Wage 39. Attitudes about gender and work became self-confirming myths and enforced women’s dependence. The unfair family wage pushed an incentive on women to: a. rebel against men. b. marry and stay married. c. have many children. d. protest against political forces. DIF: Easy REF: Page 525 TOP: Factual OBJ: Family Wage 40. Because Ford created the “family wage,” he was: a. fired from the auto industry. b. forced to allow his wife to enter the workforce. c. seen as a capitalist looking to increase his profits at the expense of the family. d. heralded for his generosity and genius. DIF: Easy REF: Page 524 TOP: Factual OBJ: Family Wage 41. With regard to the family wage, women: a. got paid the same as men if they were single. b. were seen to be working just for “extra money” so they was not paid the same as men. c. actually made more than men, especially if they were single mothers. d. had to marry to get family wage equal to their husbands. DIF: Easy REF: Page 525 TOP: Factual OBJ: Family Wage 42. Arlie Hochschild argued that many workers seek refuge from (the) _____________ in the _____________. a. home; workplace b. children; workplace c. family; office d. workplace; home DIF: Easy REF: Page 530 TOP: Factual OBJ: Family and Work 43. According to sociologists Jerry Jacobs and Kathleen Gerson, because workers want to advance in their careers, many avoid taking full advantage of: a. health insurance benefits. b. paternity leave. c. vacation time. d. family-friendly office policies. DIF: Easy REF: Page 530 TOP: Factual OBJ: Family and Work 44. The Obama White House tends to differ from the previous one because: a. it has turned to the traditional African American three-generation household. b. there is a clear line between work and family life. c. the previous president liked to eat out, rather than in the White House. d. there are more state dinners now than before. DIF: Easy REF: Pages 512 TOP: Factual OBJ: Family and Work 45. The “typical” American family today is: a. dual-income. b. one where the father is the main provider. c. single-father. d. matriarchal. DIF: Easy REF: Page 527 TOP: Factual OBJ: Family and Work 46. Postfeminist expectations for family and work today are: a. that more women will become stay-at-home moms. b. that single moms will raise children without interference from fathers. c. to combine marriage to an egalitarian man with motherhood and a successful career. d. that fewer women will have children, hence allowing their careers to blossom. DIF: Moderate REF: Page 530 TOP: Conceptual OBJ: Family and Work 47. What term describes the economy that revolves around providing intangible services such as restaurant work, health-care provision, higher education, legal advice, computer tech support, and massage? a. services for hire b. vocational services c. service sector d. civil service DIF: Easy REF: Page 531 TOP: Factual OBJ: Service Sector 48. Trade and economic exchanges among individuals, corporations, and states in different areas of the globe are not new. Your text mentions four recent phenomena that make the current period of globalization different. Which of the following is NOT one of those? a. new means of travel b. new markets c. new means of exchange d. new players DIF: Moderate REF: Page 532 TOP: Factual OBJ: Globalization 49. Which term describes the financial markets where anyone with the proper equipment can participate? a. new means of exchange b. new markets c. new technology d. new rules DIF: Moderate REF: Page 532 TOP: Factual OBJ: Globalization 50. Which term refers to the end result of negotiations among multiple players, enforcing rights, imposing sanctions, or encouraging business at a regional or worldwide level? a. new means of exchange b. new players c. new rules d. new markets DIF: Difficult REF: Page 532 TOP: Factual OBJ: Globalization 51. Which of the following is NOT an example of a new means of exchange? a. telegrams b. personal computers c. the Web d. cellular phones DIF: Easy REF: Page 532 TOP: Factual OBJ: Globalization 52. Which of the following does NOT contribute to globalization? a. new markets where anyone with proper equipment can participate b. new forms of communication. c. no new rules to hinder advancement in the global market d. transnational players DIF: Moderate REF: Page 531 TOP: Factual OBJ: Globalization 53. Multilateral trade agreements: a. are agreements between two nation-states. b. are a result of negotiations among multiple players that encourage business at a regional or worldwide level. c. are between states, but not between nations. d. act as regulatory authority for trade between the United States and Canada. DIF: Difficult REF: Page 532 TOP: Factual OBJ: Globalization 54. The increasing divide between the haves and the have-nots is referred to as: a. globalization. b. the global divide. c. champagne-glass distribution. d. the elite class. DIF: Easy REF: Page 533 TOP: Factual OBJ: Champagne-Glass Distribution 55. Which term refers to legally recognized persons who share many of the rights of an individual as well as act as legal entities by entering into contracts or owning property? a. monetization b. socialism c. communism d. corporation DIF: Easy REF: Page 515 TOP: Factual OBJ: Corporation 56. In the early days of the new monetary system, stockholders were more willing to invest in corporations because of ____________, which limits their financial liability to whatever they invested in the company. a. payment per unit b. limited liability c. champagne-glass distribution d. political arbitrage DIF: Easy REF: Page 515 TOP: Factual OBJ: Corporation 57. In the United States, corporations share many of the same rights as individuals except corporations: a. can’t own property. b. can’t enter into contracts. c. can’t vote. d. can’t be sued. DIF: Easy REF: Page 515 TOP: Factual OBJ: Corporation 58. Some critics claim the Carlyle Group uses insider political knowledge, or ____________, to dominate heavily regulated markets. a. government monopoly b. political arbitrage c. corporate oligopoly d. political intrusion DIF: Difficult REF: Page 536 TOP: Factual OBJ: Corporations 59. There are several ways corporations can dominate the market by offering the lowest prices to attract the most buyers. Which of the following is NOT one of the ways your text mentions to do this? a. lowering production cost b. cutting environmental corners c. making charity contributions d. weakening labor unions DIF: Easy REF: Page 536 TOP: Factual OBJ: Corporations 60. Which term refers to the formalized rights, duties, and responsibilities of a person? a. patriarch b. juristic person c. corporation d. government institution DIF: Moderate REF: Page 534 TOP: Factual OBJ: Corporations 61. FBI consultant Robert Hare claimed that in the pursuit of profits for shareholders, corporations exhibit many of the same traits as: a. psychopaths. b. philanthropists. c. narcissists. d. hedonists. DIF: Easy REF: Page 534 TOP: Factual OBJ: Corporations 62. “Parceling-out of the soul” is Max Weber’s term for people who: a. refuse to let good judgment get in the way of making money. b. have no morals. c. become alienated from a sense of right and wrong. d. deliberately set out to harm others. DIF: Moderate REF: Page 535 TOP: Factual OBJ: Corporations 63. A corporation is legally: a. owned by shareholders. b. an individual. c. an informal organization. d. held by families. DIF: Easy REF: Page 534 TOP: Factual OBJ: Corporation 64. Which of the following does NOT define a corporation from a “psychotic” definition? a. It engages in open and free competition without deception or fraud. b. It shows little regard, remorse, or guilt for harming others. c. It fails to conform to social norms by obeying the law. d. It is unable to maintain a long-term relationship with anybody or anything. DIF: Easy REF: Page 534 TOP: Factual OBJ: Corporation 65. Which term refers to a single seller of a good or service in the market, resulting in zero competition? a. oligopoly b. communism c. socialism d. monopoly DIF: Easy REF: Page 535 TOP: Factual OBJ: Monopoly 66. An oligopoly occurs when sellers of a certain product join together and decide to _____________ supply to _____________ demand, all in an effort to raise profits. a. reduce; increase b. eliminate; increase c. increase; reduce d. reduce; eliminate DIF: Moderate REF: Page 535 TOP: Factual OBJ: Oligopoly 67. A corporate strategy to reduce production cost is to lower labor costs. One publicly unfavorable way is to move all or part of the company’s operations overseas and use third-world labor to minimize cost. This is referred to as: a. sweatshop labor. b. offshoring. c. migrant labor. d. developing. DIF: Easy REF: Page 537 TOP: Factual OBJ: Labor 68. A union allows workers to join together to promote their: a. organizing. b. negotiations. c. arbitrage. d. collective interests. DIF: Easy REF: Page 538 TOP: Factual OBJ: Labor 69. Union membership has been declining since the 1950s. Which of the following has NOT been suggested as a reason? a. Unions are corrupt. b. Management is hostile to unions. c. Union employees are less efficient. d. Unions are outdated. DIF: Easy REF: Page 538 TOP: Factual OBJ: Labor 70. Which of the following does NOT make up the workforce of offshoring corporations? a. women b. children c. elderly d. uneducated rural migrants DIF: Easy REF: Page 537 TOP: Factual OBJ: Labor 71. Which of the following companies was among the first to adopt a corporate code of conduct regarding labor? a. BP Oil b. Levi Strauss c. Ford Motor Company d. Kmart DIF: Easy REF: Page 537 TOP: Factual OBJ: Labor 72. What is the major reason unions are on the decline in the United States today? a. It is felt that unions increase productivity. b. The government does a better job at collective bargaining for workers. c. People don’t trust unions, saying they are corrupt and outdated. d. The Freedom of Association Act was repealed in 1949. DIF: Moderate REF: Page 538 TOP: Factual OBJ: Labor 73. Most economists, policy analysts, and well-informed Americans say that the single policy that caused the credit bubble and bust of the 2000s was the repeal of the: a. Right to Organize Amendment. b. First Amendment. c. Banking Act of 1933. d. Futures Modernization Act of 2000. DIF: Moderate REF: Page 540 TOP: Factual OBJ: Credit Default Swaps 74. At one time insurance was: a. available for everyone, paid for by the government. b. available for children, but not for adults. c. not available for illegal immigrants, but available for people born in the United States. d. illegal; it was considered gambling. DIF: Easy REF: Page 541 TOP: Factual OBJ: Credit Default Swaps Completion 1. ____________ is an economic system in which resources are privately owned; investments are determined by private decisions; and prices, production, and the distribution of goods are determined by competition in an unfettered marketplace. ANS: Capitalism DIF: Easy REF: Page 513 TOP: Factual OBJ: Capitalism 2. During the Industrial Revolution, one major innovation for textile production was the ____________, which made the manufacturing process much more efficient; another was the ____________, which opened up markets through its use of the railroads. ANS: power loom; steam engine DIF: Easy REF: Page 515 TOP: Factual OBJ: Industrial Revolution 3. The period termed ____________ occurred around 1700, when new farming technologies were introduced that directly increased food output. ANS: the agricultural revolution DIF: Easy REF: Page 514 TOP: Factual OBJ: Agricultural Revolution 4. ____________ saw the development of monetary payment systems as part of a historical evolution that depersonalized exchange and gave more freedom to the worker. ANS: Georg Simmel DIF: Moderate REF: Page 517 TOP: Factual OBJ: Monetization 5. The ____________ in villages allowed a peasant to trade livestock or produce. arter system DIF: Easy REF: Page 515 TOP: Factual OBJ: Bartering 6. ____________ was probably the greatest advocate of capitalism. He saw it as a way to greater wealth for all. ANS: Adam Smith DIF: Easy REF: Page 516 TOP: Factual OBJ: Adam Smith 7. ____________ considered capitalism both fundamentally flawed and doomed and considered alienation the basic state of being in a capitalist society. ANS: Karl Marx DIF: Moderate REF: Page 519 TOP: Factual OBJ: Alienation 8. ____________ believed that ideas in and of themselves generate social change and that modern capitalism would not have arisen without the Protestant Reformation. ANS: Max Weber DIF: Moderate REF: Page 522 TOP: Factual OBJ: Protestant Reformation 9. ____________ and ____________ maintained that a woman’s wage need meet only the barest of necessities, lest women turn away from the morality of family life and become enticed by the sinful and degrading world of work. ANS: Economists; politicians DIF: Easy REF: Page 525 TOP: Factual OBJ: Gender Inequality 10. In 1914, ____________ announced a breakthrough policy designed to lower turnover rates among workers and justify faster production. ANS: Henry Ford DIF: Easy REF: Page 524 TOP: Factual OBJ: Family Wage 11. ____________ charge that the family wage is a patriarchal bargain that supports a male breadwinner at the cost of women’s autonomy and freedom. ANS: Feminist sociologists DIF: Moderate REF: Page 524 TOP: Factual OBJ: Family Wage 12. ____________ signed the Family and Medical Leave Act, giving American workers the right to 12 weeks of unpaid leave to care for a newborn baby or attend to family emergencies. ANS: President Bill Clinton DIF: Easy REF: Page 529 TOP: Factual OBJ: Family and Work 13. With the birth of the ____________, more and more people are working from home. ANS: personal computer DIF: Easy REF: Page 512 TOP: Factual OBJ: Family and Work 14. The ____________ may be the most important recent change in the American economy; it revolves around providing intangible services. ANS: service sector DIF: Easy REF: Page 531 TOP: Factual OBJ: Service Sector 15. ____________ contributes to the development of a service economy; it is a set of social processes that create, multiply, stretch, and intensify worldwide social exchanges and interdependencies. ANS: Globalization DIF: Easy REF: Page 531 TOP: Factual OBJ: Globalization 16. ____________ emerged as a way to limit the liability of investors, thus allowing them to attract a larger number of willing stockholders. ANS: Corporations DIF: Easy REF: Page 515 TOP: Factual OBJ: Corporations 17. ____________ is a form of ownership that creates a division between the shareholder and the business entity and is a legal way to protect investors from personal responsibility for liabilities beyond the value of the company itself. ANS: Limited liability DIF: Easy REF: Page 515 TOP: Factual OBJ: Corporations 18. In ____________ theory, bureaucracies flourish because of their efficiency and rational means to achieve profit-driven ends, but at a cost of people becoming alienated from any sense of right and wrong from a human connection he called the “parceling-out of the soul.” ANS: Max Weber’s DIF: Easy REF: Page 535 TOP: Factual OBJ: Corporations 19. A(n) ____________ occurs when there is only one seller of a good or service in the market, which means zero competition, whereas in a(n) ____________ there are a handful of sellers who together have enough power to set prices in what economists call collusion. ANS: monopoly; oligopoly DIF: Easy REF: Page 535 TOP: Factual OBJ: Monopoly | Oligopoly 20. Unionization in America is protected under ____________, a right that is generally considered implicit in the First Amendment. ANS: freedom of association DIF: Moderate REF: Page 538 TOP: Factual OBJ: Labor Essay 1. Describe the evolution to capitalism starting with feudalism through the Industrial Revolution. Include the enclosure movement, monetization, and development of the corporation. ANS: Feudalism is characterized by the presence of lords, vassals, serfs, and fiefs. This relationship formed the basic framework for feudalism and arguably for the class structures that came into being. The agricultural revolution made it possible to support more people, allowing for increased population and further adding to the labor pool created by the enclosure movement. Monetization is the establishment of a legal currency. Corporations emerged as a way to limit the liability of investors, thus attracting a larger number of willing stockholders. DIF: Difficult REF: Pages 513–516 TOP: Factual OBJ: Capitalism 2. Discuss the theoretical perspectives of the transition to capitalism of Adam Smith, Georg Simmel, Karl Marx, and Max Weber. How are they similar? How are they different? ANS: Smith saw the development of monetary payment systems as part of a historical evolution, with the depersonalization of exchange giving more freedom to the worker. Simmel argued that under the system of wage labor, people are paid in money, and this wage is not tied to the quality of the raw materials, accidents, or other exigencies in the production process. Simmel supported salary, whereby workers are paid for the sum total of their services, including civil service salary and honorarium. Marx viewed alienation as taking four forms under capitalist production: the product, the process, other people, and oneself. Weber saw capitalism as a necessity in industrialized societies, but also saw the loss of creativity and the placement of people in “iron cages.” The impersonality of the necessary bureaucracies depersonalized people while increasing efficiency necessary to industrialized societies. DIF: Difficult REF: Pages 516–523 TOP: Conceptual OBJ: Capitalism 3. Karl Marx felt that workers in a capitalist society were alienated in four ways. List these four ways and give examples of each. ANS: Workers are alienated (think assembly line) from the product they produce. They constantly stay in one position, putting in a screw as a machine passes before them. They often don’t see the end result, so they have no pride in what they’ve produced, and may not even be able to afford to buy it. Workers are also alienated from the process of production. Think assembly line again. If the owner of a factory wants to speed up the line and produce more, the worker, in order to keep his or her job, must comply. He or she has no say in how fast the work is done. Workers are alienated from other people. Because capitalism turns all relations into market relations, Marx would say that a man’s relationship is to his work, not to other men. Lastly, workers are alienated from themselves. When a worker must work 10 hour days, 6 days a week, there’s no time for the worker to do anything but work to produce profit for the capitalist. This worker may be a superior artist, but without the time to hone his skills, he will never be successful as an artist. His “species-being” will never be achieved. Think of all the talented people we will never know about, because they are too busy working to hone their talent. DIF: Moderate REF: Pages 519–521 TOP: Applied OBJ: Alienation 4. Explain Henry Ford’s family wage. What is the sociological analysis of the family wage as it pertains to women and children? What is the feminist sociologist’s view of the family wage? How did economists and politicians view women’s wages in Ford’s time? ANS: Family wage paid to male workers is sufficient to support a dependent wife and children. Sociological analysis of family wage states that it reinforces women’s dependence on men. Feminist sociologists charge that family wage disadvantages women in several ways. Economists and politicians maintained that women needed the barest of necessities, lest women turn away from the morality of family life and become enticed by the sinful and degrading world of work. Family wage impels women to stay married. DIF: Moderate REF: Pages 529–531 TOP: Factual OBJ: Family Wage 5. Discuss the changes in family roles and what the workplace has or has not done to keep up with these changes. Include Clinton’s Family and Medical Leave Act. ANS: Overall, the workplace has not kept up with the evolving family. Americans work longer hours than other industrialized nations and have little vacation time. The Family and Medical Leave Act gives American workers the right to 12 weeks of unpaid leave to care for a newborn baby or attend to family emergencies. DIF: Moderate REF: Pages 527–531 TOP: Conceptual OBJ: Family and Work 6. More and more workers are working from home today. This blurs the line between work and family. Compare how the blurred lines between family and work are similar (or dissimilar) to an economy dominated by small-scale artisan labor/subsistence farming. efore the end of the eighteenth century, the economy was dominated by small-scale farming (or hunting/gathering) and handicrafts, like women sewing garments and men working as blacksmiths. Most of this work was done at the family home, and children and older people tended to help. There were fewer boundaries between family and work. Today, more and more people are working at home, and the psychological line between work and home is there, but not the physical one. People working out of their homes (e.g., accountants, computer programmers) feel a lot of competition between what they see as household chores and work chores. While these chores were historically similar, today they are very different. This creates homes/offices that have lack of privacy, too many distractions (from both directions), and competition between work that needs to be done for profit and work that needs to be done for the family. DIF: Moderate REF: Pages 511–514 TOP: Conceptual OBJ: Family and Work 7. Studies consistently show that mothers who work outside the home are less depressed, have higher self-esteem, and have a greater sense of happiness than mothers who are stay-at-home moms. Why do you think this might be? How has the feminist movement improved or hindered women’s happiness? ANS: More women today are educated and have the desire to use their education in the workplace. Historically men had a vested interest in maintaining their position as the exclusive wage earners. This gave them a material advantage over women. This caused many women to stay in marriages that were less than satisfactory, or even abusive. The feminist movement stressed the ability of women, not only as housewives and mothers, but as capable individuals who could support themselves. While this did increase the divorce rate, it gave more women more self-esteem and a greater sense of happiness. While dual-income families today are the norm due to the economy, it has become evident in the postfeminist expectations (Stacey, 1996) that women not only have to combine career and family, but they desire to do this. Most modern feminists are combining marriage to an egalitarian man, children, and their career and suceeding at all. DIF: Moderate REF: Pages 527–530 TOP: Conceptaul OBJ: Family and Work 8. The personal bankruptcy rate in America is higher than it has ever been. Why? ANS: One in ten families now applies for bankruptcy. This could be because it is easier to apply than it was historically, but more likely it is because of consumerism, where we find our “worth” through what we buy. It could also be that, even with mothers working outside the home, a nation without national child care makes it impossible to pay for child care and have any money left over for necessities. As noticed in the chapters on education, in order for one’s children to succeed, they should go to good schools and associate with upper-status peers. This means a family needs to have a home in a neighborhood with safe housing in a good school district or pay for a private school. Combine all this with unforeseen layoff or medical emergencies or divorce, then bankruptcy is often the only option. DIF: Moderate REF: Pages 530–531 TOP: Factual OBJ: Family and Work 9. According to Hochschild, Jacobs, and Gerson, why don’t workers take advantage of family-friendly policies? ANS: Hochschild argues that parents don’t take advantage of family-friendly corporate policies because they prefer to avoid the chaos and emotional and physical disarray of the home. Jacobs and Gerson argue that taking advantage of parental leave or part-time hours sends a negative message to the boss that could lead to placement on a dead-end career path. DIF: Moderate REF: Pages 529–531 TOP: Factual OBJ: Family and Work 10. One of the most important changes in the American economy is the creation of the service sector. What does this mean and how does it affect a worker’s ability to survive? ANS: While it has been historically easier for a person without training to live a middle-class lifestyle (when we had factories and industry in the United States), this has changed. Due to offshoring, where companies are moving to get cheaper labor and less stringent labor laws (and fewer unions), these types of jobs in the United States are disappearing. Today, the only jobs available for anyone with just a high school education (and even higher if the job market is tight) tend to be jobs in the service sector. These jobs provide intangible services and have grown rapidly over the last 30 years. These jobs range from restaurant work (the largest occupation for women without a college education) to health-care providers to computer tech support to financial advisors. These jobs are essentially what Marx would call “wage labor.” You are providing a service for a wage. The problem with most service jobs is that they pay very little, especially the ones that are most available. So those people who could historically support a family with a factory job now have to go to the service sector to attempt to survive. The problem is that these jobs, for the most part, don’t pay as well as factory jobs and oftentimes, as in restaurants and hotels or health care, the hours are not compatible with day-care hours. This means that as we move to the service sector, more and more people are unable to survive in a way that would simulate a middle-class existence. Combine this with the increased divorce rate and more single mothers, and it is not surprising that many of our workers are struggling. DIF: Moderate REF: Page 531 TOP: Conceptual OBJ: Service Sector 11. The service sector is considered the most important and recent change in the American economy. Discuss this change along with the development of globalization. ANS: The service sector is an economy that revolves around providing intangible services and has grown over the last 30 years. Globalization has created new forms of exchange between people while older forms intensify on a global level. DIF: Moderate REF: Pages 531–533 TOP: Factual OBJ: Service Sector | Globalization 12. Your text discusses four recent phenomena that make the current period of globalization novel: new markets, new means of exchange, new players, and new rules. Discuss each of these phenomena and use examples. ANS: New markets include financial markets where anyone with the proper equipment can participate. New means of exchange allow for almost instantaneous transactions. The thing that new players have in common is that they are all transnational in scale. New rules are at play; for example, there has been a proliferation of multilateral trade agreements that are negotiations among multiple players. DIF: Moderate REF: Page 532 TOP: Factual OBJ: Globalization 13. Corporations can dominate the market by offering the lowest prices, thereby attracting the most buyers. To do this, they may lower production costs by cutting environmental corners, weakening labor unions, and lying. Elaborate on some of the ways corporations profit. ANS: Corporations profit in several ways. Microsoft is a good example of how a company has upgraded on a continuous basis, causing consumers to constantly have to upgrade their computers. The “old” programs no longer work on your present computer. Another way to increase profit is through hiring former government workers as “consultants” or to sit on the Board of Directors. This ensures certain government contracts. Corporations can also increase their profits by offering their wares at lower prices. Wal-mart is an example of this. They buy in huge volumes and can therefore buy much cheaper than a smaller store. Another way to increase profits is keeping workers out of labor unions. This can be done in many ways, but whatever it takes, a corporation does not want its workers to have collective bargaining. Corporations can profit by cutting environmental corners, which is endangers all of society. Illegal dumping is much cheaper than discarding waste in the proper manner. Offshoring is one last way that corporations can make more money. In other countries the labor laws are lax, and workers can be paid much lower than the minimum wage here in the United States. DIF: Moderate REF: Pages 535–536 TOP: Conceptual OBJ: Corporations 14. Corporations have what is called limited liability. What does this mean? ANS: Limited liability is a form of ownership that creates a division between the individual and the business itself. If a business goes “under,” then the people who own shares of stock don’t lose. They can invest but not worry about losing their investments. DIF: Easy REF: Page 515 TOP: Factual OBJ: Corporations Chapter 15 Authority and the State Concept Map I. Authority A. Claims to Authority 1. Charismatic Authority 2. Traditional Authority 3. Legal-Rational Authority i. Routinization ii. Rationalization iii. Bureaucracy B. Obedience to Authority 1. Milgram Experiment II. The State A. Power 1. Domination 2. Economic Power 3. Paradox of Authority B. The International System of States C. Nation-State D. Welfare State E. Citizenship Rights 1. Civil Rights 2. Political Rights 3. Social Rights III. Power and Persuasion A. Lukes’s Three Dimensions of Power B. Soft Power versus Hard Power D. Dictatorship versus Democracy 1. Social Contract 2. Game Theory 3. Collective Action IV. Politics A. Political Parties B. Interest Groups C. Political Participation Multiple Choice 1. Authority refers to: a. rules and regulations of society. b. the enforcement of societal folkways. c. the justifiable right to exercise power. d. the process of commanding. DIF: Easy REF: Page 547 TOP: Factual OBJ: Authority 2. How do rulers prove their authority? a. by overthrowing the current government b. by building up the largest army c. by persuading subordinates that their claim to power is valid d. by establishing their own government system DIF: Moderate REF: Page 547 TOP: Factual OBJ: Authority 3. A person who is always the center of attention and comfortable with being a leader probably has what kind of authority? a. charismatic b. spiritual c. supernatural d. natural DIF: Moderate REF: Page 547 TOP: Applied OBJ: Charismatic Authority 4. Weber used the term charisma to describe a person’s: a. authority. b. superhuman aura. c. legitimization. d. character. DIF: Easy REF: Page 547 TOP: Factual OBJ: Charismatic Authority 5. In Freakonomics, Levitt and Dubner found that political candidates can’t win an election unless: a. they have the most money. b. they have the same beliefs as the person currently in office. c. the electorate likes him or her. d. their party has the majority. DIF: Easy REF: Page 547 TOP: Factual OBJ: Charismatic Authority 6. In the 1970s a man by the name of Jim Jones persuaded 900 people to commit suicide in Guyana. He was the leader of the Peoples Temple, and his personal appeal allowed him to have this power over his followers. We would call this ____________ authority. a. political b. charismatic c. traditional d. rational DIF: Easy REF: Pages 547–548 TOP: Applied OBJ: Charismatic Authority 7. Hereditary monarchies, whereby the crown passes down through a single family, are an example of: a. hierarchy tradition. b. hierarchy authority. c. charismatic authority. d. traditional authority. DIF: Moderate REF: Page 548 TOP: Factual OBJ: Traditional Authority 8. Organizations ruled by traditional authority run into problems when a situation occurs: a. that the first leader did not set a precedent for. b. in which the leader disagrees with his followers. c. that branches out into new areas of interest. d. where the new leader disagrees with former leaders. DIF: Moderate REF: Page 548 TOP: Factual OBJ: Traditional Authority 9. Most modern societies would be classified as having which type of authority? a. rational b. legal-rational c. authoritative d. supreme ruler DIF: Easy REF: Page 548 TOP: Factual OBJ: Legal-Rational Authority 10. In a legal-rational society, personality and tradition are less important than: a. multiple leaders. b. a supreme ruler. c. formal rules. d. justification for legal decisions. DIF: Moderate REF: Page 548 TOP: Factual OBJ: Legal-Rational Authority 11. Legal-rational authority allows a governor to make laws, but a police officer cannot. What is the difference between the individuals? a. their income b. their political party c. their roles d. their parents’ income DIF: Moderate REF: Page 549 TOP: Applied OBJ: Legal-Rational Authority 12. Legal-rational authority is pervasive in modern society today. This is probably because: a. it means everyone is treated the same, based on clear and consistent procedures. b. it takes individual cases into consideration. c. it guarantees efficiency and fairness. d. it relies on tradition. DIF: Moderate REF: Page 549 TOP: Conceptual OBJ: Legal-Rational Authority 13. Which of the following is NOT an example of a legal-rational institution? a. a family b. a prison c. a college d. a hospital DIF: Easy REF: Page 549 TOP: Applied OBJ: Legal-Rational Authority 14. In the context of authority, ____________ refers to the clear, rule-governed procedures used over and over again for decision making. a. rationalization b. specialization c. politics d. routinization DIF: Moderate REF: Page 549 TOP: Factual OBJ: Routinization 15. Rationalization means that all steps to a process are decided with ____________ in mind. a. efficiency b. routinization c. flexibility d. rigidity DIF: Moderate REF: Page 549 TOP: Factual OBJ: Rationalization 16. What term refers to a legal-rational organization or mode of administration that governs with reference to rules? a. meritocracy b. bureaucracy c. routinization d. rationalization DIF: Moderate REF: Page 549 TOP: Factual OBJ: Bureaucracy 17. Bureaucracies have several defining characteristics. Which of the following is NOT a characteristic of a bureaucracy? a. Bureaucracies are individualistic and flexible. b. Bureaucracies are usually structured hierarchically. c. Bureaucratic positions are highly specialized. d. Bureaucracies are distinguished by their impersonality. DIF: Easy REF: Pages 550–552 TOP: Factual OBJ: Bureaucracy 18. Weber described bureaucracies as the ____________ of modern life. a. prison b. monotony c. meritocracy d. iron cage DIF: Easy REF: Page 551 TOP: Factual OBJ: Bureaucracy 19. Promotions to higher levels within an idealized bureaucratic hierarchy based on achievement rather than personal attributes or favoritism refers to: a. charisma. b. Taylorism. c. meritocracy. d. specialization. DIF: Moderate REF: Page 551 TOP: Factual OBJ: Bureaucracy 20. The assembly line you might see in a factory that produces chocolate bars is an example of: a. Taylorism. b. traditional red tape. c. Fordism. d. coercion. DIF: Moderate REF: Page 550 TOP: Applied OBJ: Bureaucracy 21. In 1961, Stanley Milgram devised an experiment to measure: a. people’s individual social characteristics. b. how far ordinary people would go in obeying an authority figure. c. intelligence. d. social acceptance of people from different races. DIF: Easy REF: Pages 552–553 TOP: Factual OBJ: Milgram Experiment 22. The Milgram experiment helped explain the actions of Nazis during the Holocaust because it showed that people: a. would obey authority figures without hesitation. b. reacted differently to chaos. c. reacted the same way to feeling threatened. d. previously had committed war crimes like the Holocaust. DIF: Easy REF: Page 553 TOP: Factual OBJ: Milgram Experiment 23. Robert volunteers at the local animal shelter. After 10 days, abandoned animals are put to death. This distresses Robert and goes against his ethical beliefs, but because the manager of the shelter says he must, Robert participates in the euthanasia. This is an example of: a. charismatic authority. b. the paradox of authority. c. Taylorism. d. Milgram’s authority experiment. DIF: Easy REF: Pages 552–553 TOP: Applied OBJ: Milgram Experiment 24. The opening story (Chapter 15) about Prince Roy’s purchase of the abandoned sea fort, Rough Towers, illustrates: a. a family’s success in becoming royalty. b. a struggle for independence and self-government. c. how to purchase oceanic property. d. a family’s bond while getting their son back from the Germans. DIF: Easy REF: Pages 545–546 TOP: Factual OBJ: The State 25. The president vetoes a bill although there is disharmony among supporters. This is an example of: a. domination. b. control. c. power. d. authority. DIF: Difficult REF: Page 553 TOP: Applied OBJ: Power 26. What term refers to the ability to carry out one’s own will despite resistance? a. domination b. control c. authority d. power DIF: Moderate REF: Page 553 TOP: Factual OBJ: Power 27. ____________ is defined by Weber as the probability that a command with a given specific content will be obeyed by a particular group of people. a. Domination b. Power c. Authority d. Control DIF: Moderate REF: Page 554 TOP: Factual OBJ: Domination 28. Weber broke domination down into two types. What are they? a. control and authority b. authority and economic power c. economic power and political power d. control and economic power DIF: Moderate REF: Page 554 TOP: Factual OBJ: Domination 29. Rockefeller’s Standard Oil Company was in a position to issue commands and dictate the price of oil to oil producers by virtue of its monopoly on oil refining. This is an example of: a. domination by authority. b. domination by power. c. domination by government. d. domination by economic power. DIF: Moderate REF: Page 554 TOP: Applied OBJ: Domination 30. Your deference to your parents and professors and to the laws of the U.S. government are examples of: a. domination by authority. b. domination by power. c. domination by government. d. domination by economic power. DIF: Moderate REF: Page 554 TOP: Applied OBJ: Domination 31. When a company dominates because it has a monopoly on the industry, this is called: a. domination by authority. b. domination by power. c. domination by government. d. domination by economic power. DIF: Easy REF: Page 554 TOP: Applied OBJ: Domination 32. Domination by authority means that the ruled believe that their ideas are ____________ the ideas of the ruler. a. the same as b. less important than c. more important than d. different from DIF: Moderate REF: Page 554 TOP: Factual OBJ: Domination 33. Weber believed that hidden under any system of domination by authority is the threat of: a. government. b. laws. c. violence. d. power. DIF: Moderate REF: Page 554 TOP: Factual OBJ: Domination 34. Although the state’s authority derives from the implicit threat of physical force, when the state resorts to physical coercion to enforce its will, all legitimate authority, or authority that does not use force to secure compliance, is lost. This would be an example of: a. legal coercion. b. the paradox of authority. c. government coercion. d. domination. DIF: Moderate REF: Page 555 TOP: Factual OBJ: Paradox of Authority 35. The paradox of authority means that as soon as a state uses force to enforce its rules, legitimate authority is lost because: a. people aren’t listening. b. people are living in fear. c. people lose faith. d. the force becomes more important than the state. DIF: Moderate REF: Pages 555 TOP: Factual OBJ: Paradox of Authority 36. In the grocery store one day you spy a mother and her two unruly children. She consistently threatens that she is going to spank them when she gets them home. They ignore her threats. Finally, she swats one of them on the butt, making the other child laugh, suggesting that she has lost control of the situation. This could be called: a. coercion. b. idle threat. c. paradox of authority. d. Keynesian authority. DIF: Moderate REF: Page 555 TOP: Applied OBJ: Paradox of Authority 37. The relations among European states, such as Britain and France, led to the development of a system in which each state is recognized as territorially sovereign by fellow states. This is referred to as the: a. international state system. b. international continent system. c. international country system. d. international individuality. DIF: Moderate REF: Page 559 TOP: Factual OBJ: The International System of State 38. The ____________ means that each state tacitly agrees to mind its own business when it comes to the internal affairs of other sovereign countries as long as borders are respected. a. principle of interdependence b. principle of noninterference c. principle of respect d. principle of independence DIF: Difficult REF: Page 559 TOP: Factual OBJ: The International System of States 39. Within the international community, an unwritten rule exists that neighboring states must first recognize a new state’s autonomy before: a. more distant ones will do so. b. it will be allowed on the map. c. it receives economic assistance. d. it will be able to have health care. DIF: Moderate REF: Page 557 TOP: Factual OBJ: The International System of States 40. Until places like Somalia are recognized by other states and international institutions such as the UN, they will remain: a. isolated from the world. b. in poverty. c. without economic help from the UN. d. self-proclaimed nation-states. DIF: Difficult REF: Pages 556–557 TOP: Applied OBJ: Nation-State 41. After the period of rapid industrialization that began in the late-eighteenth century and culminated at the beginning of the twentieth century, many states began adopting various policies developed to meet social needs. This is referred to as: a. welfare. b. social policies. c. social insurance. d. social security. DIF: Moderate REF: Page 559 TOP: Factual OBJ: Welfare State 42. A prominent British economist postulated that government intervention, in the form of social expenditures, could pull the economy out of a recession by stimulating demand for products and services. This is referred to as: a. Keynesian economics. b. welfare. c. social services. d. economic recession. DIF: Moderate REF: Page 560 TOP: Factual OBJ: Welfare State 43. A system in which the state provides a number of key necessities, such as food, health care, and housing, outside the economic marketplace is referred to as: a. social policies. b. government assistance. c. a welfare state. d. state assistance. DIF: Moderate REF: Page 560 TOP: Factual OBJ: Welfare State 44. The theory of logic of industrialism states that ____________ cause(s) the needs that social welfare systems provide for. a. liberal policies b. industrialization c. contributory programs d. low wages DIF: Moderate REF: Pages 560–561 TOP: Factual OBJ: Welfare State 45. ____________ asks how democracy and capitalism can coexist and is concerned with explaining the contradictions between formal legal equality and the social class inequality. a. Weber’s authority theory b. Marxist social class theory c. Weber’s welfare theory d. neo-Marxist theory DIF: Moderate REF: Page 561 TOP: Factual OBJ: Welfare State 46. According to the state-centered approach, a politician from West Virginia who pushes a bill to improve health benefits for miners would do so to improve his own: a. popularity. b. community service record. c. power. d. electoral votes. DIF: Moderate REF: Page 561 TOP: Applied OBJ: Welfare State 47. Three different theories explain how the welfare state developed. Which of the following is NOT one of these theories? a. Weber’s authoritarian theory b. logic of industrialism c. neo-Marxist theory d. state-centered approaches DIF: Easy REF: Pages 560–561 TOP: Factual OBJ: Welfare State 48. With industrialization, families were less able to rely on extended networks to help take care of children, the elderly, and those who were disabled. As a result the government intervened to take care of these people, creating a(n): a. international state. b. social state. c. welfare state. d. economic help system. DIF: Moderate REF: Page 560 TOP: Factual OBJ: Welfare State 49. Most people living within a state have certain rights as citizens of that nation, called: a. public rights. b. private rights. c. citizenship rights. d. social rights. DIF: Moderate REF: Page 562 TOP: Factual OBJ: Citizenship Rights 50. Sociologist T. H. Marshall discussed three types of citizenship rights. Which of the following is NOT one of these rights? a. social rights b. civil rights c. political rights d. individual rights DIF: Easy REF: Page 562 TOP: Factual OBJ: Citizenship Rights 51. ____________ guarantee a citizen’s personal freedom from interference, including freedom of speech and the right to travel freely. a. Civil rights b. Political rights c. Social rights d. Individual rights DIF: Moderate REF: Page 562 TOP: Factual OBJ: Civil Rights 52. ____________ guarantee a citizen’s rights to participate in politics, including the right to vote and the right to hold an elected office. a. Civil rights b. Political rights c. Social rights d. Individual rights DIF: Moderate REF: Page 562 TOP: Factual OBJ: Political Rights 53. Which kind of rights give the state the responsibility to interfere in its citizens’ lives? a. civil rights b. political rights c. social rights d. individual rights DIF: Moderate REF: Page 562 TOP: Factual OBJ: Social Rights 54. Social Security benefits in the United States are an example of: a. state-centered rights. b. the right to means-tested programs. c. the right to contributory programs. d. poverty-centered rights. DIF: Moderate REF: Page 562 TOP: Factual OBJ: Social Rights 55. Social rights to public assistance, such as Temporary Assistance to Needy Families (TANF), are contingent on proof of insufficient financial resources. This is referred to as: a. citizenship rights. b. rights to means-tested programs. c. rights to contributory programs. d. individual rights. DIF: Moderate REF: Page 562 TOP: Applied OBJ: Social Rights 56. People living within a state have certain citizenship rights. For example, if you were to look for an apartment, you would be free to live in any neighborhood that you chose. These are a person’s: a. civil rights. b. political rights. c. social rights. d. welfare rights. DIF: Easy REF: Page 562 TOP: Applied OBJ: Social Rights 57. Steven Lukes describes power as three-dimensional. Which of the following is NOT one of Lukes’s dimensions? a. Power is visible when different agendas clash, conflict results, and one side prevails. b. Power stems from a charismatic personality. c. Power is so formidable that resisting it seems pointless. d. Power is preventing conflict from arising in the first place. DIF: Moderate REF: Page 563 TOP: Factual OBJ: Power and Persuasion 58. During a presidential election, we ultimately end up with two choices. If we were to be presented with more choices, we would not end up with the top choice of most voters. This is known as Kenneth Arrow’s: a. impossibility theorem. b. state-centered political power. c. inherent contradiction between civil rights and political power. d. three dimensions of power. DIF: Difficult REF: Page 564 TOP: Factual OBJ: Power and Persuasion 59. You believe that you have received an unfair grade on a paper. You know that arguing with your professor would do little good. You leave the classroom and angrily throw the paper into the nearest trash can. Steven Lukes would call this the: a. first dimension of power. b. second dimension of power. c. third dimension of power. d. conflict dimension of power. DIF: Difficult REF: Page 563 TOP: Applied OBJ: Lukes’s Three-Dimensional Power 60. Soft power, or co-optive power, is a. getting others to do what you want by deception. b. getting others to do what you want by compromise. c. getting others to do what you want by bribing them. d. getting others to want what you want through attraction rather than coercion. DIF: Moderate REF: Page 567 TOP: Factual OBJ: Soft Power versus Hard Power 61. Hollywood films are often popular abroad and can be vehicles for some of the favored U.S. ideologies, such as free trade or democratic political institutions. In this case, attraction is used to influence external state actors. This is an example of: a. hard power. b. game theory. c. soft power. d. political deception. DIF: Moderate REF: Page 567 TOP: Applied OBJ: Soft Power versus Hard Power 62. During the Cold War, the United States tended to use hard power with regard to international relations. Joseph Nye, former Assistant Secretary of Defense, concludes that use of hard power in international politics today is: a. needed more than ever. b. needed when dealing with terrorists, but for more friendly countries, like Japan, we need to use soft power. c. no longer needed, especially because countries are economically dependent on each other. d. now outlawed by the Geneva Conventions. DIF: Difficult REF: Page 566 TOP: Applied OBJ: Soft Power versus Hard Power 63. A system of government wherein power theoretically lies with the people, and therefore citizens are allowed to vote in elections, speak freely, and participate as legal equals in social life, is referred to as: a. democracy. b. socialism. c. a dictatorship. d. communism. DIF: Easy REF: Page 568 TOP: Applied OBJ: Dictatorship versus Democracy 64. Which of these is NOT a characteristic of dictatorships? a. limited suffrage b. property is inherited by the oldest son c. censored information d. disappearance of nonsubmissive citizens DIF: Easy REF: Page 568 TOP: Factual OBJ: Dictatorship versus Democracy 65. Barrington Moore hypothesized that some states end up as democracies and others become dictatorships because the fate of each nation is determined by the struggle: a. over authority. b. between social classes. c. over economic resources. d. between religious powers. DIF: Moderate REF: Pages 568–569 TOP: Factual OBJ: Dictatorship versus Democracy 66. Even democracies tend to have authority figures. Without an agreed-upon authority figure, like a president, Thomas Hobbes suggests that we would have: a. a more democratic situation. b. more minority members in the elitist positions. c. chaos and violence. d. a dictatorship. DIF: Moderate REF: Page 567 TOP: Factual OBJ: Dictatorship versus Democracy 67. According to Hobbes, to achieve peace for ourselves and to avoid death, humans enter into ____________ and submit to an overarching sovereign authority charged with ensuring peace for everyone. a. a social contract b. a contract with God c. a contract with a priest d. a contract with the government DIF: Moderate REF: Page 567 TOP: Factual OBJ: Social Contract 68. According to John Locke, money is the reason individuals submit to: a. the law. b. the church. c. centralized authority. d. government figures. DIF: Moderate REF: Page 568 TOP: Factual OBJ: Social Contract 69. A modern model to explain the variations in forms of government is the study of the strategic decisions actors make by taking stock of the options available to them and the other players in a “game.” This is referred to as: a. strategic warfare. b. chess. c. game theory d. government poker. DIF: Easy REF: Page 569 TOP: Factual OBJ: Game Theory 70. The essence of game theory is that: a. the more people play, the more equal the outcome. b. the outcome for an actor depends on the choices of other actors. c. only the elite can play. d. rules vary depending on the social class of the players. DIF: Difficult REF: Page 569 TOP: Factual OBJ: Game Theory 71. According to Mancur Olson’s ideas on collective action, what groups are better equipped to get what they want? a. small b. coordinated c. powerful d. large DIF: Moderate REF: Page 570 TOP: Factual OBJ: Collective Action 72. An organization that seeks to gain power in a government, generally by backing candidates for office who subscribe to the party platform, is referred to as: a. Congress. b. campaign managers. c. an interest group. d. a political party. DIF: Easy REF: Page 573 TOP: Factual OBJ: Political Parties 73. ____________ groups gain power by trying to persuade elected officials to advocate for their agenda. a. Legislative b. Community c. Interest d. Political DIF: Easy REF: Page 573 TOP: Factual OBJ: Interest Groups 74. Which of the following is NOT an example of an interest group? a. trade unions representing the workers in particular job categories b. corporations lobbying to win a government contract c. single-issue groups seeking to affect a particular policy d. an individual needing social services DIF: Moderate REF: Page 573 TOP: Applied OBJ: Interest Groups 75. Since the 1960s the United States has experienced what kind of shift in political participation? a. a decline b. a steady decline, then a sharp increase c. no shift d. an increase DIF: Easy REF: Page 573 TOP: Factual OBJ: Political Participation 76. The citizens who have the most to lose by not being politically active are the group most vulnerable to changing political and policy definitions of what constitutes a social right. Who makes up this group? a. the deserving poor b. the middle class c. elites d. white males DIF: Moderate REF: Pages 574–576 TOP: Applied OBJ: Political Participation 77. The civic voluntarism model points to three components to explain political participation or nonparticipation. Which of the following is NOT one of these components? a. political orientation b. race and ethnicity c. resources d. mobilization efforts DIF: Easy REF: Page 576 TOP: Factual OBJ: Political Participation 78. Piven and Cloward hold who/what responsible for the precipitous drop in political participation? a. legislature b. Congress c. president d. political elites DIF: Moderate REF: Page 576 TOP: Factual OBJ: Political Participation 79. Why does Puerto Rico have higher voting rates than the United States? a. There is more incentive for them to vote. b. Non-voters are socially ostracized. c. Election Day is a holiday. d. Voting is mandatory. DIF: Easy REF: Page 578 TOP: Factual OBJ: Political Participation Completion 1. To classify the kinds of legitimate authority or domination, Max Weber used three accounts of a ruler’s superiority and fitness to rule. These explanation are referred to as ____________. ANS: claims to legitimacy DIF: Difficult REF: Page 547 TOP: Factual OBJ: Claims to Authority 2. The first type of authority, ____________, rests on the personal appeal of an individual leader; the second type of authority, ____________, rests on appeals to the past or traditions; and the third type of authority, ____________, is based on legal, impersonal rules. ANS: charismatic authority; traditional authority; legal-rational authority DIF: Moderate REF: Pages 547–550 TOP: Factual OBJ: Claims to Authority 3. Because ____________ authority derives from the extraordinary attributes of a single individual, Weber anticipated that this form of legitimate authority would be particularly difficult to maintain or pass on. ANS: charismatic DIF: Easy REF: Pages 547–548 TOP: Factual OBJ: Charismatic Authority 4. Rules based on ____________ authority dominate “by virtue of age-old rules and power,” and leaders are “designated according to traditional rules and are obeyed because of their traditional status” (Weber, 1968). ANS: traditional DIF: Easy REF: Page 548 TOP: Factual OBJ: Traditional Authority 5. For the last 50 years, your family has gone to the same beach and eaten the same food on the Fourth of July. Most of the younger generation hates this whole “vacation,” but everyone continues to go anyway, because your parents say, “This is what we’ve always done.” This is known as ____________ authority. ANS: traditional DIF: Easy REF: Page 548 TOP: Applied OBJ: Traditional Authority 6. ____________ authority is highly routinized, based on a standard, regular procedure. ANS: Legal-rational DIF: Moderate REF: Page 549 TOP: Factual OBJ: Legal-Rational Authority 7. Let’s say you need a particular course to fulfill a requirement, but the course is full. You stand in a long line to beg for permission to enroll but are told by the registrar that no favors are allowed because “that is the rule.” This is an example of red tape, or ____________. ureaucracy DIF: Easy REF: Pages 549–550 TOP: Applied OBJ: Bureaucracy 8. Along an assembly line, one worker might insert screws, the next worker might tighten the screws, the third worker might insert screws, the fourth worker might tighten the screws, and the final worker might cover the screws with plastic wrap. This is an example of ____________. ANS: Taylorism DIF: Moderate REF: Page 550 TOP: Applied OBJ: Bureaucracy 9. Promotions to higher levels within an idealized bureaucratic hierarchy based on achievement, not personal attributes or favoritism, make a bureaucracy a(n) ____________. ANS: meritocracy DIF: Moderate REF: Page 551 TOP: Factual OBJ: Bureaucracy 10. In the Milgram experiment, psychologists estimated that fewer than 10% would continue to shock, but ____________ % of the research subjects obeyed instructions and continued to shock the learner to the maximum voltage level. ANS: more than 50 DIF: Easy REF: Page 553 TOP: Factual OBJ: Milgram Experiment 11. The Milgram experiment was a good way to illustrate ____________. ANS: obedience to authority DIF: Easy REF: Page 553 TOP: Applied OBJ: Milgram Experiment 12. You have a job that pays you a very high salary. You are happy in that job because of the money involved, but don’t agree with the policies set by those in power (the CEO). You obey these policies, however, due to the ____________ power those over you have. ANS: economic DIF: Easy REF: Page 554 TOP: Applied OBJ: Economic Power 13. A(n) ____________ usually provides a number of key necessities, such as food, health care, and housing, outside the economic marketplace. ANS: welfare state DIF: Easy REF: Page 560 TOP: Factual OBJ: Welfare State 14. In order to serve the interests of the rich owners of the means of production, the welfare state “buys off” the workers by providing necessities and a degree of economic security. This view of the development of the welfare state is from ____________ theory. ANS: neo-Marxist DIF: Easy REF: Page 561 TOP: Factual OBJ: Welfare State 15. Your state representative is working to create more Head Start programs in your area of the state. This will benefit your child, but it will also ensure the representative that he or she will be reelected at the next election. This is known as the ____________ to the development of a welfare state. ANS: state-centered approach DIF: Difficult REF: Page 561 TOP: Applied OBJ: Welfare State 16. Right to public assistance may be divided into two categories. If you are receiving AFDC (Aid to Families with Dependent Children), you are in the ____________ category. ANS: rights to means-tested program DIF: Moderate REF: Page 562 TOP: Applied OBJ: Social Rights 17. You are finally at the age of retirement. You have plans to travel the world as soon as your Social Security checks begin. You are receiving the ____________ type of public assistance. ANS: right to contributory programs DIF: Moderate REF: Page 562 TOP: Applied OBJ: Social Rights 18. The ____________ states that there is no system of voting that will consistently yield the top choice of the most voters when there are more than two alternatives. ANS: impossibility theorem DIF: Moderate REF: Page 564 TOP: Factual OBJ: Power and Persuasion 19. The U.S. choice in 2003 to force political change in Iraq by overthrowing Saddam Hussein’s regime and trying to squelch the resulting insurgency is an example of ____________ power. ANS: hard DIF: Moderate REF: Page 566 TOP: Factual OBJ: Soft Power versus Hard Power 20. More and more people want to adopt the norms of American life, wearing our jeans, modeling our lifestyles, and eating our foods. This means that the United States is gaining more and more ____________ power. By making American life attractive and entertaining via films, we are persuading, rather than coercing, power. ANS: soft DIF: Moderate REF: Page 567 TOP: Applied OBJ: Soft Power versus Hard Power 21. Robert Michels called a form of government in which power lies with a small group of leaders the “iron law of oligarchy.” Another word for this would be a ____________. ANS: dictatorship DIF: Difficult REF: Page 571 TOP: Factual OBJ: Collective Action 22. In the United States, legal authority is split among three branches of the government. The Office of the President is known as the ____________ branch. ANS: executive DIF: Easy REF: Page 572 TOP: Factual OBJ: Politics 23. You have just been selected to be a member of the Supreme Court. This means you will be a member of the ____________ branch of government. ANS: judicial DIF: Easy REF: Page 572 TOP: Applied OBJ: Politics 24. One reason the United States is split among three branches of government is to ensure that each branch performs a____________ ANS: “check and balance” on the other two. DIF: Difficult REF: Page 572 TOP: Factual OBJ: Politics 25. Of the two major U.S. political parties, the ____________ is thought of as liberal, whereas the ____________ is considered conservative. ANS: Democratic party; Republican party DIF: Easy REF: Page 573 TOP: Factual OBJ: Political Parties 26. The U.S. Peanut Union is lobbying at the House of Representatives so that laws will be passed to benefit its cause. This organization is known as a(n) ____________. ANS: interest group DIF: Easy REF: Page 573 TOP: Applied OBJ: Interest Groups 27. Sociologists have consistently found striking disparities in rates and types of political participation across social groups. For example, voter turnout is much lower among the ___________ than among the ___________. ANS: poor; financially well-off DIF: Easy REF: Pages 573–578 TOP: Factual OBJ: Political Participation 28. Two reasons that people don’t vote are ____________ and ____________. ANS: 1) voter “rights” 2) day of week elections are held 3) lack of same-day registration 4) transportation 5) lack of access to voting places 6) felon disenfranchisement DIF: Easy REF: Pages 573–578 TOP: Applied OBJ: Political Participation 29. The more likely a person is to be anti- or pro-“something,” the more likely it is he or she will ____________. e politically active. DIF: Easy REF: Page 576 TOP: Factual OBJ: Political Participation 30. Let’s say you are mailing out flyers for your candidate in the morning and making phone calls to elicit votes in the evening. You are participating in ____________. ANS: mobilization efforts DIF: Medium REF: Page 576 TOP: Applied OBJ: Political Participation Essay 1. Define power, domination, domination by economic power, and domination by authority. Give examples of each. ANS: Power is the ability to carry out one’s own will despite resistance. Domination is the probability that a command with specific content will be obeyed by a given group of people. There are two kinds of domination: 1. domination by economic power: as defined by Weber, domination “by virtue of a constellation of interests” or “by virtue of a position of monopoly.” Ex.: Oil producers have power and control of gas prices. 2. domination by authority: the willing obedience of the ruled to the commands of legitimate authority. Ex.: One might blindly follow the government just because it has the authority to negatively affect one’s life. DIF: Moderate REF: Pages 553–555 TOP: Factual OBJ: Authority | Domination 2. Describe Max Weber’s three accounts of a ruler’s “superiority and fitness to rule.” Give examples of each. ANS: Charismatic authority, traditional authority, and legal-rational authority are Weber’s three accounts. Charismatic authority: An example of this would be a politician that people like just because of his personality. Some would call it magnetism or charisma. A cult leader might also be an example. Traditional authority: People tend to follow a person in traditional authority because he or she has always occupied that position. The position is what has the authority. The British royal family would be an example. Legal-rational authority: The authority lies in the rule that govern individuals, even those in positions of power. For example, you obey a police officer in uniform because he or she represents the law. DIF: Easy REF: Pages 547–549 TOP: Factual OBJ: Claims to Authority 3. Define bureaucracy and its five characteristics. Give examples of each characteristic. How did Max Weber describe bureaucracies? ureaucracies are large organizations that are set up in a rational manner to get large jobs done efficiently. Specialization, Taylorism, impersonality, hierarchy, and meritocracy are the five characteristics of bureaucracies. Weber said that bureaucracy was the iron cage of modern life and referred to bureaucracy as the “parceling-out of the soul.” DIF: Moderate REF: Pages 549–552 TOP: Factual OBJ: Bureaucracy 4. Bureaucracies are known as impersonal entities. This can be positive or negative. Give examples of both. ANS: Positive: Everyone is treated the same and everyone is promoted on his or her own abilities. Everyone must follow the same rules, no favoritism. Negative: the lack of personal responsibility for one’s decisions eliminates any responsibility for outcomes. DIF: Easy REF: Pages 549–550 TOP: Factual OBJ: Bureaucracy 5. Max Weber felt that bureaucracies were necessary and inevitable in the modern world, but at the same time he felt there were many negative aspects of them. What did Weber mean when he said a bureaucracy is an “iron cage” in modern life? Give an example of how a bureaucracy has “parceled-out your soul.” ureaucracies are a necessity in modern life because they are theoretically more efficient at getting a lot of work done. But Weber said that this impersonality (meritocracy) of treating everyone the same does not allow for individual differences. While this may be necessary with regard to promotions (people get promoted on their ability, not based on who they know) and having rules that apply to everyone (everyone receives the same number of “personal” days a year), if a person has a personal emergency more than once a year, that person may not be considered for more personal days. This may mean that one must choose between one’s job and one’s elderly parent. An example of how a bureaucracy has “parceled-out my soul” is when I wanted to volunteer to be a foster parent and had to miss one of the last classes due to a broken leg. I was unable to become a foster parent, even though I could have gotten the information informally from the instructor or by talking to other students. I had to give up a dream of mine to help others, just because of the bureaucratic red tape. DIF: Moderate REF: Pages 549–550 TOP: Applied OBJ: Bureaucracy 6. Describe and explain the Milgram experiment. What were the researchers trying to measure? What did this experiment help to explain? ANS: The test was to see how far ordinary people would go in obeying an authority figure and to shed light on previously committed war crimes, like the Holocaust. DIF: Easy REF: Pages 552–553 TOP: Factual OBJ: Obedience to Authority 7. Explain why Weber’s definition of state does not fit many African states. ANS: In these countries, rebel or insurrection groups are in constant armed conflict with their respective governments, so the state does not maintain a monopoly on the legitimate use of force. The history of Europe is not the same as the history of the African or Asian continents. Africa is composed of territorially sovereign states, which are the products of the international state system and legitimating institutions such as the United Nations, while European states developed from a history of disputes over territorial boundaries. Weber’s definition does not take this into account. DIF: Difficult REF: Pages 555–558 TOP: Conceptual OBJ: The State 8. Define and explain in detail the state’s role in developing social policies. Define and explain a welfare state. ANS: Social policies: policies developed to meet social needs. After industrialization began, the state began adopting various types of social insurance for groups, such as disability, old age, and unemployment benefits, as well as prison programs. Welfare state: system under which the state is responsible for the welfare of its citizens and providing necessities such as food, health care, and housing. DIF: Moderate REF: Pages 559–562 TOP: Factual OBJ: Welfare State 9. Define the three theories—logic of industrialism, neo-Marxist theory, and state-centered approaches—that explain how and why the welfare state developed. ANS: 1. Logic of industrialism: holds that nations develop social welfare benefits to satisfy the social needs created by industrialization. 2. Neo-Marxist theory: explains the contradictions between formal legal equality and social class inequality. 3. State-centered approaches: theory that emphasizes the role of state bureaucrats in formulating welfare state policies. DIF: Moderate REF: Pages 560–562 TOP: Factual OBJ: Welfare State 10. When Europeans came to North America, they were confronted by Native Americans. Because they wanted control and power over this population, Europeans told the Native Americans that they would take care of them by placing them in reservations in return for their land. What type of theory explains this type of welfare state? ANS: The neo-Marxist theory would say that in order for property to be in the hands of a small section of the population (the Europeans), the land “owners” would relieve the tension between them and the “lower” class of Native Americans by offering economic security and life necessities in the form of reservations. DIF: Moderate REF: Page 561 TOP: Conceptual OBJ: Welfare State 11. Steven Lukes uses a three-dimensional model to elaborate on Weber’s definition of power. Describe and explain Lukes’s three dimensions using examples. ANS: 1. First dimension: power is visible when different agendas clash, conflict results, and one side prevails. 2. Second dimension: occurs when the power is so formidable that resisting it seems pointless. 3. Third dimension: focuses on preventing conflict from arising in the first place. DIF: Moderate REF: Pages 563–564 TOP: Factual OBJ: Lukes’s Three Dimensions of Power 12. Compare and contrast hard power and soft power using examples. ANS: Hard power: use of force to influence behavior in international politics. If this power is not obeyed, there are legitimate, often severe, responses. The military or police are examples of hard power. Soft power: getting others to do what you want through attraction rather than coercion or payment. Soft power is similar to people follwing a popular individual with regard to current fashion, e.g. Brittery Spears is cool so we buy what she wears. DIF: Moderate REF: Pages 566–567 TOP: Applied OBJ: Soft Power versus Hard Power 13. Define and compare democracies and dictatorships. Explain why some states end up as democracies and others become dictatorships. ANS: Democracies: power theoretically lies with the people, and therefore citizens are allowed to vote in elections, speak freely, and participate as legal equals in social life. Dictatorships: rights to political participation are restricted to a small group or an individual. For democracy to dominate, the bourgeoise must become strong enough to counter the power of the elite. In other words, capitalism is very necessary to the devolopment of a democracy. Without capialism and equal advantages for all, dictatorships are the norm because the majority are restricted from political participation. DIF: Difficult REF: Pages 567–570 TOP: Applied OBJ: Dictatorship versus Democracy 14. The United States is known as a democracy. We have a system of government where power lies with the people because we vote in elections, speak freely, and participate as legal equals in social life. Define dictatorship, and how might you describe the United States as a dictatorship. dictatorship is a form of government that restricts the right to political participation to a small group or even to a single individual. While it seems that we are allowed to vote and have freedom to speak freely and participate equally in social life, there are times when this might not be the case. One of the examples in the text is lack of political participation. We have very low voter turnout in the United States. One could argue that this is due to apathy or people’s lack of knowledge about the political process. But on the other hand, we could say that the political power is held in the hands of the powerful few. Interest groups have the power to influence politicians (those at the top) as to how they will most benefit. Even though there are laws that prohibit discrimination (racial and sexual), discrimination still exists due to the powerful few ignoring the laws. Let’s say that you feel as though you have been discriminated against in your workplace. You decide to sue your employer. Your case goes through the legal process and ultimately ends up in the Supreme Court. You may think you have reached the ultimate in blind justice, but what if, for example, your employer (U.S. Steel) participated and donated large sums of money for the current executive branch of government. Since these elected officials (the executive branch) remember those generous donations from U.S. Steel, and they have selected the members of the Supreme Court, then the people on the Court might rule in favor of U.S. Steel, because of its political influence. So, rather than your individual rights being protected, the party in power (the dictatorship?) “dictates” what will happen to you. Another example would be the fact that, on election day, the lack of voting machines in poor neighborhoods makes it necessary for minority voters to stand in line for hours. Many leave because they have to go to work. Do the members of the lower class really get their voices/desires/rights heard, or does the greater number of votes from upper-status neighborhoods (where there are enough machines) mean that upper-status desires are more likely to be heard? DIF: Moderate REF: Pages 567–573 TOP: Conceptual OBJ: Dictatorship versus Democracy Chapter 16 Religion Concept Map I. Religion A. Civil Religion B. Sociology of Religion C. World Religion II. Theories of Religion A. Conflict Theory B. Max Weber on Religion 1. Verstehen 2. Protestant Ethic C. Émile Durkheim on Religion 1. Social Solidarity III. Secularization A. Religious Pluralism 1. Religious Affiliation 2. Attendance B. Religious Experience C. Reflexive Spirituality IV. Religion and Social Movements V. Religion in the United States A. Family B. Race C. Gender D. Class E. Age F. Involvement G. Geography and Politics G. Sect-Church Cycle 1. Cult H. Conservative Churches VI. Commercialization of Religion A. Megachurches VII. Religion and Education Multiple Choice 1. A paradox about religion discussed in your text is that: a. Religions that are more demanding of their followers grow faster than less strict religions, but as a religion grows larger, it tends to become less strict. b. Religions that are more demanding grow very slowly, yet their members are more strongly attached to the religion, so it is a more powerful social force. c. Religions that are less demanding grow quickly, but their members are less committed, so they are not a powerful social force. d. Religions that are less demanding grow very slowly, but since their membership changes quite quickly, it seems as if they have many followers. DIF: Moderate REF: Page 583 TOP: Factual OBJ: Religion 2. Defined broadly, religion is: a. holy and special practices to help individuals become closer to God. b. a set of shared stories, beliefs, and practices about sacred things that guide beliefs and behaviors. c. an individual’s way of making sense of the world. d. the opium of the masses. DIF: Easy REF: Page 585 TOP: Factual OBJ: Religion 3. The sacred realm is: a. special, reserved, set apart from everyday use, unknowable, and mystical. b. make-believe. c. special and reserved, but incorporated into everyday life. d. mundane. DIF: Easy REF: Page 585 TOP: Factual OBJ: Religion 4. Objects and behaviors that are profane are: a. part of everyday life. b. objectionable. c. able to inspire awe in people. d. unnatural. DIF: Easy REF: Page 585 TOP: Factual OBJ: Religion 5. Maria and Steve are on summer vacation in Greece. They want to go into an old church to view the artwork inside, but before they are allowed to enter the church, a volunteer church worker asks them both to cover their bare legs and arms and provides them with coverings. This example illustrates: a. how supernatural beliefs of one group can affect the lives of others. b. how the sacred and profane mix easily. c. how religious believers can be intolerant of the way other people live. d. how places considered sacred are often protected and set apart from what is considered profane. DIF: Moderate REF: Page 585 TOP: Applied OBJ: Religion 6. Sacred things can include books, buildings, days, and places. From a sociological standpoint, the sacredness comes from: a. the item itself. b. the symbolic meaning created from the collective investment of community. c. the meaning God gave to the object. d. holy scriptures. DIF: Moderate REF: Page 585 TOP: Factual OBJ: Religion 7. Theism is ____________; examples of it include ____________. a. the belief in a difference between the sacred and the profane; holy books and holy water b. the belief that spirits are present in the natural world; totemism and shamanism c. the adherence to ethical principles; Taoism and Buddhism d. the worship of a god or gods; Hinduism and Islam DIF: Moderate REF: Page 586 TOP: Factual OBJ: Religion 8. Ethicalism is ____________; examples of it are ____________. a. the belief in a difference between the sacred and the profane; holy books and holy water b. the belief that spirits are present in the natural world; totemism and shamanism c. the adherence to ethical principles in order to live a moral life; Taoism and Buddhism d. the worship of a god or gods; Hinduism and Islam DIF: Moderate REF: Page 586 TOP: Factual OBJ: Religion 9. Animism is ____________; examples of it are ____________. a. the belief in a difference between the sacred and the profane; holy books and holy water b. the belief that spirits are present in the natural world; totemism and shamanism c. the adherence to ethical principles in order to live a moral life; Taoism and Buddhism d. the worship of a god or gods; Hinduism and Islam DIF: Moderate REF: Page 586 TOP: Factual OBJ: Religion 10. A ____________ is a group of people who get together for worship. a. denomination b. religion c. church d. congregation DIF: Easy REF: Page 587 TOP: Factual OBJ: Religion 11. Approximately what percentage of people in the world identify themselves as Christian? a. 15% b. 25% c. 33% d. 50% DIF: Moderate REF: Page 587 TOP: Factual OBJ: Religion 12. The second-largest religion in the world and in the United States is: a. Hinduism. b. Protestantism. c. Catholicism. d. Islam. DIF: Easy REF: Page 587 TOP: Factual OBJ: Religion 13. The ____________ population of the United States has grown since the 1960s due to immigration from countries like Indonesia, India, Pakistan, and Bangladesh, along with countries in the Middle East. a. Hindu b. Muslim c. secular d. fundamentalist DIF: Moderate REF: Page 587 TOP: Factual OBJ: Religion 14. As is the case within Christianity, denominational divisions exist within Islam. The main division is between which two groups? a. Sunnis and Shiites b. Islamists and Islamic fundamentalists c. Muslims and Islamists d. secularists and fundamentalists DIF: Moderate REF: Page 588 TOP: Factual OBJ: Religion 15. Buddists adhere to certain principles to lead a moral life. This is called: a. animism. b. theism. c. ethicalism. d. pluralism. DIF: Easy REF: Page 586 TOP: Factual OBJ: Religion 16. Christianity would be called a(n) ____________ religion. a. animistic b. ethicalist c. pluralistic d. theistic DIF: Moderate REF: Page 586 TOP: Applied OBJ: Religion 17. All religions began as: a. denominations. b. cults. c. animism. d. civil religions. DIF: Moderate REF: Page 620 TOP: Factual OBJ: Religion 18. Civil religion is: a. a set of laws that reinforce religious freedoms. b. a set of sacred beliefs that become so commonly accepted by most people that they become part of a national culture. c. the veneration of respected political leaders (such as the founders of a nation) to the status of prophets or saints. d. when laws are believed in so fully that people begin to treat them as if they are sacred. DIF: Easy REF: Page 584 TOP: Factual OBJ: Civil Religion 19. Which of the following is an example of civil religion? a. laws that forbid employers to ask about a job applicant’s religion b. movements to abolish the death penalty c. national holidays such as Washington’s birthday and Martin Luther King Day d. when political leaders end speeches with the phrase “God bless America” DIF: Moderate REF: Page 584 TOP: Applied OBJ: Civil Religion 20. The United States is a pluralist country. The one thing that might hold it together is the idea of a common patriotism. This could be called: a. theism. b. animism. c. a sacred canopy. d. a civil religion. DIF: Moderate REF: Page 584 TOP: Conceptual OBJ: Civil Religion 21. Which question is a sociologist of religion most likely to ask? a. “Which religion offers the most access to universal truths?” b. “How are religious beliefs patterned by social forces?” c. “What is the individual’s experience of faith and religion?” d. “Does God exist?” DIF: Difficult REF: Page 585 TOP: Applied OBJ: Sociology of Religion 22. Which of the following statements is least likely to be made by a sociologist? a. “Religious beliefs and practices are a method of social organization.” b. “Only monotheistic religions are real religions.” c. “Religion is a powerful mechanism of social control.” d. “Religion can be a conservative force that prevents groups of people from recognizing their oppression and subordination.” DIF: Moderate REF: Page 586 TOP: Conceptual OBJ: Sociology of Religion 23. To understand the role of religion in people’s lives and how individuals value and experience their faiths, which type of sociological approach should we adopt? a. microsociology b. mesosociology c. macrosociology d. all of the above DIF: Moderate REF: Page 603 TOP: Applied OBJ: Sociology of Religion 24. Which of the following is NOT a way that sociologists study religion? a. exploring the ways people use religion to make sense of scientific discoveries b. understanding the purposes religion serves for individuals and societies c. examining why people are attracted to certain religions d. determining which religions possess and profess absolute truths DIF: Difficult REF: Pages 602–604 TOP: Factual OBJ: Sociology of Religion 25. Peter Berger stated that religion shapes our social world, but at the same time, it is influenced by our social world. This, he noted, is a: a. contradiction. b. dialectical relationship. c. pluralistic notion. d. civil religion. DIF: Difficult REF: Page 585 TOP: Factual OBJ: Sociology of Religion 26. Today, sociologists tend to study religion from a ____________ perspective. This allows them to look at everyday human interactions, practices, and beliefs on a small scale. a. microsociology b. macrosociology c. middle-range theory d. neo-Marxist DIF: Difficult REF: Page 602 TOP: Factual OBJ: Sociology of Religion 27. Karl Marx referred to religion as the “opium of the masses.” By this, he meant which of the following statements? a. Some people can become hooked on religion like others become addicted to drugs like opium. b. Some people sell religion to others like a commodity or a drug. c. Religion pacifies people with promises of the afterlife; as a result, they are not troubled by social inequalities. d. Religion keeps people pacified with promises of rewards in the afterlife; therefore, they do not challenge the subjugating, exploitative, and alienating social conditions in this life. DIF: Difficult REF: Page 589 TOP: Conceptual OBJ: Conflict Theory 28. Evidence to support the conflict perspective of religion comes from all of the following EXCEPT: a. In the caste system in India, people were born into statuses that determined their life chances. This system was thought to be the natural way of the world and ordained by the gods. b. African American churches have been sources of social support, social networking, and political activism, as well as providing congregants with a haven from their marginalized place in society. c. Christianity in Europe during the eighteenth and nineteenth centuries was used as a justification for imperialist expansion into non-Christian counties. d. Evangelical Christian women are less likely to work outside the home, tend to marry earlier, and have more children than nonevangelical women. DIF: Moderate REF: Page 590 TOP: Conceptual OBJ: Conflict Theory 29. Scholars have criticized Marx’s notions about religion, specifically its failure to: a. take religion seriously. b. account for the social support function served by religion. c. explain the relationship between religion and the development of capitalism. d. all of the above. DIF: Moderate REF: Page 590 TOP: Factual OBJ: Conflict Theory 30. In what way are the conclusions of Weber and Marx similar? a. To Weber, religion was central to the development of capitalism; to Marx, capitalism would crumble if people stopped believing in God. b. To Weber, religion was a fundamental and permanent part of human societies; to Marx, religion was necessary to maintain stratification. c. To Weber, people in the modern world are trapped in the iron cage; to Marx, people in the modern world are alienated. d. To Weber, the modern world is full of faithful people who are high on religion; to Marx, religion is like a drug. DIF: Difficult REF: Pages 592–593 TOP: Conceptual OBJ: Conflict Theory | Max Weber on Religion 31. According to Marx, one of the ways a factory owner (capitalist) would control his workers (proletariats) would be through religion. This was done by: a. teaching the workers that they would reap their reward in the afterlife. b. locking them in church unless they were on the assembly line. c. keeping them so busy with church activities they didn’t have time to form a rebellion. d. teaching them that they were unworthy of earthly pleasures. DIF: Difficult REF: Pages 589–590 TOP: Applied OBJ: Conflict Theory 32. Weber wondered how ____________ entered the modern world when the premodern worldview was governed by ____________. a. tradition; irrationality b. faith; reason c. capitalism; feudalism d. rationality; tradition DIF: Difficult REF: Page 591 TOP: Factual OBJ: Max Weber on Religion 33. Weber likened the history of society to a train, and ideas to the switchmen of the tracks. What does this mean? a. Ideas can be powerful forces to create change and alter the course of history when they are believed by enough people at the right time. b. Ideas control the actions of people and can stop the progress of society. c. Ideas control the materialistic human urge to hoard wealth, much like a train will speed out of control if not slowed down. d. Ideas control the basic human urge toward individualism by keeping people in the same society moving down the same track together. DIF: Difficult REF: Page 593 TOP: Conceptual OBJ: Max Weber on Religion 34. Max Weber wrote The Protestant Ethic and the Spirit of Capitalism. In this work he proposed that modern societies were moving from tradition or habit to a. rationality. b. atheism. c. magic. d. Buddhism. DIF: Moderate REF: Page 591 TOP: Factual OBJ: Max Weber on Religion 35. Max Weber visited the United States in 1904. He was greatly influenced by: a. George Washington. b. inner-city life. c. Benjamin Franklin. d. agricultural life. DIF: Easy REF: Page 591 TOP: Factual OBJ: Max Weber on Religion 36. Weber’s idea that Protestantism was the most important driving force behind the spread of capitalism was contested by Daniel Chirot (1985), who said it wasn’t the development of Protestantism that influenced the spread of capitalism, but the major impetus was: a. geography. b. family form. c. belief in magic. d. movement toward equality. DIF: Moderate REF: Page 593 TOP: Factual OBJ: Max Weber on Religion 37. According to Max Weber, in order to understand what drives social action, we must try to understand what meanings social realities have for others. This is called which of the following? a. symbolic realism b. schadenfreude c. Verstehen d. gestalt DIF: Moderate REF: Pages 590–591 TOP: Factual OBJ: Verstehen 38. According to Weber, which religion was a necessary condition for the development of capitalism? a. Catholicism b. Protestantism c. Hinduism d. Judaism DIF: Easy REF: Page 591 TOP: Factual OBJ: Protestant Ethic 39. Calvinists believed that their souls were selected for salvation before birth. This is known as: a. rationality. b. self-sacrifice. c. predestination. d. faith. DIF: Moderate REF: Page 592 TOP: Factual OBJ: Protestant Ethic 40. The idea that you are preselected by God for salvation is one of the basic tenets behind: a. Judaism. b. Buddhism. c. feudalism. d. Protestantism. DIF: Easy REF: Page 592 TOP: Factual OBJ: Protestant Ethic 41. According to Durkheim, religion is created by ____________, and religious expressions represent ____________. a. hardship; delusions b. a higher being; the will of God c. sacred power; individual desires d. social interaction; collective realities DIF: Difficult REF: Page 594 TOP: Factual OBJ: Émile Durkheim on Religion 42. Which of the following statements is NOT one that reflects Durkheim’s thoughts about religion? a. Sacred objects have power and meaning because individuals collectively invest the power and meaning in the symbols. b. Because of tension between different religious groups in pluralistic societies, religion undermines social unity. c. When people conform to the rules of their religion, they are conforming to the moral authority of their society. d. We need to look at the functions that religion serves in order to understand how religion develops. DIF: Difficult REF: Pages 594–595 TOP: Applied OBJ: Émile Durkheim on Religion 43. Durkheim felt that one of the major functions of religion was that it perpetuates: a. sexism. b. racism. c. solidarity. d. inequality. DIF: Moderate REF: Page 594 TOP: Factual OBJ: Émile Durkheim on Religion 44. Which of the following is an example of how social solidarity and collective conscience function? a. Jake attends school in a racially and ethnically diverse city. It is difficult to find many social norms that all of the students share, but most say they believe in God. b. Zara is a Jewish girl who attends a Catholic school, not for religious reasons but for the quality of the education. Despite this difference, she feels accepted by most of her peers. c. Max attends a church youth group regularly. Because he is active in group-sponsored activities and has been socialized to the norms of this group, he is less likely to spend time with peers who may engage in deviant activities. d. Moira’s religion teaches that it is wrong to have premarital sex, so when she becomes sexually active, she hides it from her friends and family. DIF: Difficult REF: Page 595 TOP: Applied OBJ: Social Solidarity 45. Research has shown that religious attendance and affiliation are inversely correlated with alcohol, tobacco, and drug use. Which of the following is a valid conclusion of this? a. Religion causes people to have positive behavioral outcomes. b. People who are less likely to smoke, drink alcohol, and use drugs are more drawn to religion. c. Healthy lifestyles are closer to the will of God. d. We cannot determine if religion causes healthy lifestyles or if some other factor predisposes healthy behavior and religion. DIF: Difficult REF: Page 595 TOP: Factual OBJ: Social Solidarity 46. The trend in industrial nations toward a separation between church and state, a belief in rationality and science, and the movement away from religiosity and spiritual belief is known as: a. rationality b. modernity c. blasphemy d. secularism DIF: Moderate REF: Page 588 TOP: Factual OBJ: Secularization 47. Secularization is: a. the process by which a religious group becomes seen as a fringe group that deviates from the main teachings and doctrines of a church. b. the transformation of a society away from religion and toward a separation of religious and social institutions such as politics, the economy, and the family. c. the confinement of religious interests to narrow and specific tenets, rather than an acceptance of all parts of religious doctrine. d. none of the above. DIF: Difficult REF: Page 596 TOP: Factual OBJ: Secularization 48. Which of the following is NOT an example of secularization? a. Mark and Tessa seek premarital counseling from a therapist rather than a member of the clergy. b. Crosses are used for decoration and worn as fashion accessories. c. The government announces a number of faith-based initiatives for the provision of social services. d. In France, students are forbidden to wear religious items while at school. DIF: Moderate REF: Page 596 TOP: Applied OBJ: Secularization 49. During the 1960s some social scientists touted the secularization theory. This theory predicted: a. an increase in the number of people calling themselves religious. b. that the influence of religion would be diminished in the coming years. c. the United States moving toward one mono-religion. d. a decrease in people attending services, but an increase in the number of people believing in God. DIF: Moderate REF: Page 596 TOP: Factual OBJ: Secularizaton 50. Peter Berger wrote, in the 1960s, that the world was becoming more secular. Recently he wrote that: a. he was wrong, and most of the world today is certainly religious. b. rather than becoming more secular, the world is becoming more solidified. c. capitalism is responsible for the lack of religion still found today. d. rather than becoming more secular, most of the world has a new religion called atheism. DIF: Difficult REF: Page 600 TOP: Factual OBJ: Secularization 51. What is pluralism? a. the presence and coexistence of many different groups within one society b. tolerance for other beliefs and making sense of the world, but recognizing that there is only one right way to live c. the reduction of all social processes and structures to a single theoretical explanation d. the tensions that arise when there are multiple religious groups within an increasingly secular society DIF: Difficult REF: Page 596 TOP: Factual OBJ: Religious Pluralism 52. In the 1960s, Peter Berger wrote that pluralism would cause a ____________ in which religion would lose its legitimacy, as the ____________ would come apart. The result would be psychological malaise and a loss of meaning to life. a. secularization of society; tenets of faith b. diversity of belief structures; society c. resurgence of faith; tenets of faith d. crisis of credibility; sacred canopy DIF: Difficult REF: Page 596 TOP: Factual OBJ: Religious Pluralism 53. Which of the following is NOT a central belief of evangelical Protestants? a. The Bible is without error. b. Salvation comes only through belief in Jesus. c. Conversion is not required to be saved. d. proselytism DIF: Moderate REF: Page 598 TOP: Factual OBJ: Religious Pluralism 54. A difference between evangelical Protestants and fundamentalist Christians is that: a. fundamentalists believe that the Bible should be taken literally; evangelicals do not. b. fundamentalists believe that we should engage with the world; evangelicals separate themselves from society. c. fundamentalists separate themselves from the world; evangelicals try to win converts by engaging with the world. d. fundamentalists are conservative Protestants; evangelicals are more liberal. DIF: Moderate REF: Page 598 TOP: Applied OBJ: Religious Pluralism 55. What percentage of Americans claim a religious affiliation? a. 11% b. 24% c. 65% d. 86% DIF: Moderate REF: Page 597 TOP: Factual OBJ: Religious Affiliation 56. With regard to people changing their religious affiliation, which of the following is TRUE? a. Nearly all Americans change their religious affiliation more than once during adulthood. b. There is more growth among conservative Protestant denominations; moderate and liberal denominations have lost members. c. Teenagers tend to feel less connected to religion once they have “shopped around” for a denomination. d. Religion shopping is less common among young adults than it is among middle-aged adults. DIF: Easy REF: Page 614 TOP: Factual OBJ: Religious Affiliation 57. When asked if they attend church services at least once a month, about 60% of Americans say they do. But when daily diaries of people’s activities are examined, rates of church attendance are much lower. This problem of self-reporting of positive behaviors is known within sociology as: a. guilt avoidance. b. social desirability bias. c. embarrassment avoidance. d. normative adherence. DIF: Moderate REF: Page 600 TOP: Factual OBJ: Religious Attendance 58. For some followers of religion, embodied practices make the religious experience feel more authentic and real. Which of the following is NOT an embodied practice? a. dancing b. breathing c. shaking hands d. beliefs DIF: Moderate REF: Page 603 TOP: Applied OBJ: Religious Experience 59. Some sociologists of religion, such as Kelly Besecke, study how people reconcile scientific knowledge with religious beliefs. Besecke found that American Christians practice “reflexive spirituality.” This means: a. that people automatically believe the central tenets of their religion, even if they are at odds with science. b. that people begin to see the spirit world as involved in making human life possible. c. that people look to religion to provide meaning, wisdom, and profound thought rather than absolute truths about the way the world works. d. that people experience cognitive dissonance when it comes to science and belief. DIF: Difficult REF: Page 603 TOP: Factual OBJ: Reflexive Spirituality 60. Which of the following features was NOT part of the social context of early nineteenth-century America, a time when religious faiths were becoming networks for social change? a. rapid population growth b. new communications infrastructure c. strong national institutions d. market expansion DIF: Moderate REF: Pages 604–605 TOP: Factual OBJ: Religion and Social Movements 61. In which two early social movements were religious groups involved? a. voting rights and civil rights b. abolition and temperance c. abortion and abolition d. women’s rights and the right to life DIF: Easy REF: Page 605 TOP: Factual OBJ: Religion and Social Movements 62. The linking of social movements with religion demonstrates: a. the popularity of religion. b. the recognition of morality only within a religious framework. c. the powerful capacity of religion to shape the social world. d. the lack of efficiency of political action to create social change. DIF: Moderate REF: Page 605 TOP: Conceptual OBJ: Religion and Social Movements 63. Which of the following was NOT a social resource of black church communities that Dr. Martin Luther King, Jr., was able to draw upon? a. social networks b. organized church structures c. funding d. armies DIF: Easy REF: Page 606 TOP: Factual OBJ: Religion and Social Movements 64. Which of the following is a negative social function of religion? a. Religion can be a means of creating political momentum for change. b. Religion can strengthen social cohesion. c. Religion can justify differences between groups in society. d. Religion can be a means of expressing group identify and culture. DIF: Moderate REF: Pages 605–607 TOP: Factual OBJ: Religion and Social Movements 65. In its level of religiosity, the United States is similar to: a. other wealthy industrialized nations. b. other wealthy democratic nations. c. some poor and low-income developing nations. d. former Communist nations. DIF: Moderate REF: Page 597 TOP: Factual OBJ: Religion in the United States 66. The faith of Americans tends to be more broad than deep. This is evidenced by which of the following results from research? a. People from 65 countries were asked to rate, on a scale of 1 to 10, the importance of God in their lives; 50% of Americans responded with a 10. b. Of those Americans who agree that the Bible is the inspired word of God, only half can name the first book of the Bible. c. 58% of Americans believe in the devil and 77% believe in heaven. d. A little over 26% of Americans are white evangelical Protestants. DIF: Difficult REF: Page 598 TOP: Factual OBJ: Religion in the United States 67. The opening story in Chapter 16 of your text discusses Cecil Bothwell, a man running for council in Asheville, NC. The controversy was that he considered himself a “post-theist.” This is essentially the same as a(n): a. Mormon. b. atheist. c. sectarian. d. octarian. DIF: Easy REF: Pages 584–585 TOP: Factual OBJ: Religion in the United States 68. With regard to family and religion, which of the following statements is FALSE? a. Catholic parents encourage more independence in their children than do Protestants. b. Religious teenage girls tend to be less sexually active than their peers. c. Conservative Protestants tend to get married earlier in life and have more children than liberal Protestants. d. Protestant parents are more likely than Catholic parents to use corporal punishment. DIF: Easy REF: Page 607 TOP: Factual OBJ: Family 69. With regard to gender and religion, which of the following statement is FALSE? a. Women’s groups exist in a third of all congregations; men’s groups exist in about a quarter. b. Women tend to be more religious than men. c. Women’s organizations in churches have maintained their numbers even as women have entered the workforce in greater numbers since the 1970s. d. Traditional religious beliefs tend to be correlated with traditional gender roles. DIF: Easy REF: Page 609 TOP: Factual OBJ: Gender 70. College faculty members in the ____________ are much more likely to belong to churches and express religious commitment than are faculty in the ____________. a. natural, physical, and engineering sciences; social sciences, law, and humanities b. South; North c. social sciences, law, and humanities; natural, physical, and engineering sciences d. disciplines with more female students; disciplines with more male students DIF: Moderate REF: Page 611 TOP: Factual OBJ: Class 71. There have been a greater number of ____________ presidents of the United States than any other religion. a. Baptist b. Methodist c. Episcopalian d. Catholic DIF: Easy REF: Page 611 TOP: Factual OBJ: Class 72. One of the most “upper-class” religions is: a. fundamentalism. b. Episcopalianism. c. Buddhism. d. Judaism. DIF: Easy REF: Page 611 TOP: Factual OBJ: Class 73. As people age they: a. become more secular. b. become less religious. c. become more religious. d. become more cranky. DIF: Easy REF: Page 611 TOP: Factual OBJ: Age 74. Protestantism is split into many different ____________, or groups that share the same faith and are governed by the same administration. Examples are Baptists, Lutherans, and Methodists. a. denominations b. congregations c. sects d. churchs DIF: Moderate REF: Page 619 TOP: Applied OBJ: Sect-Church Cycle 75. Which of the following defines a “church”? a. a religious body that has a high degree of tension with civil society b. a religious body that coexists with its surroundings with little tension c. a religious body that offers an alternative to secular engagement d. a religious movement that makes new claims about the supernatural DIF: Easy REF: Page 619 TOP: Factual OBJ: Sect-Church Cycle Completion 1. The ____________ is the unknowable and mystical, inspiring in individuals feelings of awe and wonder. ANS: sacred DIF: Easy REF: Page 585 TOP: Factual OBJ: Religion 2. ____________ is the most prevalent religion in the world. ANS: Christianity DIF: Easy REF: Page 586 TOP: Factual OBJ: Religion 3. Followers of liberal Islam try to reconcile ____________ with their ____________. ANS: secularism; spiritual beliefs DIF: Moderate REF: Page 588 TOP: Factual OBJ: Religion 4. Christianity, Judaism, and Islam are all split among multiple ____________, big groups of ____________ that share the faith and are governed under one administrative umbrella. ANS: denominations; congregations DIF: Moderate REF: Page 587 TOP: Factual OBJ: Religion 5. ____________ is the shared beliefs and ideas, ways of thinking and knowing that we call religion. ANS: Collective conscience DIF: Difficult REF: Page 595 TOP: Factual OBJ: Social Solidarity 6. In a ____________ society like the United States, the competition between churches makes the quality of religion better than it would be under a state-controlled religious monopoly. ANS: pluralistic DIF: Difficult REF: Page 614 TOP: Factual OBJ: Religious Pluralism 7. Jen’nan Read is a sociologist who writes about Muslims in America. She found that the Muslim women in Amerca who are more likely to wear the veil, or hijab, are ____________. ANS: highly educated DIF: Moderate REF: Page 599 TOP: Factual OBJ: Religious Pluralism 8. Weekly church attendance is ____________ in former Communist countries. ANS: increasing DIF: Moderate REF: Page 601 TOP: Factual OBJ: Religious Attendance 9. Today a ____________ percentage of Americans go to church at least once a month than among the Canadians, Spanish, Australians, and British. ANS: higher DIF: Easy REF: Page 600 TOP: Factual OBJ: Religious Attendance 10. ____________ is a contemporary religious movement that encourages looking to religion for meaning and wisdom rather than absolute truths. ANS: Reflexive spirituality DIF: Moderate REF: Page 603 TOP: Factual OBJ: Reflexive Spirituality 11. Because women lacked any formal political power, the ____________ movement of the nineteenth century became an acceptable outlet for women to exert influence outside of the home. ANS: religious antislavery DIF: Easy REF: Page 605 TOP: Factual OBJ: Religion and Social Movements 12. Religion shapes social institutions like ____________, as well as shaping the microlevel perceptions and choices, such as ____________. ANS: politics and government; family life, lifestyles, personal attitudes DIF: Easy REF: Pages 607–611 TOP: Factual OBJ: Religion in the United States 13. Thirty years ago, voting behavior and ____________ were best predicted by a person’s income. Today, however, ____________ best predict voting and party affiliation. ANS: political party affiliation; religious attitudes DIF: Moderate REF: Page 612 TOP: Factual OBJ: Religion in the United States 14. The major difference between evangelicals and fundamentalists is ____________. ANS: evangelicals try to convert others, while fundamentalists don’t DIF: Moderate REF: Page 598 TOP: Factual OBJ: Religion in the United States 15. Studies have shown that ____________ men make more affectionate husbands than ____________ men. ANS: religious; nonreligious DIF: Easy REF: Pages 607–608 TOP: Factual OBJ: Family 16. McDonald’s sponsors ____________, a national spiritual dance-off competition. ANS: Gospelfest DIF: Easy REF: Page 609 TOP: Factual OBJ: Race 17. Women’s organizations in religion have been on the ____________ since women have joined the workforce in larger numbers. ANS: decline DIF: Moderate REF: Page 610 TOP: Factual OBJ: Gender 18. ____________ are still more likely to be overrepresented at the top of the status, social class, and political hierarchy in America. ANS: Protestants DIF: Moderate REF: Page 611 TOP: Factual OBJ: Class 19. One out of four U.S. presidents has been a member of the ____________ Church. ANS: Episcopal DIF: Easy REF: Page 611 TOP: Factual OBJ: Class 20. Religion tends to be geographic, meaning that in certain areas of the United States there are certain types of religions. Lutherans tend to live ____________. ANS: in the Midwest DIF: Moderate REF: Page 612 TOP: Factual OBJ: Geography and Politics 21. One of the best predictors of voting behavior today is religion. Thirty years ago it was ____________. person’s income. DIF: Moderate REF: Page 612 TOP: Factual OBJ: Geography and Politics 22. Christianity, Islam, and Buddhism began as __________. ANS: cults DIF: Easy REF: Page 620 TOP: Factual OBJ: Cults 23. The idea that a churchgoer is going to be rewarded in the future through eternal salvation or eternity in heaven is called ____________. ANS: supernatural compensation DIF: Difficult REF: Page 614 TOP: Factual OBJ: Commercialization of Religion 24. Megachurch ministries model themselves after ____________. ANS: successful business management. DIF: Moderate REF: Page 613 TOP: Factual OBJ: Megachurches 25. The Promise Church in Queens, NY, is home to a mostly Korean American Pentecostal congregation. This church was created to win over young Koreans left in the city after many prosperous Koreans moved out of Queeens, called the ____________ by Koreans. ANS: silent exodus DIF: Difficult REF: Page 616 TOP: Factual OBJ: Megachurches Essay 1. Give an example of how the sacred is separated from the profane. What social functions are served by this separation? ANS: The sacred includes objects, behaviors, and beliefs that are regarded as extraordinary and worthy of reverence or awe. The profane is everything that is not sacred. Sacred objects serve as symbols to which people can attach their collective representations of a faith. The sacred also can channel people’s behaviors regarding rituals. When people engage in rituals, they are engaging with a community of fellow believers and acting on the collective conscience. This strengthens solidarity within the group. DIF: Moderate REF: Page 585 TOP: Conceptual OBJ: Religion 2. Rather than trying to discover the “truth” in religion, sociologists tend to study religion because: ANS: they are interested in why different cultures have different religious beliefs. They are interested in how people experience their faith through rituals and what items are sacred or profane. They look at how people use religion to make sense of their lives and the way people reconcile religion and rationality. They investigate how people look to religion for meaning and wisdom, and how it might comfort them in times of trouble. Sociologists also look at how religiosity changes across time and across cultures and why this might be. They also attempt to explain how society creates certain types of religions and why and how these religions affect the culture in which they are practiced. DIF: Moderate REF: Pages 602–604 TOP: Factual OBJ: Sociology of Religion 3. Explain what Marx meant by the statement that religion is “the opium of the masses.” Explain how Marx linked faith and social stratification. ANS: According to Marx, religion is the way people make sense of the forces that control their lives. People turn to religion to find comfort in a world where they are oppressed and to make sense of the alienation of the modern world. But the promises of religion (such as the afterlife) make people ignore the inequalities and injustices that they suffer in the here and now. If workers could only see the real truth of their existence, they would overthrow the existing system and demand better working conditions. DIF: Difficult REF: Pages 589–590 TOP: Factual OBJ: Conflict Theory 4. What are some criticisms of Karl Marx’s view of religion? ANS: Marx has been criticized for not taking religion seriously and reducing it to a tool for maintaining stratification and inequality. Religion does more than this. It provides people with a sense of community and shared meanings; it provides social support; and it has been used by the oppressed, the poor, and the socially marginalized as a way of organizing and creating social change. DIF: Moderate REF: Page 590 TOP: Factual OBJ: Conflict Theory 5. Explain how, according to Max Weber, Protestantism was central to the development of modern capitalism. ANS: Weber wrote that early Protestant denominations, such as Calvinism, emphasized two tenets that were central to the development of capitalism: asceticism and predestination. Calvinists believed that people were here to do God’s work through their calling; this meant that applying themselves in the daily work of disciplined labor glorified God. Calvinists believed that one’s soul was marked for salvation before birth, but no one knew who was among the saved. Individuals would look for indications that they were saved. Those who were disciplined, ascetic, and able to deny themselves luxuries were successful in doing God’s duty, and therefore might have been selected as the saved. These factors combined, encouraging Protestants to work hard, save money, and accumulate wealth. As an unintended consequence of the faith, capitalism was born. DIF: Difficult REF: Pages 592–593 TOP: Factual OBJ: Max Weber on Religion 6. How could Peter Berger’s idea of the sacred canopy explain why religious people tend to live longer and experience fewer symptoms of depression? ANS: The sacred canopy refers to the set of norms, beliefs, and symbols that convey a sense that life is worth living, is meaningful, and is not random or chaotic. If one is operating within a belief system where there is a justification of meaning (such as believing that God has a higher plan for individual lives or that there is a reason for everything that happens), then people may be better able to make sense of distressing or unfortunate circumstances in their lives. Furthermore, when people live by a shared set of norms, they are better able to predict how others will act and behave, which reduces uncertainty. Shared norms also help create community, which can then foster social support. DIF: Moderate REF: Page 596 TOP: Applied OBJ: Secularization 7. Contrary to secularization theory, which posited that pluralism would undermine the credibility of faith, why have Americans maintained high levels of religiosity? ANS: Pluralism creates more of a free market, where consumers can shop around for a set of beliefs that suit their spiritual needs. Furthermore, the competition for members means that all religions will need to maintain high-quality services in order to attract and maintain members. This may be a reason why Americans have high levels of religiosity compared to countries with state-controlled monopolies on religion, such as England and Sweden. DIF: Difficult REF: Page 614 TOP: Conceptual OBJ: Religious Pluralism 8. Religion in the United States has been found to be more broad than deep. Explain. ANS: We live in a pluralistic society. This means there are many types of religions and many types of beliefs. We are also highly religious as studies have shown. 86 percent of Americans claim a religious affiliation, two-thirds believe in God, and about one-third think the Bible is the actual word of God. BUT, only half of those people who believe the Bible is the actual word of God can name the first book in the Bible. This suggests that while many of us claim to be religious and affiliate with a religion, our depth of understanding and knowledge about what we call our own religion is very shallow. DIF: Moderate REF: Page 597 TOP: Conceptual OBJ: Religion in the United States 9. If you were raised in a conservative Protestant family versus a less religious family, your family life would be different in what ways? ANS: If I were raised in a conservative Protestant family rather than a family that is less religious, I would have more siblings and would more than likely be spanked by my parents. My parents would be more authoritarian, but they would yell less and give me more affection than less religious parents. While I am just as likely to experience domestic abuse as a less religious family, there would be a higher level of martial happiness between my parents. If my father actively goes to church, he will be less likely to abuse my mother, but if he claims to be a religious person but does not attend services on a regular basis, he may be more likely to abuse my mother. If my mother were to experience abuse, she would more likely talk to our pastor than call an abuse hotline. DIF: Moderate REF: Pages 607–608 TOP: Applied OBJ: Family 10. Why have black churches played a stronger role in the secular lives of their congregations than in white churches? ANS: First, black churches offered African Americans a space that was free of the discrimination, prejudice, violence, and marginalization they faced in everyday life. Because of the legacy of discrimination and injustice, no secular organizations provided so much aid to African Americans as the church—aid that has been needed given the substantial social needs faced within the black community. DIF: Moderate REF: Pages 608–609 TOP: Conceptual OBJ: Race 11. Is religion a strictly integrative force? ANS: While religion can integrate people to create social cohesion and solidarity, be a means for group culture to be expressed, provide social support, and provide momentum and resources to social movements, religion does not only serve to integrate people. Religious ideas can also separate people into groups with different beliefs, all thinking that theirs is the only truth. Religious ideas can also be used to justify hate or violence. DIF: Difficult REF: Pages 608–609 TOP: Conceptual OBJ: Race 12. What is the sect-church cycle? How can this help us understand social change? church is a religious group that exists with the broader society with little tension. The beliefs of churches are generally world-affirming and are not often threatening to the values and beliefs of mainstream society. By contrast, a sect is a religious group that often begins by splintering off from a church. Sects tend to challenge secular life, and because of this they may not fit so well into existing social environments. Because the beliefs of sects can challenge dominant cultural values, they can be more attractive to the least-privileged members of society. As these groups gain members, however, they may become less radical than they originally were, and they may eventually become recognized more as churches than sects. An example of this process can be seen with the Methodist Church. Early on, Methodism was more radical than the mainstream Protestant denominations, and Methodists were involved with social justice movements promoting gender equality and the abolition of slavery. Over the course of the nineteenth century, Methodists gained members, and their doctrines became more mainstream. Eventually, splinter groups of Methodists broke off into their own sects. DIF: Difficult REF: Pages 619–620 TOP: Conceptual OBJ: Sect-Church Cycle 13. How is the profane being used to sell the sacred? How is this related to “megachurches”? ANS: There are numerous examples of how churches employ marketing tactics to make their denominations more attractive to religious consumers. For instance, churches may offer secular amenities (such as health clinics, gyms, sports fields, or valet parking). Other churches are offering shortened services (such as a drive-through church). To appeal to teens, churches are reaching out with “Biblezines,” magazine-style Bibles with glossy pages, advice columns, and feature stories about relationships, music, sports, and sexuality. These amenities are more likely among megachurches, which are typically conservative Protestant congregations with large numbers of worshippers. Megachurches are often more flexible and creative, for instance, using contemporary music, skits, and applications of religion to everyday life, rather than focusing on stressing strict religious traditions. DIF: Easy REF: Pages 612–613 TOP: Factual OBJ: Megachurches Chapter 17 Science, the Environment, and Society Concept Map I. Sociology of Science A. Scientific Revolution 1. Paradigm 2. Normal Science B. Normative View of Science C. Boundary Work 1. Intelligent Design D. In the Lab 1. Construction of Scientific Fact E. The Matthew Effect II. Agriculture and the Environment A. Environmental Preservation B. Global Warming C Organic Foods D. Genetically Modified Foods 1. Risk Society E. The Green Revolution III. Genetics A. Human Genome Project B. Race C. Cloning IV. The Internet A. The Digital Divide B. The Social Divide C. The Global Divide Multiple Choice 1. What did Nobel Peace Prize winner Wangari Maathai believe was central to promoting international peace? a. environmental preservation b. eliminating poverty c. environmental education d. governmental policies protecting the environment DIF: Moderate REF: Page 629 TOP: Factual OBJ: Environmental Preservation 2. Which of the following is a problem caused by deforestation in Africa? a. soil erosion b. lack of crop rotation c. decrease in animal population d. dehydration DIF: Moderate REF: Pages 629–630 TOP: Factual OBJ: Environmental Preservation 3. Sociologists of science are interested in the ____________ of scientific discoveries. a. gender relationships b. environmental effects c. social consequences d. biological background DIF: Moderate REF: Page 630 TOP: Factual OBJ: Sociology of Science 4. The Green Belt movement argued that planting trees has social effects on: a. community empowerment. b. gender equality. c. international peace. d. all of the above. DIF: Moderate REF: Page 630 TOP: Factual OBJ: Environmental Preservation 5. Factors that can influence science include: a. the researcher’s interest. b. religious beliefs. c. political and social factors. d. all of the above. DIF: Difficult REF: Page 633 TOP: Factual OBJ: Sociology of Science 6. Which of the following is NOT a reason your text mentions that causes researchers to choose their area of study? a. social concerns b. interest in topic c. available funding d. politics DIF: Moderate REF: Page 633 TOP: Factual OBJ: Sociology of Science 7. In 1942, the research project that focused on developing atomic weapons for the United States was code-named the: a. Manhattan Project. b. Oppenheimer Project. c. Groves Project. d. World War II Project. DIF: Easy REF: Page 634 TOP: Factual OBJ: Sociology of Science 8. According to your text, the decision to pursue nuclear technologies during World War II was influenced: a. strictly by politics. b. by international geopolitical circumstances. c. by the desire to defeat the Nazis. d. strictly by social reasons. DIF: Difficult REF: Page 634 TOP: Factual OBJ: Sociology of Science 9. Researchers in different fields may study the same issue but have different outcomes because: a. they are in opposition to each other. b. some are not working in legitimate scientific disciplines. c. boundary work limits their research. d. they are working through different frameworks. DIF: Moderate REF: Page 637 TOP: Conceptual OBJ: Sociology of Science 10. A sociologist, biologist, and psychologist are studying Olympic athletes. Their results: a. may be complementary or conflicting. b. will not be applicable to other fields of study. c. will all be completely different. d. will need to be examined independently of each other. DIF: Moderate REF: Page 637 TOP: Applied OBJ: Sociology of Science 11. Sociologists tend to study data within the real world, while scientists: a. use models of the real world. b. bring data into the laboratory. c. try to leave the laboratory as much as possible. d. none of the above. DIF: Moderate REF: Page 638 TOP: Factual OBJ: Sociology of Science 12. Thomas Kuhn believed that normal scientific discovery: a. is ruptured by scientific revolutions. b. proceeds along a linear path. c. accumulates little by little over time. d. evolves exponentially. DIF: Easy REF: Page 631 TOP: Factual OBJ: Scientific Revolution 13. What is the factor responsible for important scientific advancements? a. normal science b. scientific revolutions c. political–social factors d. scientific theory DIF: Moderate REF: Page 632 TOP: Factual OBJ: Scientific Revolutions 14. When a scientific paradigm shifts, this means that: a. scientists revert back to a previous paradigm. b. research is being conducted in a new country. c. scientists have come to a standstill on their discoveries of a particular topic. d. a scientific revolution has happened. DIF: Easy REF: Page 631 TOP: Factual OBJ: Paradigm 15. Conducting experiments and obtaining results is referred to as: a. a paradigm. b. the research process. c. normal science. d. scientific discovery. DIF: Moderate REF: Page 631 TOP: Factual OBJ: Normal Science 16. Normal science: a. exists only in laboratories. b. is conducted within an existing paradigm. c. attempts to create nonexistent paradigms. d. means that scientists operate outside the laboratory. DIF: Easy REF: Page 631 TOP: Conceptual OBJ: Normal Science 17. According to the normative view of science, what should scientists leave at the laboratory door? a. life stresses b. personal values c. social structures d. historical forces DIF: Easy REF: Page 632 TOP: Factual OBJ: Normative View of Science 18. Often nonscientists make decisions that affect the course of science. Which of the following is mentioned in your text? a. stem cell research b. same-sex marriage c. natural versus medicated childbirth d. left versus right brain differences DIF: Easy REF: Pages 633–634 TOP: Factual OBJ: Normative View of Science 19. Most scientists agree with: a. intelligent design theory. b. Darwin’s natural selection theory c. biological differences in IQ. d. clear-cut racial divides with regard to genetics. DIF: Easy REF: Page 635 TOP: Factual OBJ: Boundary Work 20. If a city planner is trying to determine why poverty rates are higher in the inner city, he or she might look at the lack of jobs in the area. If a psychologist is looking at the same thing, he or she may look more at levels of depression in the residents of an inner city. This difference is often called: a. a scientific revolution. b. the green revolution. c. a paradigm shift. d. boundary work. DIF: Moderate REF: Page 636 TOP: Applied OBJ: Boundary Work 21. In the Dover, PA, school district, what theory was presented as an alternate to Darwin’s theory of natural selection? a. evolution b. the Bible c. intelligent design d. survival of the fittest DIF: Easy REF: Page 635 TOP: Factual OBJ: Intelligent Design 22. Ethnographic research: a. is field research. b. involves researcher participation. c. is done by observation. d. all of the above. DIF: Moderate REF: Page 637 TOP: Factual OBJ: In the Lab 23. What did Latour and Woolgar suggest may influence which research findings receive the most attention? a. the senior researchers b. power struggles within the lab hierarchy c. political agendas d. the source of the research funding DIF: Moderate REF: Page 638 TOP: Factual OBJ: In the Lab 24. It is argued that ____________ are not made, but rather preexist in objective reality waiting to be discovered. a. theories b. diseases c. scientific facts d. scientific discoveries DIF: Moderate REF: Page 639 TOP: Factual OBJ: Construction of Scientific Fact 25. The debates over whether scientific facts are made or preexist are referred to as: a. research objectives. b. research claims. c. scientific debates. d. science wars. DIF: Easy REF: Page 639 TOP: Factual OBJ: Construction of Scientific Fact 26. Philosopher Ian Hacking suggests that ____________ play into what is discovered and how it is discovered. a. cultural norms and social situations b. social values c. political agendas d. all of the above DIF: Difficult REF: Page 639 TOP: Factual OBJ: Construction of Scientific Fact 27. Sociologists who study scientists in the laboratory do so because: a. they want to be sure their findings are valid. b. they want to reinforce their research results. c. they are interested in the construction of scientific facts. d. they want to discover the inside scoop on “real” science. DIF: Moderate REF: Page 638 TOP: Applied OBJ: Construction of Scientific Fact 28. The term used to describe a well-known scientist who is more likely to be credited with a particular scientific discovery than lesser-known colleagues is: a. the hierarchy rule. b. prestige seniority. c. science wars. d. the Matthew effect. DIF: Moderate REF: Page 639 TOP: Factual OBJ: Matthew Effect 29. The Matthew effect is essentially like: a. having to have experience to get a job. b. birds of a feather flock together. c. the blind leading the blind. d. rejection during a lover’s spat. DIF: Difficult REF: Page 639 TOP: Applied OBJ: Matthew Effect 30. In 1977, Wangari Maathai started the ____________ due to her concern with the effects of deforestation on rural communities. a. Black Belt Project b. anti-forestation movement c. Green Belt Movement d. Global Warming Project DIF: Moderate REF: Page 629 TOP: Factual OBJ: Environmental Preservation 31. Wangari Maathai, of the Green Belt Movement, demonstrated that the simple act of ____________ has profound social effects for community empowerment, gender equality, and international peace. a. planting trees b. changing scientific paradigms c. narrowing the digital divide d. cloning fish DIF: Easy REF: Page 630 TOP: Factual OBJ: Environmental Preservation 32. Al Gore’s film An Inconvenient Truth documented the effect of what on climate temperature? a. global warming b. human activity c. hurricanes d. evolution DIF: Easy REF: Page 640 TOP: Factual OBJ: Global Warming 33. According to scientists, what is the number one contributor to rising global temperatures? a. deforestation b. CO2 emissions c. drought d. alteration in rainfall patterns DIF: Easy REF: Page 641 TOP: Factual OBJ: Global Warming 34. What do scientists predict will result from a continued rise in global temperatures? a. heat waves b. change in agricultural production c. migration from coastal communities d. all of the above. DIF: Moderate REF: Page 642 TOP: Factual OBJ: Global Warming 35. The global warming argument is that as ocean levels rise: a. many more people will move away from the coast. b. more people will move to the coast. c. more people will leave the mountains. d. more people will move to the suburbs. DIF: Easy REF: Page 640 TOP: Factual OBJ: Global Warming 36. Compared to organic megafarms, why are small farms at a disadvantage? a. The USDA will not certify small farms. b. It is too costly to truck their produce across the country. c. USDA certification is expensive. d. It is too difficult to meet the definition of “organic.” DIF: Moderate REF: Page 644 TOP: Factual OBJ: Organic Foods 37. Organic products can lead to health stratification by income because: a. you need to have land to grow organic products. b. organic products are more expensive. c. organic products aren’t sold in poor neighborhoods. d. organic products are only sold in high-end markets. DIF: Difficult REF: Page 644 TOP: Conceptual OBJ: Organic Foods 38. Farmers who are thinking about future generations have committed to several issues. Which of the following is NOT one of the issues mentioned in your text? a. renewable resources b. using environmentally friendly tractors c. conservation of soil d. saving energy DIF: Moderate REF: Page 644 TOP: Factual OBJ: Organic Foods 39. Which of the following is NOT on the checklist government inspectors use when certifying organic farms? a. pesticide-free soils b. synthetic fertilizers c. percentage of items produced organically d. storage of organic products DIF: Moderate REF: Page 644 TOP: Factual OBJ: Organic Foods 40. Sometimes meat and poultry aren’t labeled organic even though they come from free-range animals raised without growth hormones or antibiotics. Why? a. Because small farmers are moving into the cities and leaving their organic farms behind. b. The guidelines as to what is an organic farm have not yet been established by the government. c. Because it is too expensive to maintain an organic farm with USDA certification. d. It is difficult to keep cattle and chickens fenced in; therefore they could be contaminated by other animals. DIF: Easy REF: Page 644 TOP: Applied OBJ: Organic Foods 41. Which of the following is NOT one of benefits of GMOs (genetically modified foods)? a. more profitable b. lower food prices c. better able to resist insects d. more nutritious products DIF: Difficult REF: Page 645 TOP: Factual OBJ: Genetically Modified Foods 42. GMOs may allow farmers to avoid using toxic pesticides and herbicides because: a. the plant taste is unappealing to insects. b. the plant releases an unpleasant odor to the insects. c. GMOs are a natural insect repellent. d. insects are not able to digest the plant, so they die. DIF: Easy REF: Page 645 TOP: Factual OBJ: Genetically Modified Foods 43. Genetic modifications may reduce waste by: a. keeping plants in stores fresher. b. keeping plants ripe longer. c. decreasing plant maturation time. d. all of the above. DIF: Easy REF: Page 645 TOP: Factual OBJ: Genetically Modified Foods 44. Scientists were hoping to solve health and nutritional problems for children in developing countries by: a. developing GMOs with nutritional balance. b. producing mass crops to feed them. c. creating rice with high levels of vitamin A. d. reducing toxic pesticides. DIF: Easy REF: Page 645 TOP: Factual OBJ: Genetically Modified Foods 45. What is one of the risks genetic modification may have to the environment? a. permanently damaging the soil b. severe damage to other vegetation c. an ecological chain reaction d. harmful effects to birds DIF: Moderate REF: Page 646 TOP: Factual OBJ: Genetically Modified Foods 46. One of the major reasons farmers genetically modify their produce is so: a. they produce higher yields. b. they don’t have to weed their fields. c. they don’t have to hand pick their crops. d. they can increase the price they charge for their crops. DIF: Easy REF: Page 645 TOP: Factual OBJ: Genetically Modified Foods 47. One argument against genetically modified foods is that: a. there will be too much food and a lot will go to waste. b. it is possible to genetically modify some foods, so there will be a scarcity of healthy foods. c. they may pose long-term adverse health effects. d. they are too expensive for most people. DIF: Easy REF: Page 646 TOP: Factual OBJ: Genetically Modified Foods 48. Risks that result from human activity are referred to as: a. human risks. b. manufactured risks. c. personal risks. d. modern risks. DIF: Easy REF: Page 647 TOP: Factual OBJ: Risk Society 49. In Beck’s description of risk society, Hurricane Katrina is an example of what type of risk? a. regional b. external c. environmental d. social DIF: Moderate REF: Page 647 TOP: Applied OBJ: Risk Society 50. Charles Perrow believes that although disasters from manufactured risks are a part of modern life, we can: a. better plan how to handle disasters. b. simply rebuild after a disaster. c. reduce their impact. d. evacuate people from disaster areas. DIF: Moderate REF: Page 647 TOP: Factual OBJ: Risk Society 51. The introduction of high-yield crop varietals in developing countries and improvements in agricultural technologies are two trends that fall under the umbrella of: a. the green revolution. b. GMOs. c. genetic modifications. d. ecological interconnectedness. DIF: Easy REF: Page 647 TOP: Factual OBJ: Green Revolution 52. The Cooperative Wheat Research and Production Program was established in 1945 to: a. feed children in developing countries. b. improve Mexico’s agricultural output. c. develop new ways to increase wheat production. d. help farmers have higher wheat yields. DIF: Moderate REF: Page 647 TOP: Factual OBJ: Green Revolution 53. Since the late 1990s a large portion of Asia has been: a. farming a mix of crops. b. dependent on rain to feed crops. c. using nontoxic pesticides. d. using high-yield rice seeds. DIF: Difficult REF: Page 648 TOP: Factual OBJ: Green Revolution 54. It has taken Africa longer to reap the benefits of the green revolution because of Africa’s mix of crops and: a. the crops’ rain-fed dependency. b. hard climate. c. pesticide-tolerant insects. d. all of these. DIF: Difficult REF: Page 648 TOP: Applied OBJ: Green Revolution 55. Because of the green revolution, food production has kept pace with: a. income increases. b. population growth. c. technology. d. change in skills. DIF: Difficult REF: Page 648 TOP: Applied OBJ: Green Revolution 56. New technologies requiring more skills resulted in: a. potentially toxic fertilizers being used incorrectly. b. schooling for women in rural areas. c. more competition between nations for skilled laborers. d. all of the above. DIF: Moderate REF: Page 648 TOP: Applied OBJ: Green Revolution 57. Which of the following is NOT a potential problem with high-yield crops? a. sacrifice of micronutrients b. greater susceptibility to disease c. increased water usage d. irrigated water polluting the soil DIF: Difficult REF: Pages 648–649 TOP: Factual OBJ: Green Revolution 58. Vandana Shiva agrees that the green revolution has increased agricultural output and household incomes, but she is concerned about ____________ changes. a. economic b. cultural c. environmental d. all of the above. DIF: Moderate REF: Page 649 TOP: Factual OBJ: Green Revolution 59. The green revolution has made it expensive for individual farms to survive on their own, so new collectives and cooperatives have emerged to bring together household farmers. Durkheim might call this a type of: a. rebellion. b. social solidarity. c. genetic manipulation. d. Verstehen. DIF: Difficult REF: Page 648 TOP: Conceptual OBJ: Green Revolution 60. The twin study links a genetic connection to: a. homosexuality. b. personal characteristics. c. biological diseases. d. all of the above. DIF: Easy REF: Page 651 TOP: Factual OBJ: Genetics 61. Finding a “gay gene” may bring about ____________ because it will show that homosexuality is a natural attribute. a. political controversy b. social tolerance c. demoralization d. further stigmatization DIF: Easy REF: Page 652 TOP: Applied OBJ: Genetics 62. What are some of the unintended consequences of DNA testing? a. social b. psychological c. economic d. all of the above DIF: Difficult REF: Pages 653–655 TOP: Factual OBJ: Genetics 63. Some gays and lesbians may be in favor of finding a “gay gene,” because many in the gay community believe that: a. they can all move to one area of the country and know who is who. b. the controversy will move from a “moral” choice to a biological issue, so discrimination may decrease. c. it will allow them to become heterosexual. d. they will then be allowed to abort their children if they have this gene. DIF: Moderate REF: Page 652 TOP: Factual OBJ: Genetics 64. The Human Genome Project has addressed several important issues in its process of scientific discovery. Which of the following is NOT one of those issues mentioned in your text? a. ethical issues b. political issues c. legal issues d. social issues DIF: Moderate REF: Page 649 TOP: Factual OBJ: Human Genome Project 65. Which of the following is NOT one of the concerns that has come about from the Human Genome Project? a. privacy b. stratification c. social paranoia d. stigmatization DIF: Moderate REF: Page 650 TOP: Factual OBJ: Human Genome Project 66. The concern resulting from the Human Genome Project, which could group people positively or negatively based on their genetic code, is called: a. stratification. b. stigmatization. c. labeling. d. all of the above. DIF: Moderate REF: Page 650 TOP: Factual OBJ: Human Genome Project 67. The ____________ study showed how labels become self-fulfilling prophecies. a. Human Genome b. Pygmalion c. twin d. stigmatization DIF: Easy REF: Page 650 TOP: Factual OBJ: Human Genome Project 68. One of the problems with the Human Genome Project is that once your genetic structure is known: a. you may be able to genetically redesign yourself. b. you may be labeled in such a way that a self-fulfilling prophecy takes place. c. you may be unable to get dates. d. your parents may divorce you. DIF: Difficult REF: Page 650 TOP: Applied OBJ: Human Genome Project 69. When looking at race, DNA testing may: a. discover propensities toward certain diseases. b. segregate African Americans. c. find genetic differences. d. help trace genealogical history. DIF: Easy REF: Page 653 TOP: Applied OBJ: Race Genetics 70. What is one of the two types of cloning? a. reproductive b. scientific c. DNA d. genetic DIF: Moderate REF: Page 656 TOP: Factual OBJ: Cloning 71. Cells cloned through ____________ are not allowed to develop into a mature person, animal, or other organism. a. research cloning b. embryos c. reproductive cloning d. fetuses DIF: Moderate REF: Page 656 TOP: Factual OBJ: Cloning 72. Although Kass wrote about several negative outcomes of cloning, he also mentioned several positive outcomes. Which of the following is NOT one of the positives outcomes Kass mentions? a. cloning a deceased child b. opportunities for same-sex couples to reproduce c. providing needed organs d. helping paralyzed individuals DIF: Moderate REF: Page 656 TOP: Factual OBJ: Cloning 73. What billion-dollar Internet company started in a Stanford University dorm room? a. Google b. Yahoo c. AOL d. Myspace DIF: Easy REF: Pages 657–658 TOP: Factual OBJ: The Internet 74. The digital divide refers to: a. technological inequality. b. access to and knowledge of the Internet. c. social stratification. d. Internet connection. DIF: Moderate REF: Page 658 TOP: Factual OBJ: Digital Divide 75. Which term best describes the division between individuals who have access to Internet resources and those who do not within the United States? a. global divide b. technological inequality c. social stratification d. social divide DIF: Easy REF: Page 659 TOP: Factual OBJ: Social Divide 76. Global divide describes: a. the lack of Internet access in poorer nations. b. international stratification. c. the lack of wireless connection in third-world nations. d. technological inequality. DIF: Moderate REF: Page 660 TOP: Factual OBJ: Global Divide Completion 1. The code name given to the team of research scientists working on developing atomic weapons for the United States in 1942 was ____________. ANS: the Manhattan Project DIF: Easy REF: Page 634 TOP: Factual OBJ: Sociology of Science 2. When there is incomplete or inadequate information to explain all observed phenomena, a ____________ may occur. ANS: paradigm shift; scientific revolution DIF: Easy REF: Page 632 TOP: Factual OBJ: Scientific Revolution | Paradigm 3. A ____________ is the framework within which scientists operate. ANS: paradigm DIF: Easy REF: Page 631 TOP: Factual OBJ: Paradigm 4. Instances in which divisions between fields of knowledge are created, advocated, attacked, or reinforced are referred to as ____________. oundary work DIF: Moderate REF: Page 636 TOP: Factual OBJ: Boundary Work 5. The manner in which prestige is earned and rewards are distributed in the scientific community is sometimes referred to as ____________. ANS: the Matthew effect DIF: Easy REF: Page 639 TOP: Factual OBJ: Matthew Effect 6. Products whose genetic structures have been altered are called ____________. ANS: genetically modified organisms, GMOs DIF: Easy REF: Page 645 TOP: Factual OBJ: Genetically Modified Foods 7. Two risks of genetic modification are ____________ and ____________. ANS: environmental damage; human health risks DIF: Difficult REF: Pages 645–646 TOP: Applied OBJ: Genetically Modified Foods 8. One of the risks of genetic modification to humans is ____________, ANS: new illnesses DIF: Easy REF: Page 646 TOP: Factual OBJ: Genetically Modified Foods 9. The two types of risk in Beck’s concept of the risk society are ____________ and ____________. ANS: external; manufactured DIF: Moderate REF: Page 647 TOP: Factual OBJ: Risk Society 10. Charles Perrow (2007) argues that disasters resulting from ____________ risks are an inevitable part of modern life. ANS: manufactured, external DIF: Difficult REF: Page 647 TOP: Fact OBJ: Risk Society 11. The introduction of high-yield crops in developing countries and improvement in agricultural technologies are a part of the ____________. ANS: green revolution DIF: Moderate REF: Page 647 TOP: Factual OBJ: Green Revolution 12. The green revolution has shifted from family-owned farms to ____________. community endeavor DIF: Moderate REF: Page 648 TOP: Factual OBJ: Green Revolution 13. The Human Genome Project has discovered ____________ human genes. ANS: 20,000–25,000 DIF: Difficult REF: Page 649 TOP: Factual OBJ: Human Genome Project 14. The ____________ has helped us identify genes in human DNA and understand diseases. ANS: Human Genome Project DIF: Moderate REF: Page 649 TOP: Factual OBJ: Human Genome Project 15. ____________ is a concern that emerged from the Human Genome Project that occurs when society marks someone as disgraceful or different. ANS: Stigmatization DIF: Moderate REF: Page 650 TOP: Factual OBJ: Human Genome Project 16. In 2005, scientists reported evidence of a link between homosexuality and ____________. ANS: genetics DIF: Moderate REF: Page 652 TOP: Factual OBJ: Human Genome Project 17. The Lemba believe that they are a ____________. ANS: lost tribe of Israel DIF: Difficult REF: Page 654 TOP: Factual OBJ: Human Genome Project 18. Dolly was the genetic replica of a ____________. ANS: sheep DIF: Easy REF: Page 656 TOP: Factual OBJ: Cloning 19. Wireless connections have been available since around ____________. ANS: 1994. DIF: Easy REF: Page 657 TOP: Factual OBJ: The Internet 20. The ____________ addresses the inequality that is often associated with Internet access. ANS: digital divide DIF: Moderate REF: Page 658 TOP: Factual OBJ: Digital Divide 21. After education level, one of the main reasons for the social divide in the United States with regard to Internet access is ____________. ANS: whether the person lives in an urban or rural area DIF: Moderate REF: Page 659 TOP: Factual OBJ: Digital Divide 22. One of the items Obama’s stimulus plan has targeted with regard to Internet access is ____________. ANS: connections in rural areas DIF: Easy REF: Page 659 TOP: Factual OBJ: Digital Divide 23. The ____________ refers to differences in knowledge and access to the Internet within a country. ANS: social divide DIF: Difficult REF: Page 659 TOP: Factual OBJ: Social Divide Essay 1. Describe the intersection between science and politics. How do they influence each other? ANS: Scientists are only able to do research projects that are backed by funds. Federal agencies set priorities, or grant funding, through a political process according to the moral values of the region (for example, whether or not the local government supports stem cell research). Political agencies will supply funds for projects that will affect the nation, like nuclear weapons (the Manhattan Project), nuclear technologies, and similar projects. DIF: Difficult REF: Pages 632–634 TOP: Conceptual OBJ: Sociology of Science 2. Discuss the effects of global warming from a sociological perspective. ANS: Global warming can be traced to human activities such as deforestation; burning of coal, oil, and natural gas; and the release of CO2. Our lifestyles are dependent on these resources. CO2 emissions are the primary cause of global warming. Changing climates affect human societies through weather in the form of hurricanes and heat waves, as well as through basic needs such as the food supply because of the changing agriculture environment. DIF: Moderate REF: Pages 640–643 TOP: Applied OBJ: Global Warming 3. What are organic foods? How do organic products influence social status both for the individual consumer and for the farms that produce them? What are some ways that large organic farms are not “green”? ANS: Organic foods are healthier because they are pesticide-free and don’t contain genetically modified ingredients. Organically grown products cost more, so individuals and families in lower socioeconomic levels can’t afford to buy them. Family-run farms can’t afford organic certification, so they can’t package their organically grown products as organic. This gives large farms an advantage. Large farms sometimes ship their products long distances, releasing excessive amounts of CO2 into the environment. DIF: Moderate REF: Pages 643–645 TOP: Conceptual OBJ: Organic Foods 4. What are the benefits and risks of genetically modified organisms (GMOs)? Do you think the benefits outweigh the risks? ANS: GMOs feed large numbers of populations by altering the genetic structure of the seeds to produce high-yield crops. The crops may resist insects and diseases, and so toxic pesticides and herbicides can be avoided. The risks include the unknown long-term effects such as possible new illnesses in humans. Another risk is the reverberations of altering natural events, like eliminating insects that feed on the plants, which in turn may affect birds and other species further down the food chain. DIF: Moderate REF: Pages 645–647 TOP: Conceptual OBJ: Genetically Modified Foods 5. What are the agricultural trends of the green revolution? What have been the positive chain reactions and risks associated with it? ANS: The agricultural trends are high-yield crop varietals in developing countries and improvements in agricultural technologies. Many developing countries have benefited from the increased food production by way of increased incomes and slowed population growth. The technology has increased the value of formal education and made farming a community endeavor. The risks include the sacrifice of micronutrients. Also, crops are more susceptible to disease or predators. High-yield crops are water reliant and have overextended some water supplies. DIF: Moderate REF: Pages 647–649 TOP: Factual OBJ: The Green Revolution 6. What are the sociological effects of genetic information related to race? ANS: If genetics defines who is black or white, the present sociological definition of black and white would change. Individuals would be able to trace their family to their ancestral country of origin. The information may reveal African Americans who are related to slave owners. Genetic markers can show a connection between populations of people such as the Lemba and the lost tribes of Israel. Other issues include ethical questions that our society has not answered yet, such as screening for genetic mutations and how to use this information. DIF: Difficult REF: Pages 652–655 TOP: Conceptual OBJ: Genetics 7. What is the Human Genome Project? What are the advantages of its results? Discuss the social issues that have arisen due to the information this project has uncovered. ANS: The Human Genome Project (HGP) allowed scientists to understand the genetic code. A few benefits include improved diagnosis of disease, earlier detection of genetic predispositions to disease, and gene therapy. The social issues associated with HGP are privacy, stratification, and stigmatization. DIF: Difficult REF: Pages 647–652 TOP: Conceptual OBJ: Human Genome Project 8. Explain reproductive cloning and research cloning. What is the controversy surrounding cloning? What are positive results that could come from cloning? ANS: Reproductive cloning refers to making a genetic copy of an existing person or organism, which is allowed to mature. Research cloning refers to the reproduction of cells that are used for research purposes. Controversial issues include the potential for stigmatization or the creation of superhumans. A positive outcome would be the ability to supply biologically compatible organs. Some issues may be viewed as controversial or as yielding positive outcomes—for example, enabling same-sex couples to have biological offspring, or enabling families to clone a loved one who has died. These issues are informed by values and morals. DIF: Moderate REF: Pages 656–657 TOP: Conceptaul OBJ: Cloning 9. Relate the digital divide to stratification using examples. ANS: The digital divide refers to Internet inequality. Individuals who have ready access to the Internet have an advantage over those who don’t because of the wealth of knowledge and information that is readily available to them. Individuals who are Internet-savvy have the advantage when it comes to getting better jobs and a higher-quality education. DIF: Moderate REF: Pages 658–662 TOP: Conceptual OBJ: Digital Divide 10. Explain the social divide and the global divide. What is the significance of stratification to each? What can be done to help bridge the gap? ANS: The social divide refers to the difference in knowledge and access within countries, whereas the global divide refers to the difference between countries. In reference to the social divide, Internet access is different in rural areas compared to more densely populated areas, which puts some individuals at a disadvantage academically, economically, and socially. The global divide reinforces existing economic differences, causing the gap between rich and poor countries to increase. With the use of public goods, everyone has access to the Internet. DIF: Difficult REF: Pages 659–662 TOP: Conceptual OBJ: Digital Divide 11. Since the Internet as we know it has only been around since the early 1990s, how has this affected the generation gap between you and your parents? Do you feel that this has hindered communication between you and your parents or created more of an opportunity to communicate with them? Why or why not? ANS: Answers will vary but may touch on some or all of the points below. Since (depending on the age of the student) I was born around 1990, it wasn’t until I was in elementary school that my parents realized the need for a computer in the house. They did not have access to the internet and were slow to get it. Once they got internet service, however, they quickly became as computer-savvy as me. The generation gap, with regard to computers, hardly exists for me and my parents other than the fact that they do not use online games and networking sites like Facebook. My parents don’t have a clue about that. I do feel that oftentimes we spend more time staring at our computer monitors than we do talking. I even email my parents from my room rather than go down the hall and talk to them face-to-face. There’s just something about seeing someone’s facial expressions that help understand exactly what they are feeling. The digital divide has certainly created a generation gap between me and my grandparents. Since they don’t own a computer, we have very little contact. For some reason I have lost the desire to communicate with them. It’s a shame they aren’t up to par with the rest of the world. DIF: Easy REF: Pages 658–662 TOP: Applied OBJ: Digital Divide 12. Many elderly people are isolated from others, due to the fact they can’t drive or get around as they did when they were young. They may have lost a partner, and the only companionship they have is their TV. Why might having the Internet be a positive addition to an elderly person’s home? How might this affect their health? ANS: Durkheim discussed how people who are socially integrated are better able to live a healthy and happy life. If an elderly person is unable to leave his or her home on their own, having a computer would certainly allow them to have interactions with others, and not just with people of their own age either (as they might find in a senior center). They may even end up like Betty White and really get back into the current world. It could open up doors for them with regard to friends and contacts, but they could also have access to medical information that might be necessary for their health. Even playing solitaire on the computer might hinder the progression of Alzheimer’s disease. DIF: Moderate REF: Pages 658–662 TOP: Applied OBJ: Digital Divide Chapter 18 Collective Action, Social Movements, and Social Change Concept Map I. Collective Action A. Convergence Theory B. Contagion Theory C. Emergent Norm Theory D. Value-Added Theory E. Identity II. Social Movements A. Social Change B. Rituals C. Types of Social Movements 1. Alterative Social Movements 2. Redemptive Social Movements 3. Reformative Social Movements 4. Revolutionary Social Movements D. Models of Social Movements 1. Classical Model 2. Resource-Mobilization Theory 3. Political Process Model E. Stages of Social Movements 1. Emergence 2. Coalescence 3. Routinization F. Social Movement Organizations 1. Professional Movement Organizations 2. Participatory Movement Organizations 3. Land of Joiners III. Types of Societies A. Premodern Societies B. Modern Societies C. Postmodern Societies Multiple Choice 1. If one individual behaves in a socially inappropriate manner, he or she is deviant, but if several individuals behave this way, it is referred to as: a. a collective action. b. a public rebellion. c. a demonstration. d. a nongovernmental organization. DIF: Easy REF: Page 668 TOP: Factual OBJ: Collective Action 2. In order for a behavior to count as collective action, which of the following criteria must be met? a. You must act alone. b. You must violate social norms. c. You must cause riots. d. The behavior must be normal for the location. DIF: Moderate REF: Page 669 TOP: Factual OBJ: Collective Action 3. An example of collective action would be: a. someone helping the homeless. b. a student clapping in class. c. everyone walking out on an exam. d. all of the above. DIF: Easy REF: Page 669 TOP: Applied OBJ: Collective Action 4. Ten thousand people writing the governor asking her not to execute an individual is an example of: a. crowd collective action. b. political activism. c. mass collective action. d. social change. DIF: Moderate REF: Page 669 TOP: Applied OBJ: Collective Action 5. Students at your university rally to support same-sex marriage. This is an example of: a. public protests. b. freedom of speech. c. mass collective action. d. crowd collective action. DIF: Moderate REF: Page 669 TOP: Applied OBJ: Collective Action 6. The difference between collective action and deviance is: a. the number of people acting. b. the type of people involved. c. whether you are acting alone or as part of a group. d. the reaction of others to your actions. DIF: Moderate REF: Pages 668–669 TOP: Conceptual OBJ: Collective Action 7. Convergence theory states that collective action occurs when: a. people with similar ideas gather in the same place. b. strategic planning is done. c. the setting is right. d. all of the above. DIF: Moderate REF: Page 669 TOP: Factual OBJ: Convergence Theory 8. Convergence theory doesn’t necessarily require: a. like-minded people. b. planning. c. everyone to be in the same place. d. collective action. DIF: Moderate REF: Page 669 TOP: Factual OBJ: Convergence Theory 9. There were pro-Obama demonstrations in Denver during the Democratic National Convention in August 2008. Which collective action theory describes these? a. emergent theory b. contagion theory c. convergence theory d. mass collective theory DIF: Difficult REF: Page 669 TOP: Applied OBJ: Convergence Theory 10. A theory of collective action that claims that collective action arises because of people’s tendency to conform to the behavior of others is: a. convergence theory. b. mass collective theory. c. emergent norm theory. d. contagion theory. DIF: Moderate REF: Page 670 TOP: Factual OBJ: Contagion Theory 11. Participating in “the wave” at a baseball game is an example of: a. contagion theory. b. convergence theory. c. mass collective theory. d. emergent norm theory. DIF: Moderate REF: Page 670 TOP: Applied OBJ: Contagion Theory 12. The main problem with ____________ theory is it treats individuals as mindless individuals following the actions of others. a. contagion b. convergence c. emergent norm d. mass collective DIF: Moderate REF: Pages 670–671 TOP: Factual OBJ: Contagion Theory 13. You were in New Orleans during Katrina and were housed in the Louisiana Superdome. Suddenly, everyone started jumping up and down to demand fresh water. Normally a shy, quiet person, you would never do such a thing, but this time you do. A sociologist would explain this through: a. contagion theory. b. value-added theory. c. self-identity theory. d. classical social movement theory. DIF: Moderate REF: Pages 670–671 TOP: Applied OBJ: Contagion Theory 14. In 2005 there was a riot during the Super Bowl. This had never happened before, nor has it happened since. In an attempt to understand it, one sociologist suggested it was convergence theory, while another sociologist argued that the main problem with convergence theory was that it: a. didn’t explain the inconsistencies of group action. b. focused only on individuals. c. applied to people with emotional problems, but didn’t explain the majority of the fans present. d. didn’t show variables that may predict another event. DIF: Difficult REF: Pages 670–671 TOP: Applied OBJ: Contagion Theory | Convergence Theory 15. The collective action theory that emphasizes the influence of leaders in promoting particular norms is: a. contagion theory. b. emergent norm theory. c. convergence theory. d. mass collective theory. DIF: Moderate REF: Page 671 TOP: Factual OBJ: Emergent Norm Theory 16. An accident occurs on a busy street, and a pedestrian immediately starts pulling people from cars and instructing others on what to do. This person would be an example of which collective action theory? a. convergence b. contagion c. emergent norm d. mass collective DIF: Moderate REF: Page 671 TOP: Applied OBJ: Emergent Norm Theory 17. A limitation of ____________ theory is that it does not explain why one individual becomes a leader while others do not. a. convergence b. contagion c. mass collective d. emergent norm DIF: Moderate REF: Page 671 TOP: Factual OBJ: Emergent Norm Theory 18. Keynoters: a. are the same as leaders. b. exist only where there are no preexisting norms. c. tend to be the people in charge. d. can be anyone from whom other people take cues in a given context. DIF: Moderate REF: Page 671 TOP: Factual OBJ: Emergent Norm Theory 19. You live in a neighorhood adjacent to a small town. You moved there because of the quiet atmosphere. A small bar opens where you can go with your neighbors to have a beer. Then, the bar owners decide to bring in live music on Friday and Saturday nights. After a sleepless night, you decide you must act. There is no town noise ordinance, so the “powers that be” have no means to stop the noise. After talking with your neighbors, you decide to hold a meeting in your home to come up with a plan for collective action. This illustrates: a. convergence theory. b. contagion theory. c. the beginnings of value-added theory. d. emergent norm theory. DIF: Moderate REF: Page 672 TOP: Applied OBJ: Value-Added Theory 20. Value-added theory was “borrowed” from the discipline of: a. sociology. b. economics. c. history. d. psychology. DIF: Easy REF: Page 672 TOP: Factual OBJ: Value-Added Theory 21. Affiliation with multiple group identities: a. is how you develop your identity. b. helps you identify with others. c. is what makes you an individual. d. is how networks develop. DIF: Moderate REF: Page 673 TOP: Factual OBJ: Identity 22. Presbyterian, Green Bay Packers fan, republican, and Italian are all group associations that help define you as a(n): a. potential voter. b. male. c. citizen. d. individual. DIF: Moderate REF: Page 673 TOP: Applied OBJ: Identity 23. An example of an emotional attachment that results from sharing a group affiliation with another could be: a. two women who have children with disabilities. b. going to the same school. c. a person who has a learning disability. d. living in the same house. DIF: Moderate REF: Page 673 TOP: Applied OBJ: Identity 24. You have identified yourself as a pet lover all your life, but your involvement with the ASPCA has come and gone, depending on your workload at the time. The fact that you love pets would be a ____________ identity, but your on-again/off-again involvement with the ASPCA would be a ____________ identity. a. change; dynamic b. static; dynamic c. stable; dynamic d. static; change DIF: Easy REF: Page 674 TOP: Applied OBJ: Identity 25. You are a deacon in a Southern Baptist church. The church condemns same-sex marriage; however, you personally believe same-sex marriage should be allowed, and in your free time you protest for equal rights for gays and lesbians. This would be an example of: a. static identity. b. dynamic identity. c. identity dissonance. d. conflicting identities. DIF: Moderate REF: Page 674 TOP: Applied OBJ: Identity 26. If your identity is a definition of who you are, then how does your affiliation with multiple groups affect it? a. It doesn’t; your identity comes from parental genes. b. It doesn’t; your identity comes from the socialization process between the ages of 4 to 5. c. If affects your identity only if you are the keynote leader. d. Your unique identity comes from the collection of groups to which you belong. DIF: Moderate REF: Page 673 TOP: Conceptual OBJ: Identity 27. You are a hunter and like to serve venison during deer season. Even though you enjoy your guns and the sport of hunting, you have rejected joining the NRA (National Rifle Association) because the association is known for its conservative voice. This is an example of: a. static identity. b. multiple identities. c. dynamic identity. d. multiple personalities. DIF: Moderate REF: Page 674 TOP: Applied OBJ: Identity 28. Which of the following is NOT a characteristic of a social movement mentioned in your text? a. motivated by political aim b. participants share a collective identity c. usually become violent d. achieve aims through conflict with opponents DIF: Moderate REF: Page 674 TOP: Factual OBJ: Social Movements 29. You want to raise awareness about domestic abuse in the most efficient and least expensive way. You might: a. go door-to-door in several local neighborhoods, hoping to spread the word. b. start a website on the Internet. c. visit churches and pass out flyers. d. post flyers in every hospital in your state. DIF: Moderate REF: Page 696 TOP: Applied OBJ: Social Movements 30. What is NOT one reason that motivates social movements? a. political aim b. commitment to social change c. focus on the movement d. individual self-interest DIF: Easy REF: Page 675 TOP: Factual OBJ: Social Movements 31. The aim of all social movements is: a. to create social bonds. b. to change society. c. to solidify norms. d. to promote social evolution. DIF: Easy REF: Page 690 TOP: Factual OBJ: Social Movements 32. What was one the largest American social movements that effected major social change? a. the women’s movement b. the civil rights movement c. the anti–Vietnam War movement d. the abolition of slavery DIF: Easy REF: Page 691 TOP: Factual OBJ: Social Movements 33. The ____________ is/are present-day activists who are attempting to create social movements through satire. a. Anti-inflammatory League b. NRA c. Yes Men d. Convergence Group DIF: Easy REF: Pages 667–668 TOP: Factual OBJ: Social Movements 34. The difference between a social movement and a ritual is that: a. rituals don’t aim to change something about society. b. a ritual is something that is done only in a religious context. c. social movements happen every other year. d. rituals happen only during holidays. DIF: Moderate REF: Page 674 TOP: Conceptual OBJ: Social Movements 35. Doug McAdam is a sociologist who has spent years examining social movements. He believes that: a. all a group needs is organized collective action for a successful movement. b. collective action is sufficient for a successful social movement. c. not only does a group need collective action, but they also need some new threat or perceived opportunity in the broader social environment. d. if one person has what they consider a social problem, and that one person begins a movement, there will be success. DIF: Difficult REF: Page 675 TOP: Factual OBJ: Social Movements 36. The most limited social movement, focusing on a narrow group of people, would be a(n): a. redemptive social movement, because it focuses on one person at a time. b. alternative social movement, like MADD. c. reformative social movement, because it tends to be limited to certain religious sects. d. revolutionary social movement, like the civil rights movement in the 1950s and 1960s. DIF: Difficult REF: Page 675 TOP: Conceptual OBJ: Social Movements 37. When sociologists talk about social change, they are referring to transformations in all of the following EXCEPT: a. cultural values. b. social institutions. c. political organizations. d. cultural norms. DIF: Easy REF: Page 692 TOP: Factual OBJ: Social Change 38. Which of the following is NOT a cause of social change mentioned in your text? a. social upheaval b. technological innovation c. conflict between social actors d. changes in cultural identities DIF: Moderate REF: Pages 696–697 TOP: Factual OBJ: Social Change 39. Today, most women know that smoking during pregnancy is putting their baby in danger. The cause of this “social change” was probably mostly due to: a. technology. b. innovation. c. new ideas. d. conflict. DIF: Moderate REF: Page 696 TOP: Applied OBJ: Social Change 40. Which type of social movement focuses on a single concern and seeks to change an individual’s behavior related to that issue? a. reformative b. revolutionary c. alterative d. redemptive DIF: Moderate REF: Page 675 TOP: Factual OBJ: Alterative Social Movements 41. An example of a(n) ____________ social movement might be a group of individuals trying to stop unwed mothers from having abortions. a. revolutionary b. redemptive c. reformative d. alterative DIF: Moderate REF: Page 675 TOP: Applied OBJ: Alterative Social Movements 42. A social movement that targets specific groups and advocates for radical changes in behavior is: a. redemptive. b. alterative. c. reformative. d. revolutionary. DIF: Moderate REF: Page 677 TOP: Factual OBJ: Redemptive Social Movements 43. A homeless shelter for battered women, where they can learn how to care for themselves and their children, would be an example of a(n) ____________ social movement. a. reformative b. redemptive c. alterative d. revolutionary DIF: Moderate REF: Page 677 TOP: Applied OBJ: Redemptive Social Movements 44. ____________ social movements do not call for a new system of government, but rather target almost everyone. a. Redemptive b. Revolutionary c. Reformative d. Alterative DIF: Moderate REF: Page 677 TOP: Factual OBJ: Reformative Social Movements 45. A group of conservationists encourage their community to save water by using low-flushing toilets or faucets that release more pressure but less water. Which social movement would this represent? a. alterative b. redemptive c. reformative d. revolutionary DIF: Moderate REF: Page 678 TOP: Applied OBJ: Reformative Social Movements 46. ____________ social movements advocate the radical reorganization of society. a. Revolutionary b. Alterative c. Redemptive d. Reformative DIF: Moderate REF: Page 679 TOP: Factual OBJ: Revolutionary Social Movements 47. An example of a(n) ____________ social movement occurred during the civil rights movement, when African Americans boycotted buses. a. redemptive b. revolutionary c. reformative d. alterative DIF: Moderate REF: Page 679 TOP: Applied OBJ: Revolutionary Social Movements 48. The model that explains the emergence of a social movement that is a collective response to structural strain that has a psychological effect on individuals is: a. the political process model. b. revolutionary theory. c. classical theory. d. resource-mobilization theory. DIF: Moderate REF: Page 680 TOP: Factual OBJ: Classical Model 49. Which of the following is NOT a criticism of the classical model that is sometimes used to explain social movements? a. Strains are always present in societies. b. We can’t explain why some movements arise and others don’t. c. Social movements pathologize individuals. d. Social movements ignore psychological tensions. DIF: Difficult REF: Page 680 TOP: Factual OBJ: Classical Model 50. Which social movement model suggests that discontent and the availability of resources are the key factors that determine if a social movement will coalesce? a. classical model b. political process model c. revolutionary model d. resource-mobilization model DIF: Moderate REF: Page 680 TOP: Factual OBJ: Resource-Mobilization Model 51. Which of the following is NOT a criticism of resource-mobilization theory? a. Elites have the most to gain from a social movement. b. Social movements are often led by powerless individuals. c. Involvement of the elites often results in the demise of a social movement. d. The grievance with resource-mobilization theory is unclear. DIF: Difficult REF: Page 681 TOP: Factual OBJ: Resource-Mobilization Model 52. The political process model lists expanding political opportunities, indigenous organizational strength, and certain shared cognitions as what kind of influences? a. revolutionary b. conditional c. resourceful d. classical DIF: Difficult REF: Page 681 TOP: Factual OBJ: Political Process Model 53. The 1930s Townsend Plan movement, which organized elderly Americans to demand a pension from the government, is an example of: a. how millions of people can make a change. b. how social movements succeed. c. how apparent failures can create conditions for success. d. Roosevelt’s Social Security legislation. DIF: Easy REF: Page 682 TOP: Applied OBJ: Political Process Model 54. Even though it has some structural biases and downplays emotional components, the ____________ social movement model is the most widely accepted today. a. classical b. political process c. mobilization d. stragetic thinking DIF: Moderate REF: Page 681 TOP: Factual OBJ: Political Process Model 55. Which stage of a social movement is the period when a few people try to draw attention to a particular social issue that is not in the public consciousness? a. emergence b. resolution c. coalescence d. routinization DIF: Moderate REF: Page 682 TOP: Factual OBJ: Emergence 56. The stage of a social movement when people start organizing, donating money, and lobbying political officials is: a. emergence. b. routinization. c. coalescence. d. resolution. DIF: Moderate REF: Page 683 TOP: Factual OBJ: Coalescence 57. Which of the following is a reason why some social movements fade away during the coalescence stage? a. lack of funds and time commitment b. not enough members c. lack of political support d. no interest by the general population DIF: Moderate REF: Page 683 TOP: Conceptual OBJ: Coalescence 58. A social movement tends to have three stages. Which is the most fragile stage, the one at which most movements just simply fade away? a. emergence stage b. coalescence stage c. routinization stage d. institutionalization stage DIF: Difficult REF: Page 683 TOP: Factual OBJ: Coalescence 59. By the ____________ stage, a social movement has become effective and its membership base has expanded. a. coalescence b. resolution c. routinization d. emergence DIF: Moderate REF: Page 683 TOP: Factual OBJ: Routinization 60. Which of the following is NOT a priority after a social movement has been institutionalized? a. recruit new members b. raise money c. structure participation d. raise awareness to the general public. DIF: Moderate REF: Page 683 TOP: Factual OBJ: Routinization 61. All of the following are characteristics of professional movement organizations EXCEPT when: a. they have professional leaders who speak for their constituency. b. the membership base plays a major role. c. they attempt to influence public policy. d. they have full-time leadership staff. DIF: Difficult REF: Page 686 TOP: Factual OBJ: Professional Movement Organization 62. What does a mass protest organization do? a. advocates for social change through protest b. recruits new members c. relies on high levels of membership participation to promote social change d. solicits political assistance DIF: Difficult REF: Page 686 TOP: Factual OBJ: Participatory Movement Organization 63. A mass protest organization and a grassroots organization both rely on high levels of membership, but a grassroots organization: a. uses letter-writing campaigns to achieve its goals. b. tends to focus on local issues. c. works through existing political structures to promote change. d. does all of the above. DIF: Difficult REF: Page 686 TOP: Applied OBJ: Participatory Movement Organization 64. You are a member of Critical Mass, the cycling organization that attempts to educate the public about carbon dioxide pollution from gas vehicles. Even though this lacks the organizational structure of a professional movement, it has high levels of member participation. This would be a ____________ participatory movement organization. a. grassroots b. redemptive c. premodern d. mass protest DIF: Difficult REF: Page 686 TOP: Applied OBJ: Participatory Movement Organization 65. What did Tocqueville mean by “land of joiners”? a. Democratic citizens easily change what they set their minds to. b. Citizens have less equality than citizens in aristocratic societies. c. Americans are politically powerless without voluntary organizations. d. American citizens are forced to join “voluntary” associations. DIF: Moderate REF: Page 688 TOP: Factual OBJ: Land of Joiners 66. Which of the following is NOT a reason why the egalitarian nature of American democracy has made Americans more likely than Europeans to enlist in voluntary organizations? a. Joining organizations creates individuality, something that Americans value. b. Early American gatherings in town squares created a culture of voluntary association. c. Americans need organizations to gain political power. d. Immigrants formed organizations to unite with other immigrants with similar values. DIF: Difficult REF: Page 689 TOP: Applied OBJ: Land of Joiners 67. One reason for the decline in the number of Americans joining associations may be: a. the individualistic culture of Americans. b. the rise of online associations. c. the fast-paced lifestyle of Americans. d. all of the above. DIF: Moderate REF: Page 689 TOP: Conceptual OBJ: Land of Joiners 68. The time period that is characterized by concentric circles of social affiliation is the period of: a. modern societies. b. premodern societies. c. postmodern societies. d. early modern societies. DIF: Moderate REF: Page 692 TOP: Factual OBJ: Premodern Societies 69. In ____________ societies, tradition was important because the customs that were passed down through the generations helped guide everyday life. a. early modern b. modern c. premodern d. postmodern DIF: Moderate REF: Page 693 TOP: Factual OBJ: Premodern Societies 70. What period resulted in the rise of science and objectivity? a. postmodern b. premodern c. early modern d. modern DIF: Moderate REF: Page 693 TOP: Factual OBJ: Modern Societies 71. During the modern period, science competed with ____________ as the primary source for knowledge. a. religion b. theory c. capitalism d. philosophy DIF: Easy REF: Page 693 TOP: Factual OBJ: Modern Societies 72. Which sociologist suggested modernity was a time when each person was a unique combination of overlapping group affiliations? a. Pierre-Charles L’Enfant b. Karl Marx c. Max Weber d. Georg Simmel DIF: Difficult REF: Page 693 TOP: Factual OBJ: Modern Societies 73. Max Weber believed that modernity emerged from what movement? a. Protestant Reformation b. Enlightenment c. agricultural revolution d. Renaissance DIF: Moderate REF: Page 694 TOP: Factual OBJ: Modern Societies 74. Which time period do academics claim we are living in now? a. early modern b. premodern c. modern d. postmodern DIF: Easy REF: Page 695 TOP: Factual OBJ: Postmodern Societies 75. Rap music, the Seagram Building in New York City, and the Centre Georges Pompidou in Paris are cultural examples from which time period? a. early modern b. premodern c. modern d. postmodern DIF: Easy REF: Page 695 TOP: Factual OBJ: Postmodern Societies Completion 1. A collaborative effort that takes place in groups and diverges from the social norms of the situation is called ____________. ANS: collective action DIF: Moderate REF: Page 668 TOP: Factual OBJ: Collective Action 2. A tenet of ____________ theory is that people with similar ideas and tendencies will gather in the same place. ANS: convergence DIF: Easy REF: Page 669 TOP: Factual OBJ: Convergence Theory 3. A theory of collective action that states that collective action happens when people with similar ideas and tendencies gather in the same place is ____________. ANS: convergence theory DIF: Moderate REF: Page 669 TOP: Factual OBJ: Convergence Theory 4. A theory of collective action that claims that collective action arises because of people’s tendency to conform to the behavior of others is ____________. ANS: contagion theory DIF: Moderate REF: Page 670 TOP: Factual OBJ: Contagion Theory 5. A theory of collective action that emphasizes the influence of leaders in promoting particular norms is ____________. ANS: emergent norm theory DIF: Moderate REF: Page 671 TOP: Factual OBJ: Emergent Norm Theory 6. Some aspects of your identity are ____________, and other aspects of your identity are ____________. ANS: static; dynamic DIF: Easy REF: Page 674 TOP: Factual OBJ: Identity 7. Sharing a group affiliation with another person helps us develop ____________ to that person. ANS: emotional attachments DIF: Moderate REF: Page 673 TOP: Factual OBJ: Identity 8. In addition to having both static and dynamic identities, individuals also have multiple identities because they belong to ____________. ANS: multiple groups DIF: Moderate REF: Page 673 TOP: Factual OBJ: Identity 9. When a particular event becomes purposeful, organized, and institutionalized, collective action turns into a ____________. ANS: social movement DIF: Easy REF: Page 674 TOP: Factual OBJ: Social Movements 10. When a behavior such as a protest becomes purposeful, organized, and institutionalized, collective action turns into a ____________. ANS: social movement DIF: Easy REF: Page 674 TOP: Factual OBJ: Social Movements 11. Thousands of social movements exist throughout society at the ____________, ____________, and ____________ levels. ANS: local; national; global DIF: Moderate REF: Page 679 TOP: Factual OBJ: Social Movements 12. The aim of all social movements is to ____________. ANS: change society DIF: Easy REF: Page 690 TOP: Factual OBJ: Social Movements 13. ____________ social movements advocate for limited social change across an entire society. ANS: Reformative DIF: Easy REF: Page 677 TOP: Factual OBJ: Reformative Social Movements 14. The model that explains the emergence of a social movement that is based on a concept of structural weakness in society or the notion that something is not right is ____________. ANS: the classical model DIF: Moderate REF: Page 680 TOP: Factual OBJ: Classical Model 15. The three stages of a social movement are ____________, ____________, and ____________. ANS: emergence; coalescence; routinization DIF: Difficult REF: Page 682 TOP: Factual OBJ: Stages of Social Movement 16. The type of social movement organization that has a full-time leadership staff dedicated to the movement and a large membership base that plays a minor role in the organization is a(n) ____________. ANS: professional movement organization DIF: Easy REF: Page 686 TOP: Factual OBJ: Professional Movement Organizations 17. Participatory movement organizations are divided into two subgroups: ____________ and ____________. ANS: mass protest organizations; grassroots organizations DIF: Moderate REF: Page 686 TOP: Factual OBJ: Participatory Movement Organization 18. A(n) ____________ advocates for social change through protest and demonstrations, whereas a(n) ____________ relies on high levels of membership participation to promote social change. ANS: mass protest organization; grassroots organization DIF: Difficult REF: Page 686 TOP: Factual OBJ: Participatory Movement Organization 19. Alexis de Tocqueville wrote ____________ to explain why Americans come together to join voluntary associations. ANS: Democracy in America DIF: Moderate REF: Page 688 TOP: Factual OBJ: Land of Joiners 20. The terms ____________, ____________, and ____________ are not only types of societies but also refer to social change over long periods of time. ANS: premodern; modern; postmodern DIF: Easy REF: Page 692 TOP: Factual OBJ: Types of Societies 21. ____________ societies are what used to be called “primitive” societies. ANS: Premodern DIF: Easy REF: Page 692 TOP: Factual OBJ: Premodern Societies 22. In ____________ societies, villages may have had a spiritual leader, and tradition was very important. ANS: premodern DIF: Easy REF: Pages 692–693 TOP: Factual OBJ: Premodern Societies 23. The term ____________ is used in fields such as art history, literature, and sociology, with little agreement about what it means. ANS: modernity DIF: Easy REF: Page 693 TOP: Factual OBJ: Modern Societies 24. Georg Simmel characterizes ____________ as the birth of the individual through a web of group affiliations. ANS: modernity DIF: Moderate REF: Page 693 TOP: Factual OBJ: Modern Societies 25. According to Max Weber, ____________ introduced concepts of rationality and bureaucracy. ANS: modernity DIF: Moderate REF: Page 694 TOP: Factual OBJ: Modern Societies 26. ____________ represents ideas about multiculturalism, the blending together of different narratives, and taking a little from each of many different cultures to form a collage. ANS: Postmodernity DIF: Moderate REF: Page 695 TOP: Factual OBJ: Postmodern Societies 27. Some have said that the postmodern condition is embodied by the concept of ____________. ANS: pastiche DIF: Easy REF: Page 695 TOP: Factual OBJ: Postmodern Societies Essay 1. Using examples, discuss the theories of collective action: convergence theory, contagion theory, and emergent norm theory. ANS: Convergence theory states that collective action happens when people with similar ideas and tendencies gather in the same place. Contagion theory claims that collective action arises because of people’s tendency to conform to the behavior of others. Emergent norm theory emphasizes the influence of leaders in promoting particular norms. DIF: Moderate REF: Pages 669–672 TOP: Applied OBJ: Collective Action 2. There are two types of collective action. What are they? Give examples of membership. ANS: The two types of collection action are 1) crowd collective action, and 2) mass collective action. Crowd collective action is the type of action where the members of a particular group are face-to-face. The Million Man March is an example of crowd collective action. Mass collective action is where a group of people or a segment of a population that believes in a particular cause work “together,” but may never meet. An example of mass collective action is a letter-writing campaign to ban same-sex marriage. If these people from different cities and different states decide to march on Washington, they would then be considered a crowd collective action. One “confusing” aspect of these two concepts is that a mass collective action can also be a crowd collective action, but a crowd collective action may not be a mass collective action. Mass collective action involves a crowd collective action that does not meet face-to-face. DIF: Moderate REF: Pages 668–669 TOP: Factual OBJ: Collective Action 3. In what ways does collective action affect the development of individual identity? Write a couple of paragraphs defining who you are in terms of the effects of collective action. Using examples, what are the benefits of group affiliation? ANS: What makes you an individual is your affiliation with multiple groups. No one is a member of exactly the same groups with whom you are affiliated, and there are an infinite number of combinations. Students may describe their school, church, activities, and sports, among others. Group affiliation helps us develop emotional bonds. DIF: Moderate REF: Pages 673–674 TOP: Applied OBJ: Identity 4. What is a social movement? Describe the four types of social movements and give examples. ANS: Social movement occurs when a collective action becomes purposeful, organized, and institutionalized. 1. Alternative: usually issue-oriented, focusing on a singular concern and seeking to change individuals’ behaviors in relation to that issue (for example, MADD). 2. Redemptive: social movements that target specific groups but advocate for more radical social change. (for example, a half-way house for troubled teens) 3. Reformative: social movements that advocate for limited social change across an entire society. (for example, Critical Mass, a community group advocating for less dependency on cars) 4. Revolutionary: social movements that advocate the radical reorganization of society. (for example, the Civil Rights Movement) DIF: Easy REF: Pages 674–679 TOP: Factual OBJ: Social Movements 5. The Yes Men activists have been very successful at “culture jamming.” They have impersonated the U.S. Chamber of Commerce, the leadership of the World Trade Organization, and several other government officials. They are attempting to create social change through impersonation and satire. Discuss your personal impressions of this method of social movement. Do you feel this is ethical behavior? Is unethical behavior ever a necessary component of a social movement? At what stage of a social movement do you feel this type of behavior fits? ANS: This question basically tests whether the student read the chapter, whether they understand what “ethical behavior” is, and whether they can discuss behavior in a social movement. It also tests whether they would realize that this is the emergence stage of a social movement. DIF: Difficult REF: Pages 667–668, 682 TOP: Conceptual OBJ: Social Movements 6. What is the difference between a social movement and a ritual? Give examples of each. ANS: Collective action describes an event or a particular behavior. When this event or behavior has a purpose, is organized, and is institutionalized, it becomes a social movement. An example of a social movement would be PFLAG (Parents, Families, & Friends of Lesbians and Gays). This is not only a support group for gays and lesbians and their friends and families, but also a group that works against discrimination and prejudice. They meet as a group on a regular basis (support groups), but also as a group at protests and marches to educate and protest discrimination against gays and lesbians. They are hoping for social change resulting in a greater acceptance of gays and lesbians. A ritual can also be a collective action because it can be an event or a particular behavior. But a ritual, like New Year’s Eve in Times Square in New York City, is not attempting to create a societal change. It is just a group of people meeting in the same place year after year to celebrate the new year. It is a group of people coming together, but most don’t know each other and the action is not institutionalized. DIF: Moderate REF: Page 674 TOP: Conceptual OBJ: Social Movement | Rituals 7. There have been several attempts at explaining the emergence and sustenance of social movements. The earliest model, the classical model, incorporates some psychological aspects. Give an example of a social movement and use the classical model in its emergence and sustenance. Discuss the criticisms associated with the classical model. ANS: The classical model of social movements is based on structural weaknesses in society. When society is disrupted in some way, it causes psychological distress to its members (the psychological aspect). When this psychological distress reaches a certain level, it gives rise to a social movement. If there is a structural problem in a society that affects its members to the point of psychological stress, these members react in such a way as to get people’s attention to change the situation. An example of this type of model of social movements would be people who were housed in the Louisiana Superdome after Hurricane Katrina. For a couple of days they were attempting to make the best of a bad situation, but after being crowded in a small space and going without food and clean water, the psychological stress forced the crowd to demand, through collective action, change. There were protests and demonstrations attempting to get the attention of the powers that be. The problem with the classical model is that, even though it may be able to explain the social movement in one particular situation, it cannot explain why it did not happen in any other similar situation. It also cannot explain why social movements arise in situations where people may not be psychologically distressed. One critique is that it focuses too much on the individual. This does not seem like a reasonable critique. It takes individuals in a situation of discontent—be it PFLAG, MADD, or the NRA—that are psychologically distressed about a particular structural issue in society, to get to the point where they beg to fight collectively to solve the problem(s). DIF: Moderate REF: Pages 680–682 TOP: Conceptual OBJ: Classical Model 8. Give an example of technological innovation and emergence of new ideas as causes of social change, and give possible examples of the three stages of social movements that would follow. ANS: Technological innovation: Invention of the Television. The emergence stage of the social movement would be during the civil rights movement, where people began to realize that racial discrimination was taking place in all minority neighborhoods, not just theirs. They could see this on the nightly news. The coalescence stage of the social movement would have taken place when leaders began to speak in black churches, where they were able to educate even more of the population. Then the routinization stage of the social movement is when the NAACP set up national headquarters to organize and coordinate activities. Emergence of new ideas: The medical discovery that smoke harmed unborn children. The emergence stage of the social movement would be publishing the results of numerous studies in medical journals. The coalescence stage of the social movement would be the Television Public Service Announcements and information distributed by obstetricians to their patients. The routinization stage would be setting up websites and organizing groups to go to high schools and churches to hand out brochures and discuss the dangers of smoking. DIF: Difficult REF: Pages 396–397 TOP: Conceptual OBJ: Stages of Social Movements 9. You are concerned that the new bar in town is allowing bands to play into the early morning hours. There is no noise ordinance in your town, but you and your neighbors are irritated that you can’t sleep on the weekends. You and your neighbors decide to write letters to local politicians to get a noise ordinance in place. This would be what type of participatory movement organization and why? Why would this be a participatory type of organization and not a professional one? ANS: This would be a grassroots participatory movement organization. You don’t plan to protest outside the bar, and you don’t plan to demonstrate during town council meetings. The only people involved in this letter writing would be the members of your neighborhood. If it was the entire town, then it could be considered a mass protest organization. You are not going online to alert your state legislature, and you don’t organize in a formal manner, so this would mean that your organization is not a professional movement organization. There would be very little finances involved, and the type of social change you want is not on a large scale, so this would eliminate the professional movement. DIF: Moderate REF: Pages 686–688 TOP: Applied OBJ: Participatory Movement Organizations 10. In the 1830s, Alexis de Tocqueville visited the United States from France and called the United States a “land of joiners.” What did he mean by this and how did this affect people’s individual identities? ANS: Tocqueville meant that he noticed that Americans tended to come together to join in all types of voluntary associations—religious, moral, small, large. He felt that in a democratic society the people were independent and weak and therefore politically powerless on their own. He felt that U.S. citizens could not accomplish anything on their own so they assisted each other through these voluntary associations. Since your identity is “who you are,” then who you are depends on the groups with which you affiliate. If you are a voluntary member of the NRA, you might see yourself (and others would see you) differently than if you were a member of PETA. The people you associate with in these organizations tend to be people like yourself, and the more groups to which you belong, the more unique you, as an individual, become. DIF: Difficult REF: Pages 673–674, 688 TOP: Conceptual OBJ: Land of Joiners | Identity [Show More]

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