Test Bank for Sociology A Down To Earth Approach 14th Edition by James M. Henslin by ACADEMIAMILL

Test Bank For

Sociology, A Down to Earth Approach Fourteenth Edition James M. Henslin Prepared by Joyce D. Meyer, JCSW, former instructor of sociology, Social Sciences and Human Services Department, Parkland College, Champaign, Illinois

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ISBN-10: 0134896084 ISBN-13: 9780134896083

CONTENTS Chapter 1

The Sociological Perspective

Chapter 2

Culture

Chapter 3

Socialization

Chapter 4

Social Structure and Social Interaction

Chapter 5

How Sociologists Do Research

Chapter 6

Societies to Social Networks

Chapter 7

Bureaucracy and Formal Organizations

Chapter 8

Deviance and Social Control

104

Chapter 9

Global Stratification

120

Chapter 10

Social Class in the United States

135

Chapter 11

Sex and Gender

150

Chapter 12

Race and Ethnicity

165

Chapter 13

Aging and the Elderly

180

Chapter 14

The Economy

195

Chapter 15

Politics

210

Chapter 16

Marriage and Family

225

Chapter 17

Education

239

Chapter 18

Religion

254

Chapter 19

Medicine and Health

269

Chapter 20

Population and Urbanization

284

Chapter 21

Collective Behavior and Social Movements

299

Chapter 22

Social Change and the Environment

314

Chapter 1: The Sociological Perspective Multiple-Choice Questions TB_Q1.1.1 The __________ perspective emphasizes the social contexts in which people live. a. societal b. sociological c. natural sciences d. ethnocentric Answer: b. sociological Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective. Topic/Concept: The Sociological Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.1.2 A group of people who share a culture and a territory is known as a(n) __________. a. global group b. extended family group c. society d. global village Answer: c. society Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective. Topic/Concept: The Sociological Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.1.3 The corners in life that people occupy because of their place in a society are referred to as __________. a. social location b. social affiliation c. social empowerment d. dominant groups Answer: a. social location Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective. Topic/Concept: The Sociological Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.1.4 Our ancestors __________. a. lived in a global village b. perceived the world beyond their communities only dimly c. lived in big cities d. bought all their food even though they raised and sold crops Answer: b. perceived the world beyond their communities only dimly 1 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective. Topic/Concept: The Sociological Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.2.5 __________ is the study of society and human behavior. a. Natural science b. Science c. Psychology d. Sociology Answer: d. Sociology Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.2.6 Xavier is doing research in organic chemistry. He is a chemist, but in a broader sense, he is a(n) __________. a. social scientist b. natural scientist c. biologist d. anthropologist Answer: b. natural scientist Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.2.7 Human relationships are examined by __________. a. the social sciences b. natural science c. all science d. mathematics Answer: a. the social sciences Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.8 The social science closely related to sociology, which traditionally focuses on tribal peoples, is __________. a. economics b. political science c. psychology d. anthropology 2 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: d. anthropology Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.9 __________ focuses on politics and government. a. Political science b. Anthropology c. Psychology d. Economics Answer: a. Political science Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.10 Which of the social sciences concentrates on a single social institution? a. Economics b. Anthropology c. Psychology d. Sociology Answer: a. Economics Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.2.11 Judy is a Ph.D. candidate currently studying divorce rates in Western Europe. She is likely a sociologist rather than an anthropologist because __________. a. sociologists must have an advanced degree b. “anthropologist” is just the outdated term for “sociologist” c. she is focusing mainly on industrialized and postindustrialized societies d. she is focusing mainly on primitive societies Answer: c. sociologists focus mainly on industrialized and postindustrialized societies Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.2.12 After a sociologist has been able to generalize from his or her findings, the next goal is to __________. a. publish the study b. predict what is likely to happen based on those findings c. prove prior research has been inaccurate d. question the findings Answer: b. predict what is likely to happen based on those findings 3 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.2.13 The first goal of science involves __________. a. contradicting previous research b. trying to make sense of something c. proving why “common sense” is right d. sticking with the individual case rather than the broader group or situation Answer: b. trying to make sense of something Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: Sociology and the Other Sciences Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.14 Auguste Comte is credited as being the founder of __________. a. sociology b. economics c. modern science d. political science Answer: a. sociology Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q1.3.15 Using __________, Comte applied the scientific method to the social world. a. negativism b. positivism c. natural science d. anthropology Answer: b. positivism Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.16 The __________ uses objective, systematic observations to test theories. a. naturalistic method b. commonsense method c. scientific method d. research-free technique Answer: c. scientific method Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology 4 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.17 The phrase “survival of the fittest” was coined by __________. a. Charles Darwin b. Herbert Spencer c. Auguste Comte d. Karl Marx Answer: b. Herbert Spencer Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q1.3.18 Karl Marx believed that __________ was the most relevant factor in history. a. democracy b. communism c. reconciliation d. class conflict Answer: d. class conflict Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.19 The __________, according to Marx, were the workers who were oppressed by those who owned the means of production. a. capitalists b. communists c. proletariat d. fascists Answer: c. proletariat Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.20 Durkheim’s concept of __________ refers to how much people are tied to their social groups. a. social integration b. revolution c. conflict theory d. religion Answer: a. social integration Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts 5 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q1.3.21 The __________ examined by sociologists are societal characteristics or events that happen over and over. a. individual motivations b. patterns of behavior c. nonsocial forces d. rationales Answer: b. patterns of behavior Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.22 According to Max Weber, the key factor in society is __________. a. economics b. politics c. religion d. tradition Answer: c. religion Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.4.23 Max Weber said that sociology should be __________. a. class conscious b. biased c. guided by personal values d. value free Answer: d. value free Learning Objective: LO 1.4 Summarize the arguments in the debate about values in sociological research. Topic/Concept: Values in Sociological Research Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q1.4.24 Constance, a sociologist, found a piece of research performed by another sociologist intriguing. It looked at the impact of learning new activities on the aging process. When she read the results, which were reported in a journal she read, she saw that the number of people studied had been very small. But the report itself was well written and enthusiastic. Much as Constance was excited by the findings, she wondered if bias might have affected them. Things looked just a little bit too good. The way to check this would be to __________ the study. a. demand that the author defend b. denounce c. replicate d. ask colleagues about Answer: c. replicate Learning Objective: LO 1.4 Summarize the arguments in the debate about values in sociological research. Topic/Concept: Values in Sociological Research Difficulty Level: Moderate Skill Level: Apply What You Know 6 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q1.5.25 What does the German word Verstehen mean? a. To explain b. To investigate c. To understand d. To reject Answer: c. To understand Learning Objective: LO 1.5 State what Verstehen is, and why it is valuable. Topic/Concept: Verstehen and Social Facts Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.5.26 __________ meanings are what individuals ascribe to their own life circumstances and behaviors. a. Subjective b. Subjunctive c. Objective d. Obstructive Answer: a. Subjective Learning Objective: LO 1.5 State what Verstehen is, and why it is valuable. Topic/Concept: Verstehen and Social Facts Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.5.27 Rather than Verstehen, Durkheim focused on societal patterns, which he called __________. a. nicht Verstehen b. social facts c. research into dreams d. emotion Answer: b. social facts Learning Objective: LO 1.5 State what Verstehen is, and why it is valuable. Topic/Concept: Verstehen and Social Facts Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.5.28 More babies are delivered on Tuesdays than on any other day for the convenience of the __________. a. doctors b. patients c. babies d. midwives Answer: a: doctors Learning Objective: LO 1.5 State what Verstehen is, and why it is valuable. Topic/Concept: Verstehen and Social Facts Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.29 When did sociology first take root in the United States? 7 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. the middle of the eighteenth century b. the late nineteenth century c. the middle of the twentieth century d. the early twenty-first century Answer: b. the late nineteenth century Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q1.6.30 Why do women not figure more prominently among early sociologists? a. There were no early female sociologists. b. Once sociology became a recognized academic discipline, men in academic positions decided that women engaged in social reform were not legitimate sociologists. c. In no field has sexism been more evident than in sociology. d. The field of sociology seemed neither rigorous enough nor relevant enough to attract women. Answer: b. Once sociology became a recognized academic discipline, men in academic positions decided that women engaged in social reform were not legitimate sociologists. Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.6.31 The work of W. E. B. Du Bois, an African American, __________. a. was recognized as an important part of the foundations of sociology from the earliest times b. has been completely ignored until the present c. was rejected by the National Association for the Advancement of Colored People (NAACP) d. is recognized as important by contemporary sociologists Answer: d. is recognized as important by contemporary sociologists Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.6.32 W. E. B. Du Bois __________. a. was primarily a novelist b. collected and interpreted the work of others rather than making original contributions c. became a revolutionary Marxist and moved to Ghana d. had the good fortune to grow up in an era virtually free of racism Answer: c. became a revolutionary Marxist and moved to Ghana Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts 8 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q1.6.33 Early sociologist and social reformer Jane Addams __________. a. fought against the American Civil Liberties Union b. won the Nobel Peace Prize c. married W. E. B. Du Bois d. never joined the American Sociological Society Answer: b. won the Nobel Peace Prize Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.34 Talcott Parsons was influential in __________. a. shifting sociology from reform to theory b. warning Americans about the power elite c. developing concrete models for social change d. shifting sociology from theory to reform Answer: a. shifting sociology from reform to theory Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.35 Perhaps ahead of the times, __________ warned of the dangers of the coalescing interests of the top leaders of business, politics, and the military. a. Talcott Parsons b. Ernest Burgess c. Jane Addams d. C. Wright Mills Answer: d. C. Wright Mills Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.36 Who is the audience for basic sociology? a. Policy makers b. Clients c. Fellow sociologists and anyone interested d. All social and natural scientists Answer: c. Fellow sociologists and anyone interested Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America 9 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.37 Pure sociologists analyze some aspect of society to __________. a. make changes in the world b. gain knowledge for its own sake c. solve problems for the betterment of society d. get grants for their departments Answer: b. gain knowledge for its own sake Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.6.38 __________ harnesses the sociological perspective for the public good. a. Basic sociology b. Experimental sociology c. Classical sociology d. Public sociology Answer: d. Public sociology Learning Objective: LO 1.6 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.39 In __________, symbols are the key to understanding how we look at the world and communicate with each other. a. functional analysis b. symbolic interactionism c. conflict theory d. order theory Answer: b. symbolic interactionism Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.40 One of the sociologists who developed symbolic interactionism is __________. a. George Herbert Mead b. Auguste Comte c. Robert Merton d. Herbert Spencer Answer: a. George Herbert Mead 10 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.41 Applying symbolic interactionism, as divorce became more common, divorce became __________, a. more stigmatized b. a symbol of failure c. associated with new beginnings d. a symbol of success Answer: c. associated with new beginnings Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.7.42 Charles was studying symbolic interactionism in his sociology class. Charles was surprised to find that sociologists who took this viewpoint thought that having love as the central reason for people to get married __________. a. prevents spouses from blaming each other b. actually may cause a weakening of the marriage c. makes divorce all but impossible d. actually may cause a strengthening of the marriage Answer: b. actually may cause a weakening of the marriage Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.7.43 In the eyes of __________, society consists of connected parts working together as a whole. a. symbolic interactionists b. conflict theorists c. functionalists d. George Herbert Mead Answer: c. functionalists Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.44 Robert Merton would say negative results of people’s actions are __________. a. functions 11 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. dysfunctions c. latent functions d. balancing functions Answer: b. dysfunctions Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.45 Who was the founder of conflict theory? a. Robert Merton b. George Herbert Mead c. Max Weber d. Karl Marx Answer: d. Karl Marx Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.46 Face-to-face interaction is the focus of analysis in __________. a. symbolic interactionism b. conflict theory c. any sociological viewpoint d. functional analysis Answer: a. symbolic interactionism Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.47 __________ operates at the microsociological level. a. Symbolic interactionism b. Functional analysis c. Anthropology d. Conflict theory Answer: a. Symbolic interactionism Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q1.7.48 In __________, the focus is on the struggle for scarce resources by different groups in society. a. functional analysis b. classical sociology c. conflict theory d. symbolic interactionism Answer: c. conflict theory Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.8.49 Technological breakthroughs have enabled people to communicate, trade, and travel much more freely; the resultant erosion of what were once more impermeable national boundaries is known as __________. a. conflict theory b. globalization c. Verstehen d. focusing on the macro level Answer: b. globalization Learning Objective: LO 1.8 Explain how research versus reform and globalization are likely to influence sociology. Topic/Concept: Trends Shaping the Future of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.8.50 Capitalism becoming the world’s dominant economic system is known as __________. a. the globalization of capitalism b. symbolic interactionism c. increasing isolationism d. the advance of democracy Answer: a. the globalization of capitalism Learning Objective: LO 1.8 Explain how research versus reform and globalization are likely to influence sociology. Topic/Concept: Trends Shaping the Future of Sociology Difficulty Level: Easy Skill Level: Remember the Facts Essay Questions TB_Q1.2.51: How do sociologists differ from psychologists? Feedback: The difference is in the focus. Psychologists study what goes on within individuals. Sociologists study factors external to individuals. Learning Objective: LO 1.2 Know the focus of each social science. Topic/Concept: The Sociological Perspective Difficulty Level: Difficult Skill Level: Analyze It 13 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q1.3.52: Very broadly, where did Weber believe that capitalism was more likely to flourish? Feedback: Max Weber believed that religion was the main force in social change. He thought that Roman Catholicism encouraged followers to hold on to traditional ways. He also believed the Protestant belief system encouraged change. Weber compared the extent of capitalism in Roman Catholic and Protestant countries and found capitalism more advanced in the latter. Learning Objective: LO 1.3 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.4.53: Give two ways that social research can be used. Because which of the two is preferable is under debate, do you have a preference? What is it, and why? Feedback: Some think that social research should be used by anyone for any purpose. Others think that social research should be used to improve society. The second of these is the opinion held by the majority of sociologists today. Learning Objective: LO 1.4 Summarize the arguments in the debate about values in sociological research. Topic/Concept: Values in Sociological Research Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.54: Discuss feminists and conflict theory. Feedback: Marx used conflict theory to examine conflict between capitalists and workers. Many feminists look at conflict between men and women in the same way: historical inequalities, contemporary inequalities, global inequalities. Not all feminists employ conflict theory. Learning Objective: LO 1.7 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.8.55: Describe the three historical phases of sociology. Feedback: A tension between social reform and social analysis runs through sociology’s history. First phase: main purpose— to improve society; time—origins until the 1920s. Second phase: main purpose—to develop abstract knowledge; time—from the 1920s until the 1960s. Third phase: main purpose—to seek ways to apply sociological research findings; time—from the 1960s to the present. Learning Objective: LO 1.8 Explain how research versus reform and globalization are likely to influence sociology. Topic/Concept: Trends Shaping the Future of Sociology Difficulty Level: Difficult Skill Level: Analyze It

Chapter 2: Culture Multiple-Choice Questions TB_Q2.1.1 The language, beliefs, values, norms, behaviors, and objects passed from one generation to the next make up a group’s __________. a. identity b. ethnocentrism c. culture d. material culture Answer: c. culture Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.1.2 __________ would be part of material culture. a. Hairstyles b. Language c. Beliefs d. Values Answer: a. Hairstyles Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.1.3 Nonmaterial culture refers to a group’s __________. a. art b. weapons c. ways of thinking and doing d. eating utensils Answer: c. ways of thinking and doing Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.1.4 One thing that can be said about material culture is that __________. a. it is “natural” b. it includes gestures c. it includes a people’s language d. there is nothing “natural” about it 15 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: d. there is nothing “natural” about it Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.5 Who is ethnocentric? a. everyone b. westerners over 50, but not under 50 c. just those easterners who live in the Carolinas d. older people only Answer: a. Everyone Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.1.6 To try to understand a culture on its own terms is called __________. a. ethnocentrism b. cultural relativism c. folklore d. cultural education Answer: b. cultural relativism Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.1.7 Which of the following statements about cultural relativism is true? a. It has not been criticized by social scientists. b. Cultural relativism has come under attack because it can lead to acceptance of practices like genital cutting and wife beating. c. Sociologists accept all cultures, without judgment. d. Cultural relativism encourages cultural smugness. Answer: b. Cultural relativism has come under attack because it can lead to acceptance of practices like genital cutting and wife beating. Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.8 After a fairly short plane ride from New York City, Irving found himself on a dusty road with goats, chickens, and motor scooters rather than cars. Food, clothing, and carpets were being sold by street 16 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

vendors, some of whom worked from a cloth spread on the ground, in no order that he could recognize. Irving was likely experiencing __________. a. ethnocentrism b. culture shock c. a step back into history d. contact with people who shared none of his values Answer: b. culture shock Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.9 Another term for nonmaterial culture that sociologists use is __________. a. material culture b. symbolic culture c. gestural culture d. culture shock Answer: b. symbolic culture Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.2.10 An advantage of knowing a culture’s gestures is __________. a. they are closely tied to the language b. that although most gestures are recognized as universal, differences occasionally occur between cultures c. being able to communicate with simplicity d. that they will enable you to completely understand the culture Answer: c. being able to communicate with simplicity Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.11 The main way people communicate is through __________. a. gestures b. intermarriage c. language d. artwork Answer: c. language Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts 17 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q2.2.12 The basis of culture is __________. a. customs b. heredity c. language d. sociology Answer: c. language Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.13 The Sapir-Whorf hypothesis states that __________. a. languages are universal b. some languages, such as English, are superior to others c. perception and language are unrelated d. language has ways of looking at the world embedded within it Answer: d. language has ways of looking at the world embedded within it Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.14 People’s __________ have to do with what they think is appropriate in life. a. values b. mores c. taboos d. folkways Answer: a: values Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.2.15 A term for rules of behavior is __________. a. culture b. norms c. moral holidays d. sanctions Answer: b. norms Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Easy Skill Level: Remember the Facts 18 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q2.2.16 When you break norms, you receive __________. a. positive sanctions b. a day in class c. negative sanctions d. hugs and kisses Answer: c. negative sanctions Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.17 Paul loved to party at Mardi Gras, even if he was not involved in making a float or anything else. The atmosphere on the street was just so different, so easy. He had a great time. At such a __________, the rules were loosened. a. culture-free event b. police-free event c. free-for-all d. moral holiday Answer: d. moral holiday Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.18 When someone is jogging on the left side of the sidewalk and you, running faster, overtake that person on his or her right, this runs counter to a __________ in the United States. a. taboo b. more c. tradition d. folkway Answer: d. a folkway Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.19 If you kill another person, you have violated a society’s __________. a. mores b. incidental values c. folkways d. ethnocentrism Answer: a. mores 19 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.20 Even just the thought of the violation of a __________ fills us with revulsion. a. taboo b. more c. parking regulation d. folkway Answer: a. taboo Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.21 A distinct world within the overarching culture is a __________. a. superculture b. subculture c. miniculture d. monoculture Answer: b. subculture. Learning Objective: LO 2.3 Distinguish between subcultures and countercultures. Topic/Concept: Many Cultural Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.22 How many subcultures does U.S. society contain? a. five b. almost ninety c. hundreds d. thousands Answer: d. thousands Learning Objective: LO 2.3 Distinguish between subcultures and countercultures. Topic/Concept: Many Cultural Worlds Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.3.23 Some of the values and norms of a __________ place it at odds with the dominant culture. a. subculture b. core culture c. counterculture d. sociologists’ group Answer: c. counterculture 20 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 2.3 Distinguish between subcultures and countercultures. Topic/Concept: Many Cultural Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.24 Harold got up early and cleaned and polished his motorcycle, while Fabienne packed a picnic lunch. Their destination was a park on a lake about 50 miles away, where they would meet some friends who also liked to ride motorcycles on weekends. They soon got underway, driving safely on the highway at the speed limit and enjoying the trip while they listened to National Public Radio. About halfway to their destination, Harold and Fabienne were overtaken by a speeding clump of about 10 motorcycles ridden by people with swastikas on the backs of their jackets. Several of the group appeared to be completely nude under their jackets, which was legal in their state due to an anachronistic law that said you could not disrobe outdoors, but that did not address the situation where you were already disrobed when you arrived outdoors. In all likelihood, Harold and Fabienne could be termed members of a motorcycle-enthusiast __________, and the cyclists who passed them could be termed members of a motorcycle-enthusiast __________. a. culture; subculture b. subculture; counterculture c. subculture; culture d. counterculture; subculture Answer: b. subculture; counterculture Learning Objective: LO 2.3 Distinguish between subcultures and countercultures. Topic/Concept: Many Cultural Worlds Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.4.25 A society made up of many different groups is called a(n) __________. a. pluralistic society b. fragmented society c. anachronous society d. ungovernable aggravation Answer: a. pluralistic society Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.4.26 Sociologists call the values held by most of the groups in a society __________. a. core values b. taboos c. habitual values d. universal values Answer: a. core values Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. 21 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.4.27 The core value of education has __________. a. been easily pursued in the United States because college students are uninhibited b. changed to the point where nowadays a college education is thought to be a reasonable aim for most students in the United States c. not been held by most Americans since the 1960s d. changed over the years, until today a college education is considered an appropriate goal only for a small number of Americans Answer: b. changed to the point where nowadays a college education is thought to be a reasonable aim for most students in the United States Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.28 Most Americans feel that the only proper basis for marriage is __________. a. parental approval b. economics c. mutual respect d. romantic love Answer: d. romantic love Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.4.29 “In God We Trust” appears on money in the United States. This reflects the core value of __________. a. group superiority b. religiosity c. education d. freedom Answer: b. religiosity Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.4.30 If you study hard to get a degree so you can get a good job and afford a nice home and car, you could be said to be bound up in __________. a. a confused approach to life b. a value contradiction 22 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. a value cluster pertaining to success d. the value of democracy Answer: c. a value cluster pertaining to success Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q2.4.31 A __________ exists between the value of group superiority and the values of freedom, democracy, and equality. a. continuity b. folkway c. taboo d. value contradiction Answer: d. value contradiction Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.32 Which statement about the origin of values is true? a. Essentially, values “just happen.” b. Values are unrelated to context in society. c. Values emerge out of the conditions that exist in a society. d. Individuals invent their own values. Answer: c. Values emerge out of the conditions that exist in a society. Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.33 Values are like lenses through which we see the world __________. a. in a nutshell b. as it ought to be c. with great clarity d. like it is Answer: b. as it ought to be Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Apply What You Know

TB_Q2.4.34 The __________ culture refers to the values, norms, and goals that a group considers worth aiming for. a. real b. concrete c. ideal d. fantasy Answer: c. ideal Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.4.35 The human potential movement exemplifies the emerging __________ value. a. self-fulfillment b. aging population c. leisure d. acceptance Answer: a. self-fulfillment Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.4.36 The term “real culture” refers to __________. a. the norms and values that people aspire to follow b. historical culture c. universal culture d. the norms and values that people actually follow Answer: d. the norms and values that people actually follow Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.5.37 __________ refer(s) to values, norms, or other cultural traits found everywhere. a. Cultural universals b. Global culture c. Natural selection d. Folkways Answer: a. Cultural universals Learning Objective: LO 2.5 Explain what cultural universals are and why they do not seem to exist. Topic/Concept: Cultural Universals Difficulty Level: Easy Skill Level: Remember the Facts 24 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q2.5.38 Which statement about incest is true? a. No society permits general incest for all its members. b. All societies agree on what incest is. c. The marriage of brothers and sisters is forbidden by all societies. d. The marriage of fathers and daughters is forbidden by all societies. Answer: a. No society permits general incest for all its members. Learning Objective: LO 2.5 Explain what cultural universals are and why they do not seem to exist. Topic/Concept: Cultural Universals Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.6.39 Sociobiologists believe that __________. a. biology is a basic cause of human behavior b. the key to human behavior is culture c. as a result of natural selection, biology no longer plays a role in human behavior d. the key to human behavior is religion Answer: a. biology is a basic cause of human behavior Learning Objective: LO 2.6 Explain why most sociobiologists consider genes to be an inadequate explanation of human behavior. Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB Q2.6.40 __________ said that sociobiology will eventually absorb sociology. a. Charles Darwin b. Edward Wilson c. William Ogburn d. Benjamin Whorf Answer: b. Edward Wilson Learning Objective: LO 2.6 Explain why most sociobiologists consider genes to be an inadequate explanation of human behavior. Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q2.6.41 Sociobiology emphasizes __________. a. the influence of genes on human behavior b. classical sociology c. conflict theory d. sociologically informed genetics Answer: a. the influence of genes on human behavior Learning Objective: LO 2.6 Explain why most sociobiologists consider genes to be an inadequate explanation of human behavior. Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts 25 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q2.7.42 Basically, technology is associated with __________. a. culture b. history c. tools d. sociology Answer: c. tools Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.43 The term “new technology” refers to __________. a. anything invented in the last five years b. emerging technology that impacts social life in a major way c. twenty-first-century technology d. an established technology that has changed the course of history Answer: b. emerging technology that impacts social life in a major way Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.44 Cultural diffusion is a __________. a. group of people adopting things they find desirable from another culture b. one-way “street” from the West to other parts of the world c. change in “thinking” but not “doing” d. distraction from technology Answer: a. a group of people adopting things they find desirable from another culture Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.7.45 __________ refers to one part of a culture changing while other parts remain behind. a. Cultural reluctance b. Cultural lag c. Ethnocentrism d. Culture shock Answer: b. Cultural lag Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Easy Skill Level: Remember the Facts 26 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q2.7.46 When there is culture change, a group’s __________ usually changes first. a. material culture b. sociobiology c. nonmaterial culture d. counterculture Answer: a. material culture Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.47 How is our nine-month school year a living example of cultural lag? a. Material culture never caught up with nonmaterial culture. b. The length of the school year was determined by the farming culture of the late 1800s. c. The school year was not lengthened to nine months until the mid-1900s. d. The length of the school year was based on one-room schools, which have all but vanished. Answer: b. The length of the school year was determined by the farming culture of the late 1800s. Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.7.48 What is the concern about artificial intelligence? a. It is science fiction. b. It may enable computers to replace human culture. c. It seems too good to be true. d. It is an extension of Google Glass. Answer: c. It may enable computers to replace human culture. Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.49 In cultural leveling, __________. a. cultures become more and more dissimilar to one another b. the least advanced culture dominates c. culture is leveled or destroyed, as in a blast d. cultures become more and more similar to one another Answer: d. cultures become more and more similar to one another Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Moderate Skill Level: Understand the Concepts 27 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q2.7.50 It would be fair to say that in the cultural leveling process taking place today, __________. a. traditional cultures have all but disappeared b. certain qualities are lost forever c. sociobiology is at work d. we are producing a more distinctive, less bland way of life Answer: b. certain qualities are lost forever Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q2.1.51: What are the positive and negative sides of ethnocentrism? Feedback: Positive—Ethnocentrism creates in-group loyalties. Negative—Ethnocentrism can lead to discrimination against people whose ways differ from our own. Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.52: Give at least three effects of language on human life. Feedback: Any three of these five effects: Language allows human experience to be cumulative. It provides a social or shared past. It provides a social or shared future. It allows shared perspectives. It allows shared, goal-directed behavior. Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.53: List at least five core values of U.S. society. Feedback: Any five: achievement and success; individualism; hard work; efficiency and practicality; science and technology; material comfort; freedom; democracy; equality; group superiority; education; religiosity; romantic love Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.4.54: Identify four interrelated core values emerging as a value cluster in the United States today. Feedback: The four interrelated core values emerging in the United States today are leisure, selffulfillment, physical fitness, and youthfulness. Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal versus real culture. 28 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Values in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.7.55: What is the sociological significance of technology? Feedback: Technology sets the framework for a group’s nonmaterial culture. It influences how people think and how people relate to one another. An example is in gender relations, where the tradition of men dominating women is being challenged. Learning Objective: LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are. Topic/Concept: Technology in the Global Village Difficulty Level: Difficult Skill Level: Analyze It

Chapter 3: Socialization Multiple-Choice Questions TB_Q3.1.1 According to reports describing __________ children, they walked on all fours, growled, and showed no sensitivity to cold. a. prehistoric b. feral c. isolated d. institutionalized Answer: b. feral Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human.” Topic/Concept: Society Makes Us Human Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.1.2 __________ intrigue sociological researchers, particularly those separated at birth. a. Quadruplets b. Feral children c. Twins d. Laboratory animals Answer: c. Twins Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human.” Topic/Concept: Society Makes Us Human Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.1.3 Isolated children require __________ to develop. a. parents b. siblings c. solitary time d. language Answer: d. language Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human.” Topic/Concept: Society Makes Us Human Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.1.4 Apparently, having a reasonable level of __________ depends on early, close relations with other people. a. artistic ability b. intelligence c. health d. physical coordination Answer: b. intelligence 30 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human.” Topic/Concept: Society Makes Us Human Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.1.5 After several years of foster care, children in the study in Bucharest (discussed in the text) had __________ brain cells than children who stayed in the orphanage. a. more b. fewer c. smaller d. different-shaped Answer: a. more Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human.” Topic/Concept: Society Makes Us Human Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.1.6 The Harlows took baby monkeys away from their mothers to live alone, frightened them, and observed that the babies clung to terrycloth fake mothers rather than wire fake mothers. The experiment intended to prove what might already have been obvious—that infants need to be __________. a. frightened b. experimental subjects c. cuddled d. intimately familiar with fear Answer: c. cuddled Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human.” Topic/Concept: Society Makes Us Human Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.2.7 The term __________ was coined by Charles Horton Cooley. a. looking-glass self b. a stitch in time c. significant other d. precocious child Answer: a. looking-glass self Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q3.2.8 When is the development of self-concept finished? a. Childhood 31 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. Adolescence c. Middle adulthood d. Never Answer: d. Never Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.9 George Herbert Mead was a(n) __________. a. symbolic interactionist b. conflict theorist c. feral child d. economist Answer: a. symbolic interactionist Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.2.10 Mead stressed that we cannot think without __________, and that __________ gives us our symbols (language). a. society; reading b. symbols; reading c. symbols; society d. society; instinct Answer: c. symbols; society Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.11 The term “generalized other” refers to __________. a. our ideal of a person b. what we think others in general think of us c. role models d. the certainty that no one likes us Answer: b. what we think others in general think of us Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.2.12 32 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

__________ studied the natural process that children go through to develop their ability to reason. a. Piaget b. Cooley c. Flavel d. Mead Answer: a. Piaget Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.2.13 The most basic of Piaget’s developmental stages is the __________ stage. a. preoperational b. sensorimotor c. concrete operational d. formal operational Answer: b. sensorimotor Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.3.14 Psychoanalysis was developed by __________. a. Margaret and Harry Harlow b. Lawrence Kohlberg c. Sigmund Freud d. Charles Horton Cooley Answer: c. Sigmund Freud. Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human.” Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q3.3.15 In Freud’s terms, the __________ causes us to get our basic needs met. a. id b. ego c. superego d. instinctual drive Answer: a. id Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human.” Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts 33 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q3.3.16 The __________, as viewed by Freud, is the balancing mechanism in our personality. a. id b. ego c. superego d. conscience Answer: b. ego Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human.” Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.3.17 In Freud’s terms, internalized culture is represented by the __________. a. alter ego b. super-id c. psychosis d. superego Answer: d. superego Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human.” Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.3.18 According to Lawrence Kohlberg, when children have learned “right” from “wrong” and cooperate to avoid punishment, they are in the __________ stage. a. preconventional b. amoral c. conventional d. complicit Answer: a. preconventional Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human.” Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q3.3.19 In Kohlberg’s theory, children in the __________ stage are basically concerned just with themselves and do not seem to know the difference between right and wrong. a. id b. preconventional c. postconventional d. amoral Answer: d. amoral Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human.” 34 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q3.3.20 Paul Ekman would say __________ is one of the universal emotions. a. surprise b. certainty c. love d. confusion Answer: a. surprise Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human.” Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.4.21 Learning what is expected of us based on whether we are male or female is known as __________. a. socialization out of gender b. gender socialization c. the preconventional stage d. cultural imposition Answer: b. gender socialization Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map. Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.4.22 Little Jo got dolls and jewelry for presents. Her brother, Joe, got action figures and toy guns. Such a division in toys and play give children __________ lessons. a. biological b. ethical c. gender d. gender-neutral Answer: c. gender Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map. Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.4.23 Sasha is a sworn virgin in Albania. Therefore, Sasha is treated by people in Albania as __________. a. a woman b. a being without gender c. a clergy member d. a man Answer: d. a man 35 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map. Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.4.24 Individuals more or less the same age who share common interests make up a __________. a. peer group b. society c. gender d. transgendered group Answer: a. peer group Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map. Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.4.25 Suzie is experiencing a dilemma because she sees models in __________ that are almost impossible to replicate in real life. a. the church b. the mass media c. teachers d. friends’ parents Answer: b. the mass media Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map. Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.4.26 Which of the following statements about video games is true? a. Few portrayals of women in video games are sexist. b. Most parents think these games are useful for their kids. c. Females are vastly underrepresented in video games. d. Video games are regarded as sports by most colleges. Answer: c. Females are vastly underrepresented in video games. Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map. Topic/Concept: Socialization into Gender Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.27 Individuals and groups that influence how we think, feel, and act in life are called __________. a. the looking-glass crowd b. agents of socialization c. the ego d. nature 36 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. agents of socialization Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.5.28 Sociologist Melvin Kohn found that __________ parents tend to use physical punishment to get their children to conform to expectations. a. upper-class b. all c. middle-class d. working-class Answer: d. working-class Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.29 In the United States, religion is important to __________. a. virtually everyone b. only people who define themselves as religious c. everyone but the nonreligious d. people other than immigrants and minorities Answer: a. virtually everyone Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.30 Concerning the effects of day care, researchers have found that __________. a. children who have gone to day care have stronger bonds with their mothers b. we may be producing a generation of kids who are bright, but not so nice c. children with a background in day care are less disruptive when they reach kindergarten d. children who have been in day care score lower on language tests Answer: b. we may be producing a generation of kids who are bright, but not so nice Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.31 The manifest function of formal education refers to __________. a. education’s unintended consequences 37 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. the hidden curriculum c. the corridor curriculum d. education’s intended purposes Answer: d. education’s intended purposes Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.5.32 Unintended consequences of schools, or __________ functions, help the society at large. a. manifest b. latent c. explicit curricular d. formal curricular Answer: b. latent Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.5.33 Alfonzo was in sixth grade. Some of the stories that his teachers told when teaching English, history, and math included lessons in patriotism and honesty, which were part of the school’s __________. a. hidden curriculum b. explicit curriculum c. corridor curriculum d. manifest function Answer: a. hidden curriculum Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.5.34 Bill heard, as part of the __________ curriculum in his school, that certain races were not as good as others and that coolness was the key to everything. a. hidden b. corridor c. universal d. manifest Answer: b. corridor Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Apply What You Know 38 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q3.5.35 According to the Adlers’ research, peer groups supported boys’ __________. a. greater gentleness b. higher intelligence c. lower academic achievement d. lesser participation in sports Answer: c. lower academic achievement Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.36 When you learn to play a role before entering it, this is known as __________. a. sink or swim b. disengagement c. anticipatory socialization d. resocialization Answer: c. anticipatory socialization Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization. Topic/Concept: Agents of Socialization Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.6.37 __________ refers to learning new norms, values, attitudes, and behaviors to match a new situation in life. a. Conflicting socialization b. Pseudo-socialization c. Anticipatory socialization d. Resocialization Answer: d. Resocialization Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people. Topic/Concept: Resocialization Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.6.38 An example of a total institution is a __________. a. school b. family c. law firm d. maximum-security prison Answer: d. maximum-security prison Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people. Topic/Concept: Resocialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.6.39 39 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

An attempt to remake someone by removing his or her current identity and replacing it with a new one is __________. a. a graduation ceremony b. a degradation ceremony c. “bring your child to work” day d. repeating a grade in school Answer: b. a degradation ceremony Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people. Topic/Concept: Resocialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.6.40 A total institution leaves an indelible mark on a person’s self. The mark can be imposed quickly or in a more prolonged process. In __________, the process is not only incredibly harsh, but also long term. a. prison b. boot camp c. jail d. a conventional school Answer: a. prison Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people. Topic/Concept: Resocialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.7.41 A significant sociological point about the life course is that it __________. a. is the same for rich and poor b. affects the way you act and face life c. is unaffected by gender d. has no impact on your behavior Answer: b. affects the way you act and face life Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.7.42 Childhood really is __________. a. not much more than biology b. a defined sequence of events independent of history c. socially universal d. about more than simply the age of the child Answer: d. about more than simply the age of the child Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Difficult Skill Level: Analyze It 40 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q3.7.43 Adolescence is a(n) __________. a. natural age division b. ancient invention c. Industrial Revolution development d. obsolete age distinction Answer: c. Industrial Revolution development Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.7.44 Transitional adulthood covers ages __________. a. 14–17 b. 16–18 c. 17–25 d. 18–29 Answer: d. 18–29 Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q3.7.45 Ages 30 to 49 in the life course are known as the __________ years. a. early middle b. middle c. later middle d. transitional older Answer: a. early middle Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q3.7.46 A major shift in looking at life—from thinking in terms of the time since our birth to thinking in terms of the time we have left to live—occurs in __________. a. adolescence b. adultolescence c. the later middle years d. the later older years Answer: c. the later middle years Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Understand the Concepts 41 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q3.7.47 The stage of life most recently emerging encompasses the __________ years. a. transitional childhood b. early middle c. transitional middle d. transitional older Answer: d. transitional older years Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.7.48 The later older years begin at about age __________. a. 50 b. 65 c. 75 d. 95 Answer: c. 75 Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.7.49 The later older years __________. a. are reached by everyone b. remain an abstract concept c. are really part of late middle age d. end the same for everyone who enters that stage Answer: d. end the same for everyone who enters that stage Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.7.50 __________ factors influence our life course. a. Few external b. Social c. Only biological d. No individual Answer: b. Social Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course. Topic/Concept: Socialization through the Life Course Difficulty Level: Difficult Skill Level: Analyze It 42 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Essay Questions TB_Q3.1.51: How does society make us human? Feedback: Babies do not develop naturally into social adults. Language provides concepts to grasp relationships between people. Bonding requires warm, friendly interactions. Through human contact, we learn the ways of society or of particular groups—called socialization. Learning Objective: LO 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human.” Topic/Concept: Society Makes Us Human Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.52: Charles Cooley summarized his idea of the looking-glass self in a rhymed couplet. What was the couplet, and what does it mean? Feedback: Each to each a looking-glass / Reflects the other that doth pass. We see ourselves as we think others see us, and even if our perceptions are not correct, we form a conception of ourselves from them nonetheless. Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.2.53: What are the three elements of Mead’s stages of development? How do significant and generalized others play into this? Feedback: Imitation to around age 3, play from then to around age 6, and team games from then on. With imitation and even into play, children tend to reflect significant others, such as parents, brothers or sisters, and even teachers, those who are the closest influences. In the play stage, children begin to relate to specific others, but in team games, they must be able to think in terms of the generalized other. Mead used baseball to exemplify how each individual player must understand the roles of all other players in the game. Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind. Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.4.54: How do our parents do most of their gender teaching? Feedback: Gender orientation is firmly embedded in our parents. They teach gender primarily without even being aware that they are doing it. Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map. Topic/Concept: Socialization into Gender Difficulty Level: Difficult Skill Level: Analyze It

TB_Q3.8.55: Are we prisoners of socialization? Why or why not? Feedback: We are not prisoners of socialization. Socialization is very powerful. But we have a self. The self is a vigorous, essential part of our being. It allows us to act on our environment. We are each actively involved in the construction of the self. We influence our socialization as we make choices. Learning Objective: LO 3.8 Understand why we are not prisoners of socialization. Topic/Concept: Are We Prisoners of Socialization? Difficulty Level: Difficult Skill Level: Analyze It

Chapter 4: Social Structure and Social Interaction Multiple-Choice Questions TB_Q4.1.1 Sociologists use __________ to analyze the broad features of society. a. interactional sociology b. macrosociology c. chaos theory d. microsociology Answer: b. macrosociology Learning Objective: LO 4.1 Distinguish between macrosociology and microsociology. Topic/Concept: Levels of Sociological Analysis Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q4.1.2 Sociologists use __________ to analyze social interactions. a. microsociology b. behavioral sociology c. macrosociology d. order theory Answer: a. microsociology Learning Objective: LO 4.1 Distinguish between macrosociology and microsociology. Topic/Concept: Levels of Sociological Analysis Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q4.1.3 Sakiko was a __________, so she was interested in microsociology. a. functionalist b. symbolic interactionist c. structuralist d. conflict theorist Answer: b. symbolic interactionist Learning Objective: LO 4.1 Distinguish between macrosociology and microsociology. Topic/Concept: Levels of Sociological Analysis Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q4.1.4 Richard had lived on the street for almost a year. His days were busy with doing things necessary to survive at a basic level—finding shelter, keeping safe, panhandling for money, getting food and drink, washing, and finding dry clothes. Richard knew that he did not have many chances. A __________ would focus on where Richard is located in the social class system of the United States and what opportunities are available to him because of that. a. microsociologist b. symbolic interactionist c. research sociologist d. conflict theorist Answer: d. conflict theorist 45 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 4.1 Distinguish between macrosociology and microsociology. Topic/Concept: Levels of Sociological Analysis Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.2.5 __________ consists of the usual patterns between students and teachers, for example, or between men and women; these patterns were laid out before any of these people were born. a. Behavior b. Ordination c. Social structure d. Classical structure Answer: c. Social structure Learning Objective: LO 4.2 Explain the significance of social structure. Topic/Concept: The Sociological Significance of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.2.6 What is the sociological significance of social structure? a. It has a major effect on how we act. b. Understanding it helps to prove the randomness of human behavior. c. It is a synonym for the term “sociology.” d. Our behavior guides it. Answer: a. It has a major effect on how we act. Learning Objective: LO 4.2 Explain the significance of social structure. Topic/Concept: The Sociological Significance of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.2.7 Are street people influenced by social structure? a. No b. Yes c. Only in scattered instances d. The research is unclear Answer: b. Yes Learning Objective: LO 4.2 Explain the significance of social structure. Topic/Concept: The Sociological Significance of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.2.8 People’s __________ the social structure will teach them behaviors and attitudes are appropriate for them. a. attitude toward b. willingness to be part of c. location in d. number of friends within Answer: c. location in Learning Objective: LO 4.2 Explain the significance of social structure. 46 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: The Sociological Significance of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.9 Culture has a(n) __________ effect on people’s lives. a. profound b. moderate c. occasional d. no Answer: a. profound Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.10 The __________ framework that determines what kind of people we become is culture. a. biological b. narrowest c. only d. most overarching Answer: d. most overarching Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.3.11 Social class is based on __________. a. income, education, and occupational prestige b. birth c. marriage d. religion Answer: a. income, education, and occupational prestige Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Easy Skill Level: Remember the Facts TB_Q4.3.12 A billionaire and a person living on the street share __________. a. the same social class b. comparable status c. the influence of social class on their lives d. a comparable level of privilege Answer: c. the influence of social class on their lives 47 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.3.13 Girish is a husband, a son, an entrepreneur, and an amateur ornithologist. A sociologist would say that these statuses or positions make up Girish’s __________. a. role b. social class c. status set d. culture Answer: c. status set Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.3.14 A(n) __________ status is given to you; you do not earn it. a. achieved b. ascribed c. earned d. marital Answer: b. ascribed Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.15 Ex-con, class president, and doctor are examples of __________. a. ascribed status b. social classes c. lack of status d. achieved status Answer: d. achieved status Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.3.16 A backward collar is a(n) __________ for a priest. a. negative status symbol b. standard in all cultures c. status symbol d. ascribed status 48 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. status symbol Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.17 Aletha had an accident in which she fell into hot cooking grease. Despite many operations and treatments, her face, neck, and hands were forever altered. Regardless of her accomplishments or occupation, many others viewed Aletha’s disfigurement as her __________. a. ascribed status b. master status c. status symbol d. status set Answer: b. master status Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q4.3.18 A 90-year-old college student exemplifies __________. a. status shock b. prestige c. status inconsistency d. role Answer: c. status inconsistency Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.3.19 __________ indicate what is expected of people. a. Roles b. Sociology c. Parts d. Master status Answer: a. Roles Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.20 When we belong to a group, who has the right to judge our behavior? a. No one 49 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. Only a court of law c. No one but ourselves d. The group Answer: d. The group Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.3.21 Marion belonged to a group that got together once a month in group members’ houses to converse in Russian, which they had all learned in school. The Russian enthusiasts were an example of a group that wielded influence over __________. a. vast segments of their behavior b. the need to conform with group norms over many aspects of life c. just a small part of their behavior d. social class Answer: c. just a small part of their behavior Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.4.22 __________ refer(s) to the typical ways society meets its essential needs. a. Religion b. Social institutions c. Status d. Social class Answer: Social institutions Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.23 Which of the following is one of the five functional requisites that functionalists believe a society must meet to survive? a. Removing a sense of purpose b. Yielding the needs of the group in favor of self-interest c. Promoting creative chaos d. Socializing youth Answer: d. Socializing youth Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts 50 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q4.4.24 One need addressed by __________ is the replenishment of the population. a. medicine b. the family c. the economy d. education Answer: b. the family Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.25 Daughter, cousin, dad, and grandmother are examples of statuses associated with which social institution? a. The family b. Medicine c. Religion d. The economy Answer: a. The family Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.26 Mathilde owns her own grocery. She buys items in bulk and sells each item for more than she paid for it so she can make some money. To encourage repeat business, she is always very polite to her customers and will, for example, give someone a new carton of milk for free if he or she claims there was a problem with the last carton bought—no questions asked! Mathilde’s ways exemplify the norms associated with which social institution? a. Medicine b. Economy c. Family d. Politics Answer: b. Economy Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.4.27 Priest, minister, rabbi, and imam are examples of statuses associated with the social institution of __________. a. religion b. the law c. the family d. medicine 51 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: a. religion Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. Topic/Concept: Social Institutions Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q4.4.28 The social institution of __________ would include groups or organizations such as lawyers’ associations, courts, and jails. a. religion b. the law c. the economy d. politics Answer: b. the law Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.29 Who believes that social institutions were originally designed to meet basic survival needs? a. Conflict theorists b. Functionalist theorists c. Both conflict and functionalist theorists d. The status set Answer: c. Both conflict and functionalist theorists Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. Topic/Concept: Social Institutions Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.5.30 Emile Durkheim was interested in how societies united their members by shared values and other social bonds to produce __________. a. social dissolution b. aggregation c. dissonance d. social integration Answer: d. social integration Learning Objective: LO 4.5 Explain what holds society together. Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.5.31 For Durkheim, people who performed similar tasks had in common the way they looked at life, which he called __________. a. mechanical solidarity 52 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. impromptu solidarity c. organic solidarity d. social class Answer: a. mechanical solidarity Learning Objective: LO 4.5 Explain what holds society together. Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.5.32 In the absence of __________, the same person will catch a fish, drive it to market, and sell it. a. common sense b. a division of labor c. basic capitalism d. mechanical solidarity Answer: b. a division of labor Learning Objective: LO 4.5 Explain what holds society together. Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Analyze It TB_Q4.5.33 The term “organic solidarity” is based on the way that different members of society __________. a. intermarry b. need each other c. share the same status level d. exploit each other Answer: b. need each other Learning Objective: LO 4.5 Explain what holds society together. Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.5.34 The Old Order Amish of the United States exemplify the concept of __________. a. Gesellschaft b. Gemeinschaft c. modern d. mainstream Answer: b. Gemeinschaft Learning Objective: LO 4.5 Explain what holds society together. Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.35 __________ is (are) the primary focus of microsociologists. a. Hidden meanings and innuendo b. The broader features of society c. In-person interaction d. The demise of society as we know it 53 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. In-person interaction Learning Objective: LO 4.6 Discuss what symbolic interactionists study. Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.36 Our assumptions about what people are like are known as __________. a. educated guesses b. stereotypes c. roles d. status set Answer: b. stereotypes Learning Objective: LO 4.6 Discuss what symbolic interactionists study. Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Easy Skill Level: Remember the Facts TB_Q4.6.37 In a self-fulfilling stereotype, __________. a. the behaviors of the person match our expectations from the get-go b. the underlying truth of stereotypes is confirmed c. the other person ends up adapting to fit our expectations d. many factors can play a role, but attractiveness is not one of them Answer: c. the other person ends up adapting to fit our expectations Learning Objective: LO 4.6 Discuss what symbolic interactionists study. Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.6.38 Who surrounds themselves with a personal bubble (personal space)? a. No one b. Children only c. Only adults past middle age d. Everyone Answer: d. Everyone Learning Objective: LO 4.6 Discuss what symbolic interactionists study. Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.39 Hall found North Americans use __________ distance for business relationships. a. tribal b. stereotypical c. social d. aggressive Answer: c. social Learning Objective: LO 4.6 Discuss what symbolic interactionists study. Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life 54 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.40 To interpret __________, we consider facial expressions, posture, and gestures. a. the extent of intimate distance b. body language c. stereotypes d. macrosociology Answer: b. body language Learning Objective: LO 4.6 Discuss what symbolic interactionists study. Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.41 When clerks in stores smile at customers, they will be __________. a. assured of increased sales b. accepted in all cultures c. universally encouraged d. creating discomfort in some cultures Answer: d. creating discomfort in some cultures Learning Objective: LO 4.6 Discuss what symbolic interactionists study. Topic/Concept: The Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.7.42 Erving Goffman used the term __________ to mean that social life is like a drama or a stage play. a. “proscenium” b. “dramaturgy” c. “movie” d. “rehearsal” Answer: b. “dramaturgy” Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play. Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Easy Skill Level: Remember the Facts TB_Q4.7.43 __________ refers to our efforts to manage the impressions that others receive of us. a. Dramaturgy b. Back stage c. Impression management d. Center stage Answer: c. Impression management Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play. Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life 55 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q4.7.44 According to Goffman’s scheme, we have __________ where we can have some privacy and relax. a. front stages b. bleachers c. back stages d. precast dramas Answer: c. back stages Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play. Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.7.45 Role strain is __________. a. conflict between roles b. conflict occurring within the same role c. compatibility between roles d. a vain attempt to find a role Answer: b. conflict occurring within the same role Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play. Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.7.46 Your sign-vehicles include __________. a. the appearance of others b. written scripts c. role conflict d. your way of presenting yourself Answer: d. your way of presenting yourself Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play. Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.8.47 Ethnomethodologists explore __________ assumptions about how the world operates that underlie our behavior. a. background b. written c. legal d. foreground Answer: a. background Learning Objective: LO 4.8 Explain what background assumptions are and how they are an essential part of social life. 56 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Ethnomethodology: Uncovering Background Assumptions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.9.48 “If people define situations as real, they are real in their consequences.” This statement was made by sociologist(s) __________. a. Emile Durkheim b. W. I. and Dorothy S. Thomas c. Mark Snyder and Elliott Warsaw d. Erving Goffman Answer: b. W. I. and Dorothy S. Thomas Learning Objective: LO 4.9 Be able to apply the social construction of reality to your own life. Topic/Concept: The Social Construction of Reality Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q4.9.49 The social construction of reality theory states that through __________, we construct what for us is reality. a. ethnomethodology b. interactions with others c. examinations d. introspection Answer: b. interactions with others Learning Objective: LO 4.9 Be able to apply the social construction of reality to your own life. Topic/Concept: The Social Construction of Reality Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.9.50 At a vaginal examination, male doctors __________ social reality to define the examination as __________. a. deny; sexual b. ignore; nonsexual c. dismiss; normal d. construct; nonsexual Answer: d. construct; nonsexual Learning Objective: LO 4.9 Be able to apply the social construction of reality to your own life. Topic/Concept: The Social Construction of Reality Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q4.3.51: Distinguish the term “social status” from the term “prestige.” Feedback: People tend to think the two terms (social status and prestige) are synonymous. Sociologists use social status to refer to the position that someone occupies regardless of its level of prestige. Prestige, on the other hand, is an attribute associated with a position: A lot of prestige, as with a judge. A little prestige, as with a waiter. No prestige, as with a criminal. 57 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.4.52: For the social institution of religion, name some of the basic needs addressed and some norms of the institution. Feedback: Basic needs include concerns about life after death, the meaning of suffering and loss, and the desire to connect with the Creator. Norms include attend worship services, contribute money, follow the teachings. Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. Topic/Concept: Social Institutions Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.5.53: What do the German terms Gemeinschaft and Gesellschaft mean? In which direction— toward which of the two—is society changing? Feedback: Gemeinschaft means “intimate community.” Gesellschaft means “impersonal association.” Society is changing, or has changed, from a Gemeinschaft in the direction of a Gesellschaft. Learning Objective: LO 4.5 Explain what holds society together. Topic/Concept: Changes in Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.7.54: What does it mean to say that we become the roles that we play? Feedback: Dramaturgy likens social life to a drama or stage play. The roles that we play in the drama of our lives become incorporated into our self-concept. In this way, we tend to become the roles that we play. Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play. Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.10.55: Why are both macrosociology and microsociology necessary to understand social life? Feedback: Macrosociology and microsociology each focus on different aspects of social life. Without one or the other viewpoint, our understanding of social life would be limited. Learning Objective: LO 4.10 Explain why we need both macrosociology and microsociology to understand social life. Topic/Concept: The Need for Both Macrosociology and Microsociology Difficulty Level: Difficult Skill Level: Analyze It

Chapter 5: How Sociologists Do Research Multiple-Choice Questions TB_Q.5.1.1 What is a valid sociological topic? a. anything involving psychology b. respectable human behavior c. all human activity d. only things that can be measured mathematically Answer: c. All human activity Learning Objective: LO 5.1 Know what topics are valid for sociologists to study. Topic/Concept: What Is a Valid Sociological Topic? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.1.2 Which of the following is a macro-level topic of sociological research? a. racism on a societal level b. shyness c. how people interact on street corners d. pelvic examinations Answer: a. racism on a societal level Learning Objective: LO 5.1 Know what topics are valid for sociologists to study. Topic/Concept: What Is a Valid Sociological Topic? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.3.3 What is the first step in the research model? a. reviewing the literature b. sharing the results c. beginning the case study d. choosing the subject matter Answer: d. Choosing the subject matter Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.3.4 In the research model, specifying what it is that you want to learn about a topic happens during the stage of __________. a. defining the problem b. reviewing the literature c. sharing the results d. unobtrusive measures Answer: a. defining the problem Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model 59 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.3.5 In which stage of the research model might you discover that the question you are interested in answering has already been addressed? a. formulating a hypothesis b. reviewing the literature c. analyzing the results d. choosing a research method Answer: b. reviewing the literature Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.3.6 A(n) __________ predicts a relationship between or among variables. a. research design b. literature review c. hypothesis d. aggregate Answer: c. hypothesis Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.3.7 To collect data on your topic, you need to select the appropriate __________. a. publisher b. findings c. results d. research method Answer: d. research method Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.3.8 In the research model, collecting the data is necessary before __________. a. formulating a hypothesis b. analyzing the results c. defining the problem d. reviewing the literature Answer: b. analyzing the results Learning Objective: LO 5.3 Know the eight steps of the research model. 60 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: A Research Model Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.3.9 Sharon had spent months carrying out her sociological experiments. She had collected a ton of data. What was Sharon’s next step? a. Analyze the results. b. Generate more hypotheses. c. Select another topic. d. Share the results. Answer: a. Analyze the results. Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q.5.3.10 The __________ step in the research model is to share the results. a. first b. second c. next to last d. last Answer: d. last Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.3.11 What you expect to find according to predictions from a theory is known as a(n) __________. a. variable b. research design c. hypothesis d. analysis of documents Answer: c. hypothesis Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.3.12 A(n) __________ is a factor thought to be significant for human behavior, which can vary (change) from one case to another. a. operational definition b. variable c. hypothesis d. research method Answer: b. variable 61 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.3.13 __________ is a precise way to measure a variable. a. Reliability b. Validity c. The hypothesis d. An operational definition Answer: d. An operational definition Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.3.14 Which of the following is a research method? a. ensuring validity b. operationalizing the definition c. divining an answer d. using unobtrusive measures Answer: d. using unobtrusive measures Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.3.15 __________ is the extent to which an operational definition measures what it is intended to measure. a. A variable b. Validity c. Hypothesis d. Reliability Answer: b. Validity Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.3.16 Reliability refers to __________. a. consistency of results b. secondary analysis c. how close the data we gathered comes to proving what we want to prove d. the way in which a researcher measures a variable Answer: a. consistency of results Learning Objective: LO 5.3 Know the eight steps of the research model. 62 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.17 A(n) __________ is the collection of data by having people answer a series of questions. a. sample b. population c. survey d. experiment Answer: c. survey Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.4.18 The target group to be studied in a research project is the __________. a. survey b. population c. generalizability d. secondary analysis Answer: b. population Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.4.19 The __________ is made up of people who are in the portion of the population being studied. a. sample b. control group c. respondent d. average Answer: a. sample Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.20 When you select a sample for a sociological study, your aim is to get __________. a. everyone in the population b. your friends to be the sample c. a representative sample d. a different individual to answer each item on the questionnaire 63 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. a representative sample Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.21 In a __________, everyone in the target population has the same chance of being included in the study. a. stratified random sample b. random sample c. sample of any sort d. survey Answer: b. random sample Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.4.22 The __________ is drawn from selected subgroups of a target population. a. questionnaire b. neutral question c. stratified random sample d. random sample Answer: c. stratified random sample Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.4.23 If the questions that you ask the people taking part in your study are not __________, you will end up with biased answers. a. easy b. designed to elicit the answers you want c. neutral d. complicated enough Answer: c. neutral Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.4.24 __________ are the people who respond to a survey. a. Researchers 64 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. Respondents c. Interviewers d. Populations Answer: b. Respondents Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.4.25 Halid spent some time drawing up the questions for his __________, which is a set of questions respondents will be asked. a. survey b. sample c. experiment d. questionnaire Answer: d. questionnaire Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q.5.4.26 The most cost-effective way to administer a questionnaire is to use the __________. a. self-administered questionnaire b. open-ended interview c. unstructured interview d. laboratory experiment Answer: a. self-administered questionnaire Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.4.27 When a researcher questions respondents directly, that researcher is conducting __________. a. random samples b. dependent variables c. interviews d. control groups Answer: c. interviews Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts 65 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q.5.4.28 Li, a sociology undergraduate, was required to participate in a research study being conducted by a graduate student in his department. He didn’t know the topic until he got there, and the things the interviewer asked him were embarrassing. Li chose answers that weren’t quite true—in fact, they weren’t true at all—to save face for himself and please the interviewer. This scenario exemplifies a case of __________. a. interviewer bias b. rapport c. self-administered questionnaires d. dependent variables Answer: a. interviewer bias Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q.5.4.29 Which of the following is an example of an open-ended question? a. Should public officials who accept bribes be jailed? b. In your opinion, should public officials who accept bribes be required to perform community service? c. Should public officials who have been convicted for accepting bribes be registered in a public list, in the same manner that sex offenders are registered? d. What do you think should be done to a public official who accepts bribes? Answer: d. What do you think should be done to a public official who accepts bribes? Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q.5.4.30 __________ is a feeling of trust between researchers and the people they are studying. a. Rapport b. Interviewer bias c. Participant observation d. An unobtrusive measure Answer: a. Rapport Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.4.31 A(n) __________ interview uses __________ questions. a. unstructured; closed-ended b. control; open-ended c. structured; closed-ended d. structured; open-ended 66 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. structured; closed-ended Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.32 Questions that include a set of choices from which the respondent can select are called __________. a. biased questions b. closed-ended questions c. stratified questions d. open-ended questions Answer: b. closed-ended questions Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.33 Respondents use __________ to answer open-ended questions. a. a list of possible responses b. closed questions c. only single words, such as “true” or “false,” d. their own words Answer: d. their own words Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.34 The __________ interview uses __________. a. unstructured; open-ended questions b. structured; questions that the interviewer makes up as he or she goes along c. unstructured; closed-ended questions d. open; computerized responses Answer: a. unstructured; open-ended questions Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.35 __________ is also known as “participant observation.” a. “Teamwork” b. The “case study” 67 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. “Fieldwork” d. “Secondary analysis” Answer: c. “Fieldwork” Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.36 It is difficult to __________ from participant observation research. a. generalize b. establish rapport c. understand alternative lifestyles d. get a feel for the real life of the respondents Answer: a. generalize Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.4.37 In secondary analysis, researchers analyze data collected by __________. a. artificial intelligence b. their own interviews c. others d. the subjects themselves Answer: c. others Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q.5.4.38 Police reports, photographs, and videos are examples of __________ used by researchers. a. participant observation b. documents c. generalizability d. dependent variables Answer: b. documents Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q.5.4.39 A case study reveals a lot about __________ situation(s). a. unimportant b. no particular c. all d. a particular Answer: d. a particular Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.4.40 Experiments use __________ to test __________. a. control groups; interview bias b. dependent variables; independent variables c. variables; causation d. documents; questionnaires Answer: c. variables; causation Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.4.41 The subjects exposed to an independent variable in an experiment are in the __________. a. experimental group b. population c. sources of potential bias d. control group Answer: a. experimental group Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.42 The control group subjects are __________ in the study. a. exposed to all variables b. not exposed to the dependent variable c. not d. not exposed to the independent variable Answer: d. not exposed to the independent variable Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) 69 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q.5.4.43 The independent variable causes a change in the __________. a. control group b. dependent variable c. other independent variables in the study d. generalizability of the experiment Answer: b. dependent variable Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.4.44 __________ means that two or more variables are present together. a. Control group b. An unobtrusive measure c. Correlation d. Secondary analysis Answer: c. Correlation Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.45 __________ are used to study people who are unaware that they are being studied. a. Questionnaires b. Interviews c. Open-ended questions d. Unobtrusive measures Answer: d. Unobtrusive measures Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.4.46 After graduate-level study of sociology, sociologists trained in __________ research methods often use __________. a. qualitative; surveys b. qualitative; participant observation c. quantitative; participant observation d. quantitative; qualitative measures 70 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. qualitative; participant observation Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.4.47 The best method of sociological research to use __________. a. is a survey b. depends on the type of question c. is an experiment d. is document analysis Answer: b. depends on the type of question Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.5.48 In sociological research, gender __________. a. plays no role b. excludes female subjects from most contemporary social research c. bias must be guarded against d. always leads to interviewer bias Answer: c. bias must be guarded against Learning Objective: LO 5.5 Explain how gender is significant in sociological research. Topic/Concept: Gender in Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.6.49 Plagiarism in sociological research __________. a. is acceptable in controlled experimental studies b. is probably unavoidable c. violates research ethics d. is acceptable in document studies Answer: c. violates research ethics Learning Objective: LO 5.6 Explain why it is vital for sociologists to protect the people they study and discuss the two cases that are presented. Topic/Concept: Ethics in Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.6.50 Professional handling of confidential sociological field notes entails __________. a. publishing them only in professional journals b. burning the notes once the researcher has had time to draw conclusions from them c. publishing them online, so that anyone can read them 71 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

d. protecting respondents Answer: d. protecting respondents Learning Objective: LO 5.6 Explain why it is vital for sociologists to protect the people they study and discuss the two cases that are presented. Topic/Concept: Ethics in Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q5.2.51: Why can’t common sense replace sociological research? Feedback: What is considered common sense may or may not be true. To answer a question, we need to move beyond guesswork and common sense to know what is really going on. Learning Objective: LO 5.2 Explain why common sense can’t replace sociological research. Topic/Concept: Common Sense and the Need for Sociological Research Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.3.52: What are the eight steps of the research model? Feedback:

The eight steps of the research model (in chronological order) are 1. Select a topic 2. Define the problem 3. Review the literature 4. Formulate a hypothesis 5. Choose a research method 6. Collect the data 7. Analyze the results 8. Share the results Learning Objective: LO 5.3 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.4.53: What are the three ways sociologists measure average, and how do they differ? Feedback: The three ways sociologists measure average are the mean, median, and mode. The mean is calculated by adding up a group of numbers and then dividing by the number of cases that you added. The median is the middle case in an ordered range of cases. The mode is the number of cases that occur most often. Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.4.54: What are the three necessary conditions for causation? Feedback: The three necessary conditions necessary to establish causation are correlation, temporal priority, no spurious correlation. 72 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 5.4 Know the main elements of the seven research methods, and explain why sociological research can lead to controversy. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q5.7.55: Explain how research and theory work together in sociology. Feedback: Neither research nor theory can stand alone. Every theory must be tested—which requires research. The results of research must be explained—and for that we need theory. Learning Objective: LO 5.7 Explain how research and theory work together in sociology. Topic/Concept: How Research and Theory Work Together Difficulty Level: Difficult Skill Level: Analyze It

Chapter 6: Societies to Social Networks Multiple-Choice Questions TB_Q6.1.1 People who have something in common, and who believe that what they have in common is significant, form a __________. a. hunting and gathering society b. group c. domestication revolution d. pastoral society Answer: b. group Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.2 A(n) __________ consists of people who share a culture and a territory. a. society b. group c. industrial society d. horticultural society Answer: a. society Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.3 What is the largest and most complex type of group? a. hunting and gathering society b. shaman c. society d. agricultural revolution Answer: c. society Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.1.4 A __________ society is a human group that depends on hunting and gathering for its survival. a. horticultural b. biotech c. pastoral d. hunting and gathering Answer: d. hunting and gathering 74 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.5 A shaman is a tribe’s healing specialist who attempts to control the __________. a. effects of a biotech society b. spirits thought to cause a disease c. transition to an industrial society d. avatars Answer: b. spirits thought to cause a disease Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.6 Of all societies, __________ most seem to value women as highly as men. a. hunters and gatherers b. those in a biotech society c. people living after the Industrial Revolution d. members of an information society Answer: a. hunters and gatherers Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.1.7 Which was the first social revolution? a. domestication b. information c. biotech d. industrial Answer: a. domestication Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.8 In a horticultural society, people cultivate plants using __________. a. machines b. hand tools c. the plow d. the microchip Answer: b. hand tools 75 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.9 What are pastoral societies based upon? a. use of hand tools b. large-scale agriculture c. pasturing animals d. invention of the plow Answer: c. pasturing animals Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.10 __________ pastoral societies follow their animals to fresh pasture. a. Nomadic b. Postindustrial c. Horticultural d. Biotech Answer: a. Nomadic Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.11 A consequence of animal domestication and plant cultivation was __________. a. no food surplus b. smaller human groups c. a less dependable food supply d. larger human groups Answer: d. larger human groups Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.12 What happened in the first social revolution? a. Many people starved. b. Agriculture greatly increased in scale. c. Plants were cultivated and animals were domesticated. d. The plow was invented. Answer: c. Plants were cultivated and animals were domesticated. 76 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.1.13 The __________ revolution led to agricultural societies. a. agricultural b. industrial c. domestication d. pastoral Answer: a. agricultural Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.14 An agricultural society is based on __________. a. pasturing animals b. large-scale agriculture c. invention of the plow d. the use of hand tools Answer: b. large-scale agriculture Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.15 In the __________ Revolution, machines powered by fuels replaced most animal and human power. a. Industrial b. Agricultural c. Domestication d. French Answer: a. Industrial Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.16 A(n) __________ society is based on the harnessing of machines powered by fuels. a. horticultural b. agricultural c. pastoral d. industrial Answer: d. industrial 77 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.17 The invention of the microchip was key to the __________social revolution. a. first b. second c. third d. fourth Answer: d. fourth Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.18 The information society is also called the __________ society. a. IBM b. new hunting and gathering c. Apple d. postindustrial Answer: d. postindustrial Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.19 The __________society increasingly centers on modifying genetics to produce food, medicine, and materials. a. industrial b. pastoral c. biotech d. information Answer: c. biotech Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.2.20 Individuals who temporarily share the same physical space, but who do not see themselves as belonging together, make up a(n) __________. a. aggregate b. category 78 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. in-group d. clique Answer: a. aggregate Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.2.21 A(n) __________ consists of people who share similar characteristics, but who do not think of themselves as belonging together. a. out-group b. reference group c. category d. primary group Answer: c. category Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.2.22 As she was walking through the park, Consuela was struck by the sounds of two improvising musicians. They were standing on the grass near some benches, one playing a guitar and the other a flute, and Consuela stopped to listen to them. Half a dozen other people also stopped. The people listening to the musicians made up a(n) __________. a. category b. aggregate c. social network d. secondary group Answer: b. aggregate Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.2.23 When __________ groups are dysfunctional and fail to meet the basic needs of their members, they develop dysfunctional adults. a. secondary b. reference c. primary d. aggregate Answer: c. primary Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society 79 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.24 A small group characterized by intimate, long-term, face-to-face association and cooperation is a(n) __________. a. primary group b. reference group c. secondary group d. out-group Answer: a. primary group Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.2.25 A __________ group, compared with a primary group, has a greater number of members whose relationships are more distant; relatively speaking, this kind of group does not last as long as a primary group and is based on some shared pursuit. a. primary b. secondary c. tertiary d. categorical Answer: b. secondary Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.26 Secondary groups tend to have __________ within them. a. pastoral networks b. pastoral groups c. primary groups d. laissez-faire networks Answer: c. primary groups Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.27 One is loyal to one’s __________. a. in-group b. aggregate c. out-group d. category Answer: a. in-group 80 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.28 One feels antagonism toward a(n) __________. a. out-group b. primary group c. aggregate d. in-group Answer: a. out-group Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.2.29 We judge ourselves based on __________. a. reference groups b. categories c. out-groups d. primary groups Answer: a. reference groups Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.30 __________ are the links generating outward from a person that ties him or her to others. a. Cliques b. Reference groups c. All groups d. Social networks Answer: d. Social networks Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.31 When a set of individuals within the larger group makes the choice to interact together, they form a(n) __________. a. social network b. society c. clique d. aggregate 81 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. clique Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.32 Stanley Milgram researched the __________. a. large world phenomenon b. small world phenomenon c. reasons people join primary groups d. effect of card playing on people’s behaviors Answer: b. small world phenomenon Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.33 Our social networks __________. a. generally cause us to fight inequality b. are unrelated to inequality c. can contribute to the persistence of inequality d. reflect our desire to change the world Answer: c. can contribute to the persistence of inequality Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.3.34 __________ refer(s) to the ways that individuals affect groups, and the ways that groups influence individuals. a. Dyads b. Group dynamics c. Leadership styles d. Groupthink Answer: b. Group dynamics Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.3.35 In __________, each member can have a direct interaction with every other group member. a. large groups 82 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. a society c. group dynamics d. small groups Answer: d. small groups Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.36 The smallest number of people that can still be considered a group is __________. a. one person b. two people c. three people d. ten people Answer: b. two people Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.37 A(n) __________ is a group of three people. a. triad b. large group c. dyad d. example of groupthink Answer: a. triad Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.3.38 Triads often generate __________. a. dyads b. coalitions c. groups of four d. groups of six Answer: b. coalitions Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics 83 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.39 Arbitration and coalitions are characteristics of __________. a. dyads b. triads c. all groups d. equality Answer: b. triads Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.40 In a dyad, how many relationships are possible? a. one b. two c. three d. six Answer: a. one Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.41 You are in a group of six people. As you start to count up the number of possible relationships between the different people in the group, you realize the maximum number is __________. a. three b. six c. nine d. fifteen Answer: d. fifteen Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.3.42 A __________ influences other people. a. dyad b. leader c. group dynamic d. triad 84 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. leader Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.3.43 People who are __________ have a greater chance of being leaders. a. short b. unpleasant c. unremarkable in appearance d. tall Answer: d. tall Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.44 A leader focused on tasks who keeps the group working toward its objectives is a(n) __________ leader. a. expressive b. instrumental c. laissez-faire d. authoritarian Answer: b. instrumental Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.45 The group’s __________ leader serves to reduce conflict. a. expressive b. authoritarian c. aggressive d. instrumental Answer: a. expressive Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q6.3.46 Any leadership style might create resentment, but the one most likely to do so is the __________ leadership style. a. democratic b. expressive c. authoritarian d. instrumental Answer: c. authoritarian Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.3.47 A group of students was setting up tables for a picnic. Barb gave everyone orders about how to do it, demonstrating a(n) __________ leadership style. a. democratic b. expressive c. laissez-faire d. authoritarian Answer: d. authoritarian Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.3.48 A(n) __________ leader tries to gain consensus among group members. a. democratic b. expressive c. laissez-faire d. authoritarian Answer: a. democratic Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.3.49 The most permissive leadership style is the __________ leader. a. instrumental b. laissez-faire c. authoritarian d. democratic 86 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. laissez-faire Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.50 Solomon Asch’s classic experiment showed that most individuals in a group __________. a. will even say what they know to be false in order to go along with their peers b. are much stronger than the group itself c. could care less about conformity d. will not say things they know are not true Answer: a. will even say what they know to be false in order to go along with their peers Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q6.1.51: What were the social transformations of society? Feedback: The social transformations of society were (1) domestication, (2) agricultural, (3) industrial, and (4) information. The biotech society may be the newest transformation. Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and biotech. Topic/Concept: Societies and Their Transformation Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.2.52: Give one example of an aggregate and one example of a category. Feedback: An example of an aggregate would be any collection of people who do not see themselves as belonging together, such as onlookers. An example of a category is people with similar characteristics who are classified together, but are a group only in a statistical sense, such as bald people. Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.2.53: Is the small world phenomenon an academic myth? Why or why not? Feedback: Stanley Milgram’s 1967 experiment on the small world phenomenon concluded that most people in the United States are separated by just six individuals (“six degrees of separation”). Thirty-five years later, another psychologist, Judith Kleinfeld, found that Milgram had stacked the deck in favor of success. But some more recent experiments have had findings similar to Milgram’s. It has been shown that 250 million people who exchanged chat messages showed a link of less than seven, and 700 million people on Facebook showed a connection of less than five. It is possible that Milgram stumbled onto the truth. 87 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, ingroups and out-groups, reference groups, and social networks. Topic/Concept: Groups within Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.3.54: In just a few words, what is the effect of growing group size? Feedback: As a small group grows larger, it becomes more stable, but its intensity–or intimacy–decreases. This is because as each new person comes into a group, the connections among people multiply. Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.3.55: What is groupthink? Give an example. Feedback: Groupthink is a narrowing of thought by a group of people, leading to the perception that there is only one correct answer, and that to even suggest alternatives is a sign of disloyalty. It could be called collective tunnel vision, and it can bring catastrophe. There are plenty of examples. In the text, examples include the use of torture following 9/11 as “the lesser of two evils”; refusal by U.S. officials during the Vietnam War to believe that “little, uneducated, barefoot people in pajamas could defeat the U.S. military”; and refusal by President Franklin D. Roosevelt and his chiefs of staff to believe that the Japanese were preparing to attack Pearl Harbor. Learning Objective: LO 6.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; the types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink. Topic/Concept: Group Dynamics Difficulty Level: Difficult Skill Level: Analyze It

Chapter 7: Bureaucracy and Formal Organizations Multiple-Choice Questions TB_Q7.1.1 __________ means using rules, efficiency, and practical results to determine human affairs. a. Traditional society b. Capitalism c. Rationality d. Innovation Answer: c. Rationality Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q7.1.2 In a(n) __________ society, the past is considered the best model for the present. a. traditional b. modern c. alienated d. Western Answer: a. traditional Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.3 __________ society refers to the large-scale acceptance of the notion that results and efficiency are important for organizations in society. a. The rationalization of b. The dumbing down of c. Traditional d. A horticultural Answer: a. The rationalization of society Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q7.1.4 __________ produce the goods in a traditional society. a. Workers hired for the job b. Mixed-sex groups c. Prisoners of war d. Family members Answer: d. Family members 89 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.5 In a nontraditional society, most people work __________. a. in or near the home b. in a centralized location, such as a factory or an office c. abroad d. as itinerant workers Answer: b. in a centralized location, such as a factory or an office Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.6 Where production is involved, relationships are __________-term in a traditional society and __________term in a nontraditional society. a. long; long b. long; short c. short; short d. short; long Answer: b. long; short Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.7 Marx believed that the rise of __________ was responsible for tradition giving way to rationality. a. capitalism b. socialism c. traditional societies d. religion Answer: a. capitalism Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.8 According to Max Weber, __________ brought about the capitalism that produced rationality. a. communism b. Catholicism c. Judaism d. Protestantism 90 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: d. Protestantism Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.1.9 Capital investment characterizes __________. a. capitalism b. communism c. Catholicism d. traditional societies Answer: a. capitalism Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.10 A(n) __________ is a secondary group designed to achieve explicit objectives. a. bureaucracy b. formal organization c. informal organization d. postmodern society Answer: b. formal organization Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Easy Skill Level: Remember the Facts TB_Q7.2.11 A formal organization tends to become a(n) __________. a. theocracy b. informal organization c. irrational group d. bureaucracy Answer: d. bureaucracy Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.12 A(n) __________ includes a formal organization, hierarchical authority, and a clear division of labor. a. information age b. feudal society c. bureaucratic structure d. traditional society 91 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. bureaucratic structure Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.13 According to Weber, in a bureaucracy the task assignments flow __________ and accountability flows __________. a. upward; upward b. upward; downward c. downward; downward d. downward; upward Answer: d. downward; upward Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.14 When society began to be rationalized, production of items became __________. a. nearly impossible, because there were so many rules b. less rational (ironically), because the new methods took longer c. broken down into components, with individuals assigned only specific tasks d. generalized, so one worker would stick with the same item from beginning to end Answer: c. broken down into components, with individuals assigned only specific tasks. Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.15 One characteristic of bureaucracies is that rules are __________. a. scarce b. hard to find c. written down d. secret Answer: c. written down Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.16 Communications in a bureaucracy are __________. a. written down and retained b. not recorded 92 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. written down, but must be discarded after 30 days d. always a matter of public record Answer: a. written down and retained Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.17 In a bureaucracy, every worker is __________. a. replaceable b. the boss c. irreplaceable d. holding a hereditary position Answer: a. replaceable Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.18 Between the top of the bureaucratic structure of a university and a sociology professor on the bottom, how many layers are there? (Include the top and the bottom in the count.) a. 2 b. 3 c. 4 d. 7 Answer: d. 7 Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.2.19 The __________ of society refers to the process by which ordinary aspects of life are rationalized and efficiency comes to rule them. a. goal displacement b. alienation c. bureaucratization d. McDonaldization Answer: d. McDonaldization Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts 93 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q7.2.20 The characteristics of bureaucracies that Max Weber identified are __________. a. universally true b. idealized c. more imagination than fact d. outdated Answer: b. idealized Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.21 Bureaucracies have structures that can be shown in official organizational charts, but __________ may use the real lines of authority. a. the Peter Principle b. red tape c. “going through channels” d. McDonaldization Answer: c. “going through channels” Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.22 When an organization replaces old goals with new ones, this is known as __________. a. alienation b. McDonaldization c. goal displacement d. the Peter Principle Answer: c. goal displacement Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Easy Skill Level: Remember the Facts TB_Q7.2.23 The March of Dimes was an organization founded to fight polio. When a cure for polio was found, though, the March of Dimes did not disband and instead shifted to fighting birth defects; this is an example of __________. a. bureaucratic inertia b. the Peter principle c. goal displacement d. alienation Answer: c. goal displacement Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies 94 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.2.24 Wilma is in charge of the town’s construction unit, and Tom is in charge of the town’s event-planning unit; if they are typical for separate units of a bureaucracy, they will find their units __________ communicate very well in scheduling. a. always b. do not always c. never try to d. have no mandate to Answer: b. do not always Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.2.25 According to __________, members of an organization are promoted for their accomplishments until they reach their level of incompetence. a. McDonaldization b. Max Weber c. the Peter Principle d. goal displacement Answer: c. the Peter Principle Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Easy Skill Level: Remember the Facts TB_Q7.2.26 Bureaucracies are widespread in society because __________. a. they are incompetent b. there is no other form of organization c. they work well on the whole d. they are the law of the land Answer: c. they work well on the whole Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Difficult Skill Level: Analyze It

TB_Q7.2.27 According to Marx, workers feel alienation because they are __________. a. not connected to the finished products of their labor b. spoiled c. tired of using their own tools to make the finished product d. overstimulated by their jobs Answer: a. not connected to the finished products of their labor Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.28 Having family photos and personal decorations in one’s workspace is a way to resist __________. a. rules b. making friends at work c. alienation d. working Answer: c. alienation Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.2.29 In a(n) __________, people voluntarily organize on the basis of some mutual interest. a. organization of any type b. bureaucracy c. voluntary association d. oligarchy Answer: c. voluntary association Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Easy Skill Level: Remember the Facts TB_Q7.3.30 The local theater group, the Cub Scouts, and the Business and Professional Women’s Club are examples of __________. a. temporary organizations b. alternatives to bureaucracies c. oligarchies d. voluntary associations Answer: d. voluntary associations Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations 96 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.3.31 One thing voluntary associations do is offer people a(n) __________. a. sense of alienation b. identity c. lot of work and no rewards d. means to destroy the prevailing social order Answer: b. identity Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.32 Voluntary associations tend to __________. a. take no public position on matters of interest b. have too many goals to move toward any one of them c. advance particular interests d. do nothing much except serve as social clubs Answer: c. advance particular interests Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.33 In terms of social order, voluntary associations __________. a. defy it b. ignore it c. provide an alternative d. keep it going Answer: d. keep it going Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Moderate Skill Level: Analyze It TB_Q7.3.34 Voluntary associations such as Greenpeace and the Sea Shepherds __________. a. preserve the societal status quo b. encourage society to change c. are primarily after publicity rather than change d. do not challenge the established ways of doing things Answer: b. encourage society to change 97 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.35 The motivation for joining a voluntary association __________. a. is always cause related b. is rarely known c. varies d. is always romance Answer: c. varies Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.36 In a voluntary association, there is a(n) __________ made up of people very committed to the group. a. outer circle b. collection of hangers-on c. inner circle d. underground component Answer: c. inner circle Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.37 The term __________ refers to a system in which many are ruled by a few. a. oligarchy b. bureaucracy c. voluntary association d. leadership Answer: a. oligarchy Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Easy Skill Level: Remember the Facts TB_Q7.3.38 Robert Michels said that a small group of elite members tends to perpetuate itself at the top levels of organizations. He called this the __________. a. McDonaldization of contemporary life b. hidden voluntary culture c. iron law of oligarchy d. democratic group 98 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. iron law of oligarchy Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.3.39 Humanizing the work setting aims to __________. a. impede people’s potential b. placate those advancing a contemporary corporate fad c. develop human potential d. keep people from working at home Answer: c. develop human potential Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.4.40 Employees in work teams are __________. a. less motivated b. able to adapt more quickly to changing circumstances c. absent more often d. less productive Answer: b. able to adapt more quickly to changing circumstances Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.4.41 Gloria’s daycare provider called at the last minute and told her not to bring her daughter there on the way to work because she was ill. Fortunately, Gloria did not have to miss work over this because her company provides __________ services. a. strength-based b. back-up care c. formula d. counseling team Answer: a. back-up care Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.4.42 Humanizing the workplace, from the __________ perspective, is a way to disguise what is really happening—the capitalists’ goal of exploiting workers. 99 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. symbolic interactionist b. functionalist c. rationalist d. conflict Answer: d. conflict Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.4.43 The values, norms, and other orientations that characterize corporate work settings are known as __________. a. corporate culture b. a self-fulfilling stereotype c. worker empowerment d. humanizing the work setting Answer: a. corporate culture Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q7.4.44 Quality circles were a fad that passed because they __________. a. made people dizzy b. were ultimately not very successful c. contributed to the creation of inferior products d. made people too productive Answer: b. were ultimately not very successful Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.4.45 __________ consists of preconceived ideas of what someone is like that lead to the person’s behaving in ways that match those ideas. a. Humanizing the work setting b. A self-fulfilling stereotype c. The hidden corporate culture d. Quality circles Answer: b. A self-fulfilling stereotype Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Easy Skill Level: Remember the Facts 100 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q7.4.46 __________ refer(s) to stereotypical traits that create self-fulfilling prophecies as they produce highperforming and underperforming workers. a. Self-fulfilling stereotypes b. Quality circles c. Hidden corporate culture d. The conflict perspective Answer: c. Hidden corporate culture Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.4.47 Today, __________ of workers are women and __________ are minorities. a. 10 percent; 8 percent b. 26 percent; 21 percent c. 47 percent; 34 percent d. 56 percent; 41 percent Answer: c. 47 percent; 34 percent Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q7.4.48 Because Jane is in management at the Pepsi company, she knows she will be serving as a mentor for at least __________ junior staff people who are different from herself. a. 3 b. 5 c. 10 d. 20 Answer: a. 3 Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.4.49 __________ seems to have real potential for more effective diversity training. a. The old boys network b. The hidden corporate culture c. Virtual humanization d. Virtual reality Answer: d. Virtual reality Learning Objective: LO 7. 4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. 101 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Working for the Corporation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q7.4.50 With the extent and type of government surveillance, plus our smartphones and cars emitting information about where we are, we may be entering a__________. a. minimum-security society b. utopia, because we will have little to fear c. maximum-security society d. “memory hole” Answer: c. maximum-security society Learning Objective: LO 7.5 Describe the capacity of a well-meaning but ruthless government to use technology to enslave our minds and behavior to conform to its desires. Topic/Concept: Technology and the Maximum-Security Society Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q7.1.51: Briefly compare the relationships in production between traditional societies and nontraditional societies. Feedback: In traditional societies, relationships are based on history (“the way it’s always been”); they are diffuse (vague, covering many areas of life); and they are long term (often lifelong). In nontraditional societies, relationships are based on contracts (which change as the situation changes); they are specific (contracts specify conditions); and they are short term (for the length of the contract). Learning Objective: LO 7.1 Compare the explanations of Marx and Weber for why traditional societies shifted to rationality. Topic/Concept: The Rationalization of Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.2.52: What are the characteristics of a bureaucracy as identified by Max Weber? Feedback: Weber’s bureaucracy has separate levels (hierarchy), a division of labor, written rules, written communication and records, and impersonality and replaceability of positions. Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.2.53: What are some of the dysfunctions of bureaucracies? Feedback: The dysfunctions of bureaucracies include red tape, lack of communication between units, and bureaucratic incompetence. Learning Objective: LO 7.2 Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy. Topic/Concept: Formal Organizations and Bureaucracies Difficulty Level: Difficult Skill Level: Analyze It 102 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q7.3.54: What functions do voluntary associations serve? Feedback: Sociologists have identified seven functions that voluntary associations serve: (1) they advance particular interests, (2) they offer people an identity and purpose, (3) they help maintain the social order, (4) some mediate between the government and the individual, (5) they provide training in organizational skills, thereby helping members climb the occupational ladder, (6) some help bring people into the political mainstream, and (7) some pave the way for social change. Learning Objective: LO 7.3 Discuss the functions of voluntary associations, why people join them, and the significance of the iron law of oligarchy. Topic/Concept: Voluntary Associations Difficulty Level: Difficult Skill Level: Analyze It TB_Q7.4.55: What are some of the fads corporations have attempted to use to humanize the work setting (and, of course, to increase productivity)? Feedback: Some of the fads corporations have used are quality circles; emotional integration; and team building, which includes the subfads of cooking classes, ice-sculpting, and putting on fat suits to participate in pseudo sumo wrestling. Learning Objective: LO 7.4 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity. Topic/Concept: Working for the Corporation Difficulty Level: Difficult Skill Level: Analyze It

Chapter 8: Deviance and Social Control Multiple-Choice Questions TB_Q8.1.1 __________ is the violation of norms. a. Negative sanction b. Deviance c. Social control d. Stigma Answer: b. Deviance Learning Objective: LO 8.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions. Topic/Concept: What Is Deviance? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.1.2 __________ refers to blemishes that discredit a person’s claim to a normal identity. a. Crime b. Norm c. Deviance d. Stigma Answer: d. Stigma Learning Objective: LO 8.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions. Topic/Concept: What Is Deviance? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.1.3 __________ violate(s) rules written into law. a. Crime b. Deviance c. Personality disorders d. Social order Answer: a. Crime Learning Objective: LO 8.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions. Topic/Concept: What Is Deviance? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.1.4 A group’s __________, or typical social arrangement, is brought about by norms. a. social order b. deviance c. crime d. stigma Answer: a. social order 104 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 8.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions. Topic/Concept: What Is Deviance? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.5 Because deviance undermines predictability, a system of __________ was developed to enforce the norms. a. street crime b. sociology c. social control d. assumption reinforcement Answer: c. social control Learning Objective: LO 8.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions. Topic/Concept: What Is Deviance? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.1.6 Ted gave a talk to his high school class that was laced with humor and understanding and showed that he really grasped the important points in the history of the French Revolution, which was what his history class was studying. When he was finished, Ted was praised by his teacher as well as by several classmates. The praise was an example of a __________. a. norm b. positive sanction c. stigmatization d. negative sanction Answer: b. positive sanction Learning Objective: LO 8.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions. Topic/Concept: What Is Deviance? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q8.1.7 The motorcycle policeman appeared out of nowhere and pulled Teresa over for speeding. He was friendly and businesslike as he stood by Teresa’s open window and issued her a $250 ticket. This is an example of a __________. a. negative sanction b. neutral sanction c. positive sanction d. street crime Answer: a. negative sanction Learning Objective: LO 8.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions. Topic/Concept: What Is Deviance? Difficulty Level: Moderate Skill Level: Apply What You Know

TB_Q8.2.8 There are a variety of ways to approach deviance. __________ look for answers internal to individuals, such as a possible genetic predisposition to deviance. a. All sociologists b. Conflict theorists c. Sociobiologists d. Psychologists Answer: c. Sociobiologists Learning Objective: LO 8.2 Contrast sociobiological, psychological, and sociological explanations of deviance. Topic/Concept: What Is Deviance? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.9 Street crimes refer to acts such as __________. a. embezzlement b. identity theft c. burglaries and assaults d. a corporation hiding large sums of money to avoid paying taxes Answer: c. burglaries and assaults. Learning Objective: LO 8.2 Contrast sociobiological, psychological, and sociological explanations of deviance. Topic/Concept: What Is Deviance? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.10 Psychologists look at __________ as possible causes of deviance. a. factors outside the individual b. social influences that recruit people to break norms c. personality disorders d. genes Answer: c. personality disorders Learning Objective: LO 8.2 Contrast sociobiological, psychological, and sociological explanations of deviance. Topic/Concept: What Is Deviance? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.11 Edward Sutherland used the term __________ to indicate that people who associate with some groups learn more messages favorable to deviance, increasing their chances of becoming deviant. a. control theory b. labeling theory c. shaming d. differential association Answer: d. differential association Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. 106 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.12 About __________ of all those in prison have a father, mother, brother, sister, or spouse who has also served time in prison. a. 10 percent b. 25 percent c. 50 percent d. 75 percent Answer: c. 50 percent Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.13 In families living in dangerous neighborhoods, parents want to move because they feel that if their children have delinquent friends, they will also be likely to become delinquents. Sociological research __________ this belief. a. rejects b. supports c. has not addressed d. is mixed in its findings on Answer: b. supports Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.14 Killing is __________ in mainstream society, but for members of the Mafia, when certain of their norms are broken that threaten a person’s honor, not killing would be __________. a. deviant; deviant b. not deviant; more desirable c. frowned upon; more desirable d. not deviant; deviant Answer: a. deviant; deviant Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.15 Symbolic interactionists stress that we __________. a. are prisoners of socialization b. are pawns in the hands of others, so to speak 107 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. contribute to the formation of our own lives d. are predestined to think and act as our groups dictate Answer: c. contribute to the formation of our own life Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.3.16 In control theory, how many control systems are in place to work against our tendencies to deviate? a. None b. One c. Two d. Six Answer: c. Two Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.17 According to Hirschi, if our bonds with society are __________, our inner controls will be __________. a. weak; strong b. weak; working harder c. strong; strong d. strong; ineffective Answer: c. strong; strong Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.3.18 Shaming as a control strategy is __________. a. illegal b. a relic dating to colonial times c. apparently becoming popular again d. a form of neutralization Answer: c. apparently becoming popular again Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q8.3.19 In a(n) __________, people answer to a group, hear testimony against themselves, are found guilty, and have their statuses as group members removed. a. example of conflict theory b. degradation ceremony c. example of differential association theory d. illegal type of self-control Answer: b. degradation ceremony Learning Objective: LO 8.2 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q8.3.20 __________ states that the labels people are given affect their own and others’ perceptions of them, thus channeling their behavior into either deviance or conformity. a. Deviance theory b. Control theory c. Labeling theory d. Neutralization Answer: c. Labeling theory Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.21 Techniques of __________ are ways of thinking that help people rationalize the breaking of society’s norms. a. neutralization b. the cyber age c. control theory d. degradation Answer: a neutralization Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.22 __________ attempt(s) to justify the breaking of some norms. a. None of us b. Very few people c. Only deviants d. Everyone Answer: d. Everyone 109 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.3.23 A teen who dies his hair purple, wears a spike through his finger, and dresses only in bright yellow clothing seems to be __________ a deviant identity. a. rejecting b. denying c. neutralizing d. seeking Answer: d. seeking Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q8.3.24 Judge Judson sentenced Freda, a 13-year-old shoplifter, to a diversion program consisting of counseling instead of sending her to reform school or jail. The judge did not want Freda to be imprinted with a reputation as a thief so early in life. This exemplifies a practice influenced by __________. a. labeling theory b. neutralization c. shaming d. degradation ceremonies Answer: a. labeling theory Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q8.4.25 How does deviance clarify moral boundaries and affirm norms? a. by following the tenets of strain theory b. Punishment of a deviating group member helps make clear what it means to be a member of the group. c. by opening up the illegitimate opportunity structure d. Rewarding deviance enhances the strength of the group as a whole. Answer: b. Punishment of a deviating group member helps make clear what it means to be a member of the group. Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q8.4.26 According to functionalists, deviance __________ a feeling of solidarity in a group. a. actually promotes b. has no discernible impact upon c. virtually destroys d. discourages Answer: a. actually promotes Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.4.27 Mary was adamant that her sorority’s practice of hazing should be stopped. Though this attitude was considered __________ in her sorority at the time, it caused her sorority sisters to reconsider the morality of their hazing practice, move forward in changing with the times, and end all hazing activities. a. deviant b. strained c. white-collar d. differential Answer: a. deviant Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q8.4.28 Sociologist Robert Merton developed __________. a. deviance theory b. a defense of white-collar crime c. strain theory d. modern sociology Answer: c. strain theory Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q8.4.29 In strain theory, institutionalized means are __________. a. rejected b. approved ways of reaching cultural goals c. unapproved ways of reaching cultural goals d. outmoded 111 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. approved ways of reaching cultural goals Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.4.30 Strain theory __________ the sociological view that deviants are the product of society. a. rejects b. offers an alternative to c. diminishes d. supports Answer: d. supports Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.4.31 The __________ refers to opportunities for crimes that are part of the fabric on one’s life. a. illegitimate opportunity structure b. strain theory c. legitimate opportunity structure d. social disorder theory Answer: a. illegitimate opportunity structure Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.4.32 A __________ is committed by people of respectable and high social status in the course of their occupations. a. street crime b. white-collar crime c. victimless crime d. crime that results in society’s most severe punishments Answer: b. white-collar crime Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Easy Skill Level: Remember the Facts 112 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q8.4.33 Executives who committed corporate crimes at Macy’s, Sears, and Bloomingdales spent __________ in jail. a. an average of 10 years b. an average of five years c. an average of six months d. no time Answer: d. no time Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q8.4.34 In the twenty-two years from 1992 to 2014, the percentage of people arrested for burglary who were women __________. a. decreased dramatically b. decreased slightly c. increased slightly d. increased dramatically Answer: d. increased dramatically Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.5.35 The __________ as a whole consists of several components, such as police departments and officers, the court system, and jails and prisons. a. social service system b. criminal justice system c. halfway house system d. poor house Answer: b. criminal justice system Learning Objective: LO 8.5 Apply the conflict perspective to deviance by explaining how social class is related to the criminal justice system and how the criminal justice system is oppressive. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.5.36 Conflict theorists view the criminal justice system as __________. a. operating impartially to bring justice to all b. a way for the elite to exert control c. focusing on punishment of the powerful d. an honest endeavor by society to settle disputes equitably 113 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. a way for the elite to exert control Learning Objective: LO 8.5 Apply the conflict perspective to deviance by explaining how social class is related to the criminal justice system and how the criminal justice system is oppressive. Topic/Concept: The Conflict Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.5.37 A corporate executive who gets in trouble for authorizing her company to pollute a river will most likely __________. a. get away with a modest amount of jail time b. bypass the courts altogether c. go into the witness protection program d. can count on her corporation not having to pay any fines Answer: b. bypass the courts altogether Learning Objective: LO 8.5 Apply the conflict perspective to deviance by explaining how social class is related to the criminal justice system and how the criminal justice system is oppressive. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q8.6.38 The United States has 5 percent of the world’s population and about __________ of the world’s prisoners. a. 3 percent b. 5 percent c. 13 percent d. 25 percent Answer: d. 25 percent Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.6.39 On any given day, __________ are incarcerated. a. fewer high school dropouts than college graduates b. fewer never-marrieds than ever-marrieds c. more men than women d. more women than men Answer: c. more men than women Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q8.6.40 In the U.S. population over eighteen years of age in the mid-2010s, about 12 percent of people had less than a high school education. In prison, however, __________ had less than a high school education. a. one-tenth of that percentage b. only half that percentage c. ten times that percentage d. more than twice that percentage Answer: d. more than twice that percentage Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.6.41 Who did the spate of “three-strikes” laws actually end up convicting? a. nonviolent offenders b. murderers c. rapists d. child molesters Answer: a. nonviolent offenders Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.6.42 The sharp decline in violent crime can be attributed to __________. a. increased unemployment b. multiple factors c. a higher birth rate d. lead in gasoline Answer: b. multiple factors Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.6.43 The recidivism rate, which is the percentage of released convicts who are rearrested, is __________ within three years of release. a. 15 percent b. 38 percent c. 68 percent d. 91 percent 115 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. 68 percent Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q8.6.44 The term “capital punishment” refers to __________. a. white-collar crime b. nonviolent crime c. the death penalty d. laws regulating capitalism in countries under autocratic rule Answer: c. the death penalty Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.6.45 Serial murder is defined as the killing of several victims in __________ or more separate events. a. three b. five c. eight d. fifteen Answer: a. three Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.6.46 A good indicator that the death penalty is disproportionately applied to lower-class citizens is that __________ of all the prisoners on death row have not finished high school. a. a quarter b. almost half c. a tenth d. almost all Answer: b. almost half Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Understand the Concepts 116 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q8.6.47 Women commit about __________ of murders, but make up only __________ of death row inmates. a. 9.6 percent; 2 percent b. 10.3 percent; 4 percent c. 18.5 percent; 11 percent d. 21 percent; 13 percent Answer: a. 9.6 percent; 2 percent Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q8.6.48 Since the death penalty was reinstated in 1977, __________ of those put to death have been white and __________ have been African American. a. 21 percent; 49 percent b. 38 percent; 44 percent c. 57 percent; 34 percent d. 73 percent; 24 percent Answer: c. 57 percent; 34 percent Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q8.6.49 __________, the decision to arrest someone or even to ignore a matter, is a routine part of police work. a. Police corruption b. Police discretion c. Recidivism d. Medicalization of deviance Answer: b. Police discretion Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts TB_Q8.6.50 In the medicalization of deviance, deviance becomes a symptom of some underlying illness that needs to be treated by __________. a. the court b. sociologists c. physicians d. the police 117 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. physicians Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Easy Skill Level: Remember the Facts Essay Questions TB_Q8.1.51: How do norms make a social life possible? Feedback: Norms make behavior predictable. We are socialized to follow norms, to play the basic roles that society assigns to us. Without norms, we would have social chaos. Norms bring about social order. Learning Objective: LO 8.1 Explain what deviance is, why it is relative, and why we need norms; also summarize the types of sanctions. Topic/Concept: What Is Deviance? Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.3.52: What is differential association theory? Feedback: Differential association is a term coined by Edwin Sutherland. From the different groups we associate with, we learn to deviate from, or conform to, society’s norms. We may get mixed messages, but we end up with more of one kind of message than the other. Consequently, we tilt in one direction (conformity) or the other (deviance). Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.3.53: What are the five techniques of neutralization given by Sykes and Matza (1957/1988)? Feedback: In their studies, Sykes and Matza found that boys use five techniques of neutralization to deflect society’s norms: denial of responsibility, denial of injury, denial of a victim, condemnation of the condemners, and appeal to higher loyalties. Learning Objective: LO 8.3 Apply the symbolic interactionist perspective to deviance by explaining differential association, control, and labeling. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q8.4.54: Give three ways that functionalists such as Durkheim say that deviance contributes to the social order. Feedback: Deviance, including crime (according to Durkheim), contributes to the social order by clarifying moral boundaries and affirming norms, encouraging social unity, and promoting social change. Learning Objective: LO 8.4 Apply the functionalist perspective by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities). Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It 118 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q8.6.55: Describe the relationship between homelessness and mental illness. Feedback: Living on the streets can cause unusual thinking and behaviors, or mental illness. Mental illness can also result in homelessness. In this way, they are reciprocal. Learning Objective: LO 8.6 Be able to discuss street crimes and imprisonment, the three-strikes laws, the decline in violent crime, recidivism, bias in the death penalty, the medicalization of deviance, and the need for a more humane approach. Topic/Concept: Reactions to Deviance Difficulty Level: Difficult Skill Level: Analyze It

Chapter 9: Global Stratification Multiple-Choice Questions TB_Q9.1.1 __________ is the separation of large numbers of people into layers based on levels of property, power, and prestige. a. Social stratification b. Bonded labor c. Ideology d. Caste system Answer: a. Social stratification Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.2 Which of the following statements about slavery is true? a. It is a product of modern times. b. Racism is the usual basis for it. c. It has been practiced since ancient times. d. It is always considered an inheritable condition. Answer: c. It has been practiced since ancient times. Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.1.3 In some instances, slavery was __________. a. not a permanent situation b. sought after by the slaves c. not a case of people owning other people d. due to the owners being in debt to the slaves Answer: a. not a permanent situation Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.4 What is the difference between bonded labor and slavery? a. They are actually different terms for the same thing. b. People agree to become bonded laborers (or their parents make the agreement for them). c. Some people own other people in bonded labor. d. People enter into slavery voluntarily. Answer: b. People agree to become bonded laborers (or their parents make the agreement for them). 120 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.1.5 __________ refers to beliefs about the way things ought to be that justify social arrangements. a. Social stratification b. Ideology c. Endogamy d. Apartheid Answer: b. Ideology Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.1.6 A person’s status is a lifelong condition determined by birth in __________. a. social democracy b. bonded labor c. a caste system d. all forms of social stratification Answer: c. a caste system Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.7 In endogamy, one __________. a. marries within one’s group b. is forbidden to marry within one’s group c. has multiple wives d. does not marry at all Answer: a. marries within one’s group Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q9.1.8 The system of separating racial-ethnic groups that was practiced in South Africa was called __________. a. slavery b. bonded labor c. apartheid d. the caste system, which was imported from India Answer: c. apartheid 121 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.9 In the estate stratification system of medieval Europe, which was one of the three groups or “estates”? a. soldiers b. clergy c. sociologists d. tenements Answer: b. clergy Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.10 In a class system, what is the main basis for social stratification? a. sexual orientation b. money c. appearance d. kindness Answer: b. money Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.11 Gender is a basis of social stratification for ___________ society(ies) in the world. a. no b. a few c. many d. all Answer: d. all Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.12 The wealthiest 1 percent of adults worldwide own __________ of the Earth’s wealth. a. almost a tenth b. almost a quarter c. almost half d. almost all Answer: c. almost half 122 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.1.13 The means of production consists of __________. a. investment capital only b. the proletariat, the bourgeoisie, and investment capital c. tools, factories, land, and investment capital d. class consciousness, false consciousness, and investment capital Answer: c. tools, factories, land, and investment capital Learning Objective: LO 9.2 Contrast the views of Marx and Weber on what determines social class. Topic/Concept: What Determines Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.2.14 To Marx, the bourgeoisie were __________. a. the proletariat b. large-scale business and factory owners c. Marx’s term for socialists d. low in prestige Answer: b. large-scale business and factory owners Learning Objective: LO 9.2 Contrast the views of Marx and Weber on what determines social class. Topic/Concept: What Determines Social Class? Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.2.15 In Marx’s theory, those who were taken advantage of because they did not own the means of production were called the __________. a. bourgeoisie b. proletariat c. clergy d. superclass Answer: b. proletariat Learning Objective: LO 9.2 Contrast the views of Marx and Weber on what determines social class. Topic/Concept: What Determines Social Class? Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q9.2.16 Marx used the term “class consciousness” to refer to awareness of a common identity based on one’s __________. a. race b. caste c. position in the means of production d. education level Answer: c. position in the means of production 123 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 9.2 Contrast the views of Marx and Weber on what determines social class. Topic/Concept: What Determines Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.2.17 When workers identified with the interests of capitalists, Marx called it __________ class consciousness. a. false b. misguided c. optimistic d. budding Answer: a. false Learning Objective: LO 9.2 Contrast the views of Marx and Weber on what determines social class. Topic/Concept: What Determines Social Class? Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q9.2.18 Samuel, a sociology student, viewed property as significant in determining a person’s standing in society; he was therefore aligned with the thinking of __________. a. neither Weber nor Marx b. both Weber and Marx c. Weber, but not Marx d. Marx, but not Weber Answer: b. both Weber and Marx Learning Objective: LO 9.2 Contrast the views of Marx and Weber on what determines social class. Topic/Concept: What Determines Social Class? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q9.2.19 Louisa, a graduate student, views property as the only real source of power; her thinking is aligned with __________. a. neither Weber nor Marx b. both Weber and Marx c. Weber, but not Marx d. Marx, but not Weber Answer: d. Marx, but not Weber Learning Objective: LO 9.2 Contrast the views of Marx and Weber on what determines social class. Topic/Concept: What Determines Social Class? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q9.2.20 Weber believed that __________. a. property could bring prestige, but prestige could not bring property b. property could not bring prestige, but power could bring prestige c. prestige could not bring property, and prestige could not bring power d. property could bring prestige, and prestige could bring property Answer: d. property could bring prestige, and prestige could bring property 124 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 9.2 Contrast the views of Marx and Weber on what determines social class. Topic/Concept: What Determines Social Class? Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.3.21 __________ believe(s) that stratification exists because it works well for society. a. All sociologists b. Functionalists c. No one d. Conflict theorists Answer: b. Functionalists Learning Objective: LO 9.3 Contrast the functional and conflict views of why social stratification is universal. Topic/Concept: Why Is Social Stratification Universal? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.3.22 The research of Davis and Moore (1945, 1953) found that stratification of society is inevitable because __________. a. no positions are more important than other positions b. qualified people are most important at the lower levels c. a society’s positions must be occupied for it to work well d. smaller rewards at the top will motivate qualified people Answer: c. a society’s positions must be occupied for it to work well Learning Objective: LO 9.3 Contrast the functional and conflict views of why social stratification is universal. Topic/Concept: Why Is Social Stratification Universal? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.3.23 In a meritocracy, all positions are assigned on the basis of __________. a. power b. social standing c. education level attained d. who is best able to do them Answer: d. who is best able to do them Learning Objective: LO 9.3 Contrast the functional and conflict views of why social stratification is universal. Topic/Concept: Why Is Social Stratification Universal? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.3.24 __________ hold that conflict is the cause of social stratification. a. Conflict theorists b. Functionalists c. All sociologists of this century d. Despite the name, no conflict theorists 125 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: a. Conflict theorists Learning Objective: LO 9.3 Contrast the functional and conflict views of why social stratification is universal. Topic/Concept: Why Is Social Stratification Universal? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.3.25 Over a century ago, Mosca said that __________. a. leadership necessitates a lack of equality b. it is possible for societies to exist without any organization c. people in power can be trusted not to use their positions to seize greater rewards for themselves d. in a just society, anyone can be a follower or a leader Answer: a. leadership necessitates a lack of equality Learning Objective: LO 9.3 Contrast the functional and conflict views of why social stratification is universal. Topic/Concept: Why Is Social Stratification Universal? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.3.26 In trying to synthesize the views of functionalists and conflict theorists, Lenski suggested that the concept of __________ is the key. a. civility b. surplus c. merit d. greed Answer: d. surplus Learning Objective: LO 9.3 Contrast the functional and conflict views of why social stratification is universal. Topic/Concept: Why Is Social Stratification Universal? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.4.27 Elites in medieval Europe maintained stratification with __________. a. an iron fist b. monitoring c. soft control d. hard control Answer: c. soft control Learning Objective: LO 9.4 Discuss the ways that elites keep themselves in power. Topic/Concept: How Do Elites Maintain Stratification? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.4.28 The divine right of kings asserts that the king’s or queen’s authority comes from __________. a. his or her forebears b. God 126 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. the people d. his or her superior ability Answer: b. God Learning Objective: LO 9.4 Discuss the ways that elites keep themselves in power. Topic/Concept: How Do Elites Maintain Stratification? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.4.29 Which of the following is most effective in maintaining society’s stratification? a. use of brute force b. control of people’s thoughts c. control of people’s food d. elites without limits Answer: b. Control of people’s thoughts Learning Objective: LO 9.4 Discuss the ways that elites keep themselves in power. Topic/Concept: How Do Elites Maintain Stratification? Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.4.30 To maintain their power, elites attempt to __________ information. a. freely distribute b. honestly convey c. shut off all d. restrict Answer: d. restrict Learning Objective: LO 9.4 Discuss the ways that elites keep themselves in power. Topic/Concept: How Do Elites Maintain Stratification? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.4.31 Someone whose writing criticizes the ruling family in Qatar can be __________. a. registered as a public debater in the country b. imprisoned for life c. considered a member of the family d. protected by free speech laws Answer: b. imprisoned for life Learning Objective: LO 9.4 Discuss the ways that elites keep themselves in power. Topic/Concept: How Do Elites Maintain Stratification? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q9.4.32 Suppose a Mr. Joseph Mann is a member of the power elite. Which of the following statements regarding this person and new technology would most likely be true? a. New technology is irrelevant to Mr. Mann. b. New technology does not give the elite power tools for monitoring citizens like the old technology did. c. New technology makes it harder for the elite to control information. 127 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

d. As is the case with most of the elite, Mr. Mann is probably unfamiliar with new technology. Answer: c. New technology makes it harder for the elite to control information. Learning Objective: LO 9.4 Discuss the ways that elites keep themselves in power. Topic/Concept: How Do Elites Maintain Stratification? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q9.5.33 The main way the British perpetuate their class system from one generation to the next is through __________. a. education b. surveillance c. the absence of a middle class d. wealth Answer: a. education Learning Objective: LO 9.5 Contrast social stratification in Great Britain and the former Soviet Union. Topic/Concept: Comparative Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.5.34 In the former Soviet Union, the main way to rank higher in the stratification system was __________. a. declaring that socialism was dead b. to be a member of the Communist party c. private wealth d. social class Answer: b. to be a member of the Communist party Learning Objective: LO 9.5 Contrast social stratification in Great Britain and the former Soviet Union. Topic/Concept: Comparative Social Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.6.35 The __________ richest people in the world own as much of the world’s wealth as the bottom half of the whole world’s population. a. 700 b. 422 c. 153 d. 85 Answer: d. 85 Learning Objective: LO 9.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations. Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Easy Skill Level: Remember the Facts TB_Q9.6.36 The terms that do not imply value judgments about some parts of the world while splitting it up into conceptual groups are __________. a. First, Second, and Third Worlds 128 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. Most Industrialized, Industrializing, and Least Industrialized c. Superb, Adequate, and Subpar d. Developed, Developing, and Underdeveloped Answer: b. Most Industrialized, Industrializing, and Least Industrialized Learning Objective: LO 9.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations. Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.6.37 Which category of nations has the most land? a. Most Industrialized Nations b. Industrializing Nations c. Least Industrialized Nations d. Most Populous Nations Answer: c. Least Industrialized Nations Learning Objective: LO 9.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations. Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.6.38 Most of the world’s population lives in the __________. a. Most Industrialized Nations b. Industrializing Nations c. Least Industrialized Nations d. Western Nations Answer: c. Least Industrialized Nations Learning Objective: LO 9.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations. Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.6.39 The United States, Canada, Great Britain, France, Japan, Australia, and other countries make up the __________. a. Most Industrialized Nations b. Industrializing Nations c. Least Industrialized Nations d. League of Nations Answer: a. Most Industrialized Nations Learning Objective: LO 9.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations. Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Remember the Facts 129 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q9.6.40 Most of the former Soviet Union and the countries it controlled fall into the category of the __________. a. Most Industrialized Nations b. Industrializing Nations c. Least Industrialized Nations d. Unclassified Nations Answer: b. Industrializing Nations Learning Objective: LO 9.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations. Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.6.41 In the Least Industrialized Nations, __________ people are poor. a. none b. some c. most d. all Answer: c. most Learning Objective: LO 9.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations. Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.6.42 The oil-rich, nonindustrialized nations, like Kuwait, __________. a. are among the Least Industrialized Nations b. are distinct from the Least Industrialized Nations in their great wealth c. are among the Most Industrialized Nations d. are among the Industrializing Nations Answer: b. are distinct from the Least Industrialized Nations in their great wealth Learning Objective: LO 9.6 Compare social stratification in the Most Industrialized Nations, the Industrializing Nations, and the Least Industrialized Nations. Topic/Concept: Global Stratification: Three Worlds Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.7.43 __________ occurs when one country takes control of another country, usually to take advantage of its resources. a. Colonialism b. The culture of poverty c. World system theory d. Capitalism Answer: a. Colonialism Learning Objective: LO 9.7 Discuss how colonialism and world system theory explain how the world’s nations became stratified. Topic/Concept: How Did the World’s Nations Become Stratified? 130 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.7.44 “Core nations” and the “periphery” are in relation to a __________. a. neocolony b. colony c. world system d. culture of poverty Answer: world system Learning Objective: LO 9.7 Discuss how colonialism and world system theory explain how the world’s nations became stratified. Topic/Concept: How Did the World’s Nations Become Stratified? Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.7.45 __________ assumes that the poor have certain attitudes and behaviors that cause them to be different from other people in essential ways. a. Colonialism b. The culture of poverty c. Neocolonialism d. World system theory Answer: b. The culture of poverty Learning Objective: LO 9.7 Discuss how colonialism and world system theory explain how the world’s nations became stratified. Topic/Concept: How Did the World’s Nations Become Stratified? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.8.46 According to sociologist Michael Harrington, when colonialism became unfavorable, it was replaced by __________. a. functionalism b. conflict theory c. multinational corporations d. neocolonialism Answer: d. neocolonialism Learning Objective: LO 9.8 Explain how neocolonialism, multinational corporations, and technology help to maintain global stratification. Topic/Concept: Maintaining Global Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.8.47 The heritage of neocolonialism __________. a. does not affect people in the West today b. can be found only in history books c. affects people in the West today, in the wars fought and terrorist ideology coming from the affected areas d. is proudly claimed by the nations affected 131 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. affects people in the West today, in the wars fought and terrorist ideology coming from the affected areas Learning Objective: LO 9.8 Explain how neocolonialism, multinational corporations, and technology help to maintain global stratification. Topic/Concept: Maintaining Global Stratification Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.8.48 Just through their normal ways of doing business, __________ sustain stratification. a. local small businesses b. multinational corporations c. Industrializing Nations d. small farmers Answer: b. multinational corporations Learning Objective: LO 9.8 Explain how neocolonialism, multinational corporations, and technology help to maintain global stratification. Topic/Concept: Maintaining Global Stratification Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q9.8.49 The author of the textbook believes global domination __________. a. remains in the hands of the East b. may be moving from West to East c. is shared democratically by the East and the West d. may be moving from East to West Answer: b. may be moving from West to East Learning Objective: LO 9.8 Explain how neocolonialism, multinational corporations, and technology help to maintain global stratification. Topic/Concept: Maintaining Global Stratification Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q9.9.50 Global stratification in its present configuration__________. a. is not difficult to sustain b. will likely be protected forever c. is precarious d. will definitely disappear in a few years Answer: c. is precarious Learning Objective: LO 9.9 Identify strains in today’s system of global stratification Topic/Concept: Strains in the Global System: Uneasy Realignments Difficulty Level: Difficult Skill Level: Analyze It

Essay Questions TB_Q9.1.51: Describe India’s caste system. Feedback: India’s caste system is based on religion rather than race. The system is nearly three thousand years old. The four main castes are (top to bottom): Brahmin (priests and teachers); Kshatriya (rulers and soldiers); Vaishya (merchants and traders); Shudra (peasants and laborers); and Dalit (outcastes). Although the system was officially abolished in 1949, it persists. Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.1.52: What is the global superclass? Feedback: The global superclass is a worldwide upper class that concentrates wealth and power more than ever before. It is made up of about 1,000 members. These have more wealth than the 2½ billion poorest people on Earth. Almost all members are white. There are few women except as wives and daughters. There is nothing in history to which to compare this class. Learning Objective: LO 9.1 Compare and contrast slavery (including bonded labor), caste, estate, and class systems of social stratification. Topic/Concept: Systems of Social Stratification Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.2.53: Discuss the “three Ps” of social class, according to Max Weber. Feedback: The “three P’s” are property, prestige, and power. (Weber actually used the terms of class, power, and status.) Property, which leads to power, which leads to prestige; prestige, which can lead to power, which can lead to property; power, which leads to property, which leads to prestige. Learning Objective: LO 9.2 Contrast the views of Marx and Weber on what determines social class. Topic/Concept: What Determines Social Class? Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.3.54: Who receives the most and the least resources under the functionalist view? Under the conflict theory view? Feedback: In the functionalist view, most resources go to those who perform the more important functions. These are thought to be the more capable and more industrious people. The fewest resources go to those who perform the less important functions. These are thought to be the less capable and less industrious people. Under the conflict theory view, most resources go to those who occupy the more powerful positions, and the fewest resources go to those who occupy the less powerful positions. Learning Objective: LO 9.3 Contrast the functional and conflict views of why social stratification is universal. Topic/Concept: Why Is Social Stratification Universal? Difficulty Level: Difficult Skill Level: Analyze It TB_Q9.7.55: Describe the theory that colonialism explains how the world’s nations became stratified. Feedback: The countries that industrialized first got a jump on the rest of the world. They used their increasing wealth to make arms and fast ships. They invaded weaker nations and made colonies out of 133 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

them. The more powerful countries left a controlling force behind to exploit the nation’s labor and natural resources. In this way, colonialism shaped many of the Least Industrialized Nations. Learning Objective: LO 9.7 Discuss how colonialism and world system theory explain how the world’s nations became stratified. Topic/Concept: How Did the World’s Nations Become Stratified? Difficulty Level: Difficult Skill Level: Analyze It

Chapter 10: Social Class in the United States Multiple-Choice Questions TB_Q10.1.1 __________, according to Weber, is (are) a large group of people who rank close to one another in property, power, and prestige. a. Status consistency b. Social class c. The proletariat d. Capitalists Answer: b. Social class Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.1.2 __________ consists of any of the various types of material possessions. a. Wealth b. Property c. Income d. Power Answer: b. Property Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.3 The total value of all a person owns after subtracting all that person owes is __________. a. income b. property c. wealth d. power Answer: c. wealth Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.4 The money you receive, whether it comes to you from a paycheck or from your assets is considered __________. a. capital 135 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. property c. wealth d. income Answer: d. income Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.5 Income and wealth are __________. a. different terms for the same thing b. not the same thing c. related in the same way that output is related to input d. related in that if a person has a lot of one, they are certain to have a lot of the other Answer: b. not the same thing Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.6 What percentage of the nation’s wealth is owned by the wealthiest 1 percent of Americans? a. About a tenth b. About a quarter c. About a third d. Most Answer: c. About a third Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.7 What percentage of the nation’s wealth is owned by the wealthiest 10 percent of Americans? a. About a tenth b. About a third c. About half d. About three-quarters Answer: d. About three-quarters Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? 136 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.8 If we use the analogy that some U.S. families have an income that could be represented by the height of Mount Everest, then the average American family has an income that is about __________ feet off the ground. a. 3 b. 17 c. 700 d. 4,000 Answer: b. 17 Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q10.1.9 In 2017, the highest-paid U.S. CEO received __________. a. $950,000 b. $3 million c. $58 million d. $237 million Answer: d. $237 million Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q10.1.10 Income inequality in the United States __________. a. has gone down since 1970 b. went down until 1970 and increased thereafter c. has not changed d. has steadily increased since 1935 Answer: b. went down until 1970 and increased thereafter Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.11 __________ enables a person to exert his or her will even in the face of opposition. a. Social class b. Status 137 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. Power d. Prestige Answer: c. Power Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.12 C. Wright Mills identified the major decision-makers at the highest levels of corporations, politics, and the armed forces in the United States as the __________. a. power elite b. intelligentsia c. nation’s finest d. bourgeoisie Answer: a. power elite Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.13 Which occupation has the most prestige in the United States—physician, banker, actress, or plumber? a. physician b. banker c. actress d. plumber Answer: a. physician Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q10.1.14 The __________ of your occupation refers specifically to how highly people think of it. a. status consistency b. power c. prestige d. status inconsistency Answer: c. prestige Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? 138 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.15 June was the president of her neighborhood association, which in that group afforded her a high __________. a. status inconsistency b. status c. degree of wealth d. status consistency Answer: b. status Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q10.1.16 Status consistency refers to __________. a. day-to-day stability b. ranking high on power and prestige even if low on property c. ranking the same in power, prestige, and property d. lateral mobility Answer: c. ranking the same in power, prestige, and property Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.17 Ranking high on some dimensions of social class and low on others is considered __________. a. status inconsistency b. prestige c. status consistency d. limited power Answer: a. status inconsistency Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q10.2.18 Durkheim called it __________ when people became separated from the usual norms that were expected to guide their behavior. a. frustration b. the underclass 139 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. politics d. anomie Answer: d. anomie Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.2.19 Based on the histories of lottery winners, sudden wealth brings __________. a. only pleasant consequences b. trouble c. many genuine offers of friendship d. guaranteed happiness Answer: b. trouble Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q10.2.20 Wright characterizes a position in the class structure that contains inherently contradictory interests as a(n) __________. a. contradictory class location b. proletariat c. inconsequential other d. capitalist Answer: a. contradictory class location Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.2.21 Marx’s model of the social classes specifically included __________. a. managers b. workers c. petty officers d. royalty Answer: b. workers Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.2.22 Which group members, because of their great wealth, are at the top of Wright’s modification of Marx’s model of social classes? a. workers b. petty bourgeoisie 140 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. managers d. capitalists Answer: d. capitalists Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q10.2.23 Because of the large differences between types of workers and owners, Wright felt it necessary to modify Marx’s model of social classes to include __________ . a. clergy b. capitalists c. managers d. royalty Answer: c. managers Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.2.24 The upper end of the capitalist class is occupied by those __________. a. with old money b. who are philanthropists exclusively c. with new money d. with the highest level of happiness Answer: a. with old money Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.2.25 Philanthropist Bill Gates has given away __________. a. $30 million. b. $100 million. c. $3 billion. d. $30 billion. Answer: d. $30 billion. Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q10.2.26 The class members most clearly affected by education are those in the __________ class. a. upper-middle b. lower-middle c. working 141 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

d. upper Answer: a. upper-middle Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.2.27 Compared to the working class, the lower-middle class generally has __________. a. less prestige b. a higher income c. the same attributes d. a lower income Answer: b. a higher income Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.2.28 Which class members likely consider themselves the real workers and those above them practically inexperienced? a. the underclass b. the working poor c. the working class d. the upper-middle class Answer: c. the working class Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.2.29 Most members of the working-poor class __________. a. dropped out of high school b. are really lower-middle-class people who are unemployed c. dropped out of college d. have earned a bachelor’s degree Answer: a. dropped out of high school Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.2.30 Seth did menial work—mostly housecleaning—when he could find it. He had been homeless for a year, and since then simply did not have a good enough employment record to find a regular job. He relied on welfare, a subsidized rental, food stamps, and even the occasional visit to a food pantry to supplement his work income. In terms of class, Seth belonged to the __________. a. working poor 142 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. underclass c. working class d. lower-middle class Answer: b. underclass Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q10.2.31 Part of the __________ are homeless people. a. working poor b. working class c. underclass d. lower-middle class Answer: c. underclass Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.3.32 As you go up the social-class ladder, what happens to your health? a. It improves. b. It stays the same. c. There is no change. d. It worsens. Answer: a. It improves. Learning Objective: LO 10.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system. Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.3.33 As you go down the social-class ladder, what happens to your mental health? a. It improves. b. It stays the same. c. There is no change. d. It worsens. Answer: d. It worsens. Learning Objective: LO 10.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system. Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.3.34 When it comes to raising children, parents in the lower class tend to __________. a. develop their children’s creative skills 143 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. encourage their children to question authority c. encourage their children to obey and conform d. develop their children’s leadership skills Answer: c. encourage their children to obey and conform Learning Objective: LO 10.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system. Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.3.35 When it comes to religion, the lower classes tend to be attracted to __________. a. quieter services b. a more boisterous form of worship c. the Episcopalian denomination d. the nearest church Answer: b. a more boisterous form of worship Learning Objective: LO 10.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system. Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.3.36 Which statement is true about people toward the bottom of the class structure? a. They are more likely to be politically active. b. On economic issues, they are conservative. c. They are less likely to be politically active. d. They walk the same political paths as the rich. Answer: c. They are less likely to be politically active. Learning Objective: LO 10.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system. Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.3.37 White-collar crimes are usually handled __________. a. by police b. by courts c. outside the purview of the criminal justice system d. by prison sentences Answer: c. outside the purview of the criminal justice system Learning Objective: LO 10.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system. Topic/Concept: Consequences of Social Class Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q10.4.38 __________ refers to the change that family members make in social class from one generation to the next. a. Structural mobility b. Exchange mobility c. Intergenerational mobility d. Anomie Answer: Intergenerational mobility Learning Objective: LO 10.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain. Topic/Concept: Social Mobility Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.4.39 In Mexico, Javier was a physician. Javier immigrated to the United States and ended up working as a carpenter (which had been his hobby in Mexico). Javier experienced __________ mobility. a. downward social b. upward social c. intergenerational d. exchange Answer: a. downward social Learning Objective: LO 10.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain. Topic/Concept: Social Mobility Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q10.4.40 Lee started as a bank teller and fifteen years later ended up running the bank. This is an example of __________ mobility. a. upward social b. intergenerational c. downward social d. lateral Answer: a. upward social Learning Objective: LO 10.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain. Topic/Concept: Social Mobility Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q10.4.41 __________ mobility is movement either up or down the social class ladder due more to changes in society than to the actions of individuals. a. Structural b. Upward c. Downward d. Intergenerational Answer: a. Structural 145 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 10.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain. Topic/Concept: Social Mobility Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.4.42 In __________ mobility, a large number of people move up the social class ladder, a large number move down, and the social class system shows little change. a. downward b. structural c. exchange d. upward Answer: c. exchange Learning Objective: LO 10.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain. Topic/Concept: Social Mobility Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.4.43 It is likely to be painful __________. a. only to go up the social ladder b. only to go down the social ladder c. to move on the social ladder, either up or down d. to remain at the same spot on the social ladder Answer: c. to move on the social ladder, either up or down Learning Objective: LO 10.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain. Topic/Concept: Social Mobility Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.4.44 What proportion of all African American adults works at white-collar jobs today? a. One-fourth b. More than half c. Two-thirds d. More than three-fourths Answer: b. More than half Learning Objective: LO 10.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain. Topic/Concept: Social Mobility Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.5.45 The official measure of poverty of the U.S. government is __________. a. the poverty line b. kept secret c. five times a low-cost food budget 146 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

d. nine times a low-cost food budget Answer: a. the poverty line Learning Objective: LO 10.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age. Topic/Concept: Poverty Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.5.46 Which statement about poverty is true? a. Poverty is rare. b. Most of the people who are poor simply do not wish to get a job. c. More children than adults live in poverty. d. There is more poverty in cities than out in the country. Answer: c. More children than adults live in poverty. Learning Objective: LO 10.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age. Topic/Concept: Poverty Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.5.47 The region of the United States that has the most poverty is the __________. a. South b. North c. West d. East Answer: a. South Learning Objective: LO 10.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age. Topic/Concept: Poverty Difficulty Level: Easy Skill Level: Remember the Facts TB_Q10.5.48 About __________ of high school dropouts are poor, while approximately __________ of those with college degrees are poor. a. 25 percent; 75 percent b. 75 percent; 25 percent c. 5 percent; 20 percent d. 25 percent; 5 percent Answer: d. 25 percent; 5 percent Learning Objective: LO 10.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age. Topic/Concept: Poverty Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.5.49 The Horatio Alger myth __________. 147 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. challenges the geography of poverty b. encourages limitless deprivation for its own sake c. contributes to maintaining society as it is d. supports getting ahead by immediate gratification Answer: c. contributes to maintaining society as it is Learning Objective: LO 10.6 Contrast the dynamics of poverty with the culture of poverty, explain why people are poor and how deferred gratification is related to poverty, and comment on the Horatio Alger myth. Topic/Concept: The Dynamics of Poverty versus the Culture of Poverty Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.7.50 According to the author, those who have __________ will likely make up the second tier in a three-tier society. a. the least money b. no skills c. technical skills d. the most money Answer: c. technical skills Learning Objective: LO 10.7 Discuss the possibility that we are developing a three-tier society. Topic/Concept: Peering in the Future: Will We Live in a Three-Tier Society? Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q10.1.51: What are the four characteristics of jobs that have the most prestige? Feedback: They pay more. They require more education. They involve more abstract thought. They offer greater autonomy. Learning Objective: LO 10.1 Explain the three components of social class—property, power, and prestige; distinguish between wealth and income; explain how property and income are distributed; and describe the democratic façade, the power elite, and status inconsistency. Topic/Concept: What Is Social Class? Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.2.52: Describe the underclass. Feedback: The underclass is the lowest rung of the social class system. About 5 percent of the U.S. population falls into this class. It may be characterized as concentrated in the inner city; has little or no connection to the job market; is supported by welfare, food stamps, food pantries; includes the homeless; and is a tough life filled with despair. Learning Objective: LO 10.2 Contrast Marx’s and Weber’s models of social class. Topic/Concept: Sociological Models of Social Class Difficulty Level: Difficult Skill Level: Analyze It

TB_Q10.3.53: Name three effects of social class on family life. Feedback: Three effects of social class on family life are as follows: (1) Choice of husband or wife— background expectations shrink the field of eligible marriage partners in the capitalist class. (2) Divorce— the more difficult life of the lower social classes leads to more divorce. Children are therefore more likely to grow up in broken homes. (3) Child rearing—parents raise children differently, depending on the parents’ occupations. Learning Objective: LO 10.3 Summarize the consequences of social class for physical and mental health, family life, education, religion, politics, and the criminal justice system. Topic/Concept: Consequences of Social Class Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.4.54: Discuss research on women in studies of social mobility. Feedback: Research has historically not focused on women in studies of social mobility. Much research has focused on fathers, sons, husbands. Research seemed to ascribe the social class position of the husband to the wife. Now that white-collar jobs and the professions have opened up to women, studies of social mobility in women have begun. But research in this area is in its infancy. This will be a fruitful area of research in coming years. Learning Objective: LO 10.4 Contrast the three types of social mobility, review gender issues in research on social mobility, and explain why social mobility brings pain. Topic/Concept: Social Mobility Difficulty Level: Difficult Skill Level: Analyze It TB_Q10.5.55: Discuss the impact of geography on poverty in the United States. Feedback: Poverty has clustered in the South for over 150 years. There is slightly more rural poverty (16 percent) than the national poverty average (15 percent). In a reversal of the past, more of the poor now live in the suburbs than in the cities. Learning Objective: LO 10.5 Explain the problems in drawing the poverty line and how poverty is related to geography, race-ethnicity, education, feminization, and age. Topic/Concept: Poverty Difficulty Level: Difficult Skill Level: Analyze It

Chapter 11: Sex and Gender Multiple-Choice Questions TB_Q11.1.1 __________ refers to the biological characteristics that distinguish females and males. a. Gender b. Sex c. Gender stratification d. Nurture Answer: b. Sex Learning Objective: LO 11.1 Distinguish between sex and gender, specify the sociological significance of gender, and use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology. Topic/Concept: Sex, Gender, and Inequality Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.1.2 The behaviors and attitudes that a society considers proper for its males and females are known as __________. a. primary sex characteristics b. sex c. gender stratification d. gender Answer: d. gender Learning Objective: LO 11.1 Distinguish between sex and gender, specify the sociological significance of gender, and use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology. Topic/Concept: Sex, Gender, and Inequality Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.1.3 The unequal access of males and females to property, power, and prestige is referred to as __________. a. gender stratification b. sex c. gender d. secondary sex characteristics Answer: a. gender stratification Learning Objective: LO 11.1 Distinguish between sex and gender, specify the sociological significance of gender, and use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology. Topic/Concept: Sex, Gender, and Inequality Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.1.4 A vagina, a penis, and other reproductive organs make up the __________. a. secondary sex characteristics b. sociological significance of gender 150 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. primary sex characteristics d. tertiary sex characteristics Answer: c. primary sex characteristics Learning Objective: LO 11.1 Distinguish between sex and gender, specify the sociological significance of gender, and use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology. Topic/Concept: Sex, Gender, and Inequality Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.1.5 Sociologists try to determine how __________ affect(s) __________. a. biology; social factors b. social factors; biology c. sex; gender d. primary sex characteristics; biology Answer: b. social factors; biology Learning Objective: LO 11.1 Distinguish between sex and gender, specify the sociological significance of gender, and use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology. Topic/Concept: Sex, Gender, and Inequality Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.1.6 How many categories of gender does Facebook offer? a. two b. five c. ten d. over forty Answer: d. Over forty Learning Objective: LO 11.1 Distinguish between sex and gender, specify the sociological significance of gender, and use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology. Topic/Concept: Sex, Gender, and Inequality Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.2.7 In contemporary Iran, when a woman’s parents die, the woman __________. a. gets just half the inheritance her brother gets b. gets twice the inheritance her brother gets c. can inherit nothing d. inherits the parents’ debts Answer: a. gets just half the inheritance her brother gets Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.8 151 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

In ancient hunter-gatherer societies, it is thought that women contributed about __________ of the group’s total food. a. 10 percent b. 30 percent c. 60 percent d. 90 percent Answer: c. 60 percent Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.2.9 In a patriarchy, who has the authority? a. democratically elected leaders b. women c. men d. everyone Answer: c. men Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.10 What is the origin of patriarchy, according to one theory? a. tradition b. human reproduction c. democracy d. religious texts Answer: b. human reproduction Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.11 According to one theory, patriarchy stems from __________. a. sexuality b. physical strength and fighting c. a historic battle of the sexes d. trial and error Answer: b. physical strength and fighting Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate 152 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Skill Level: Understand the Concepts TB_Q11.2.12 From Murdock’s 1937 cross-cultural survey of 324 societies, __________. a. men’s work was defined the same everywhere b. most countries did not distinguish men’s work and women’s work c. women’s work was defined the same everywhere d. only metalwork was universally thought to be men’s work Answer: d. only metalwork was universally thought to be men’s work Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.13 We can see from Murdock’s classic cross-cultural study that __________. a. when women and men are assigned different types of work, it is not really because of any biological difference b. women in the developing world never work in construction c. biology itself is what requires men and women to be assigned different work d. hunting was an exclusively male activity Answer: a. when women and men are assigned different types of work, it is not really because of any biological difference Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.14 No matter what the activity, it is given __________ prestige if it is considered women’s work. a. less b. greater c. no d. all available Answer: a. less Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.2.15 According to UNESCO (2015), about __________ of illiterate adults in the world are women. a. one-fourth b. one-half c. two-thirds d. nine-tenths Answer: c. two-thirds 153 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.2.16 __________ is the country that comes closest to political equality between the sexes. a. Rwanda b. Russia c. Canada d. The United States Answer: a. Rwanda Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.2.17 In societies such as Afghanistan, India, and Jordan, a woman thought to have brought disgrace on her family may be __________. a. condemned to go without speaking for a year b. killed by a male relative in a so-called honor killing c. asked to emigrate abroad d. forbidden to marry Answer: b. killed by a male relative in a so-called honor killing Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.2.18 Which statement about female circumcision is accurate? a. It is legal in all African countries. b. It is practiced in societies controlled by women. c. It is practiced in societies controlled by men. d. It is banned by all hospitals. Answer: c. It is practiced in societies controlled by men. Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.3.19 __________ holds that men and women should be equal on all social, economic, and political levels in society. a. Sexism b. Gender tracking 154 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. Feminism d. Suffragism Answer: c. Feminism Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.3.20 Sarah was involved in the first wave of feminism. She was thrilled when women got the vote, which is the goal she had sought. Sarah was part of the __________. a. radical branch of the first wave b. conservative branch of the first wave c. losing branch of the women’s movement d. the focused branch, as it is known, of the women’s movement Answer: b. the conservative branch of the first wave Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q11.3.21 The “Dick and Jane” readers __________. a. were gender-neutral b. conveyed the idea that women were destined to be mothers and men’s companions c. were declared illegal in the early 1960s d. promoted feminist ideas Answer: b. conveyed the idea that women were destined to be mothers and men’s companions Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.3.22 The goals of the second wave of feminism __________. a. are still continuing b. have been met c. mainly concerned voting d. are captured in the “Dick and Jane” readers Answer: a. are still continuing Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.3.23 155 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

A focus on less industrialized nations is characteristic of __________ feminism. a. the first wave of b. the second wave of c. the third wave of d. all waves of Answer: c. the third wave of Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.3.24 Common insults in the military, sports, and everyday life use __________ terms to describe __________. a. feminine; women b. masculine; men c. feminine; men d. endearing; women Answer: c. feminine; men Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.3.25 Which statement about gender inequality in health care is true? a. It has manifested itself as intentional sexism in heart surgery. b. It has manifested itself as unintentional sexism in heart surgery. c. It does not exist. d. Women’s health is receiving less emphasis today than in the past. Answer: b. It has manifested itself as unintentional sexism in heart surgery. Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understanding the Concepts TB_Q11.3.26 An example of surgical sexism is __________. a. the real danger of cancer b. unnecessary hysterectomies c. remaining neutral as to the need for hysterectomies d. refusing to perform hysterectomies that are necessary Answer: b. unnecessary hysterectomies Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.3.27 156 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

The current trend that women outnumber men in college began in __________. a. 1940 b. 1960 c. 1980 d. 2000 Answer: c. 1980 Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.3.28 The __________ of women has led to affirmative action for men in some U.S. colleges. a. declining enrollment b. equal enrollment c. soaring enrollment d. gender tracking Answer: c. soaring enrollment Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.3.29 From 1970 to 2014, the number of women physicians __________. a. grew to the point where a quarter of all physicians are now women b. increased to the point where most medical doctors are now women c. increased so much that now almost half of physicians are women d. decreased to half the number of what it once was Answer: c. increased so much that now almost half of physicians are women Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q11.3.30 In each passing year of graduate school, the proportion of men __________. a. declines b. stays the same c. increases d. decreases in the sciences Answer: c. increases Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.3.31 157 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Gail, as a female, is statistically more likely to get a doctorate in __________ than in __________. a. psychology; engineering b. physical sciences; biological sciences c. engineering; psychology d. computer sciences; engineering Answer: a. psychology; engineering Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q11.4.32 In the U.S. labor force, the number of women is about one in __________. a. five b. four c. three d. two Answer: d. two Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.4.33 The percentage of women in the work force __________. a. is equal from state to state b. is higher in Texas than in Vermont c. peaks at about 67 percent in North Dakota d. peaks at about 54 percent in Alabama Answer: c. peaks at about 70 percent in North Dakota Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.4.34 The “testosterone bonus” means that, on average, employers start men out at __________ salaries than women, and __________ catch up. a. lower; men soon b. higher; women soon c. higher; women never d. lower; men never Answer: c higher; women never Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Easy 158 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Skill Level: Remember the Facts TB_Q11.4.35 A gender gap in pay occurs in __________. a. the West exclusively b. all industrialized nations c. the East exclusively d. some but not all industrialized nations Answer: b. all industrialized nations Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.4.36 __________ of the gender pay gap is due to career choices. a. Exactly half b. A portion c. None d. No one knows if any Answer: b. A portion Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.4.37 One potentially effective step in closing the pay gap that women can take immediately is to __________. a. threaten the employer b. ask for a large raise c. quit d. ask for a modest raise Answer: b. ask for a large raise Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q11.4.38 The abuse of one’s position of authority to force unwanted sexual demands on someone is known as __________. a. sexual harassment b. sexual orientation c. unfortunate but legal d. the glass ceiling Answer: a. sexual harassment 159 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.4.39 Louise, a lesbian woman, feels she has been sexually harassed at work. She is concerned sexual harassment laws may not cover her situation because the perpetrator in her situation is a heterosexual female. As she investigates further, she learns that legally __________. a. sexual harassment only applies to opposite-sex situations when both parties are heterosexual b. a heterosexual harassing a homosexual does constitute sexual harassment c. a heterosexual harassing a homosexual does not constitute sexual harassment d. sexual harassment only applies to same-sex situations when both parties have the same sexual preference Answer: b. a heterosexual harassing a homosexual does constitute sexual harassment Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q11.4.40 Today, __________ can be found guilty of sexual harassment. a. virtually no one b. only men c. both men and women d. only women Answer: c. both men and women Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.5.41 Which of the following statements about rape is true? a. The rate of rape in the United States has tripled since 1990. b. The rate of rape in the United States has doubled since 1990. c. A fear of rape among U.S. women is well founded. d. Rape has been virtually eliminated. Answer: c. A fear of rape among U.S. women is well founded. Learning Objective: LO 11.5 Summarize violence against women: rape, murder, and violence in the home. Topic/Concept: Gender and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.5.42 Most rape victims are aged __________. a. 15 to 24 b. 25 to 34 160 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. 50 to 64 d. 65 and older Answer: a. 15 to 24 Learning Objective: LO 11.5 Summarize violence against women: rape, murder, and violence in the home. Topic/Concept: Gender and Violence Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.5.43 Which of the following statements is true? a. Few of those victimized by rape are acquainted with the perpetrator. b. Rape does not occur on college campuses. c. Only strangers commit sexual assault. d. Most of those victimized by rape are acquainted with the perpetrator. Answer: d. Most of those victimized by rape are acquainted with the perpetrator. Learning Objective: LO 11.5 Summarize violence against women: rape, murder, and violence in the home. Topic/Concept: Gender and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.5.44 To give an idea of the scope of date rape, approximately __________ college women were victims of sexual assault within the past three years. a. 10,000 b. 100,000 c. 250,000 d. 500,000 Answer: d. 500,000 Learning Objective: LO 11.5 Summarize violence against women: rape, murder, and violence in the home. Topic/Concept: Gender and Violence Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.5.45 In the United States, most killers are __________, and their victims are primarily __________. a. men; men b. men; women c. women; women d. women; men Answer: a. men; men Learning Objective: LO 11.5 Summarize violence against women: rape, murder, and violence in the home. Topic/Concept: Gender and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q11.6.46 Female voters __________ male voters. a. are greatly outnumbered by b. are slightly outnumbered by c. are about the same in number as d. greatly outnumber 161 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: d. greatly outnumber Learning Objective: LO 11.6 Discuss changes in gender and politics. Topic/Concept: The Changing Face of Politics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q11.6.47 Since 1789, about __________ men have served in the U.S. Senate; during the same period, __________ women have done so. a. 300; 11 b. 500; 27 c. 1,000; 30 d. 2,000; 45 Answer: d. 2,000; 45 Learning Objective: LO 11.6 Discuss changes in gender and politics. Topic/Concept: The Changing Face of Politics Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.6.48 Today, about how many women serve in the U.S. House of Representatives and the U.S. Senate? a. 5 b. 55 c. 105 d. 205 Answer: c. 105 Learning Objective: LO 11.6 Discuss changes in gender and politics. Topic/Concept: The Changing Face of Politics Difficulty Level: Easy Skill Level: Analyze It TB_Q11.6.49 The first Latina was sworn into the U.S. Senate in __________. a. 2012 b. 2017 c. 1992 d. 2001 Answer: b. 2017 Learning Objective: LO 11.6 Discuss changes in gender and politics. Topic/Concept: The Changing Face of Politics Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q11.7.50 Women’s fuller participation in the decision-making processes of social institutions has __________. a. worsened stereotypes b. pushed males into “masculine” activities c. caused the distinction between the sexes to disappear d. allowed us to glimpse what our lives can be like when gender equality is simply a given Answer: d. allowed us to glimpse what our lives can be like when gender equality is simply a given 162 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 11.7 Explain why the future looks hopeful. Topic/Concept: Glimpsing the Future—with Hope Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q11.1.51: Does gender have a sociological significance? If so, what? Feedback: Yes, gender does have a sociological significance: it is a device by which society controls its members; it gives different life experiences; and it opens and closes doors to property, power, and prestige. Learning Objective: LO 11.1 Distinguish between sex and gender, specify the sociological significance of gender, and use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology. Topic/Concept: Sex, Gender, and Inequality Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.2.52: Because there are more females than males, how can females be considered a minority group? Feedback: The term “minority group” refers to people who are discriminated against, regardless of their number. In some cases (e.g., women), the minority group is actually the majority in number. Learning Objective: LO 11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and global aspects of pay, violence, and education. Topic/Concept: Gender Inequality in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.3.53: What is girlie feminism? Which wave of feminism does it fit into? Feedback: Girlie feminism is part of the third wave of feminism. It declares that the battle for equality is won and moves on to enjoy the “pink things” of childhood, that its focus includes self-fulfillment and sexual pleasure, and that it is okay to use sexual attractiveness and seductiveness to get ahead at work. Learning Objective: LO 11.3 Review the rise of feminism and summarize gender inequality in everyday life, health care, and education. Topic/Concept: Gender Inequality in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.4.54: Today, women are paid about 74 percent of what men are paid. What are some of the reasons? Feedback: Gender discrimination and career choices are among the reasons, including that women are more likely to choose lower-paying jobs, such as teaching grade school; men are more likely to go into better-paying fields, such as business and engineering; and the child penalty (women missing out on work experience and opportunities while they care for children). Learning Objective: LO 11.4 Explain reasons for the pay gap and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Difficult Skill Level: Analyze It

TB_Q11.4.55: Hannah Bowles (2012) interviewed fifty women who had reached top positions in their companies. She found five things that these people did to break the glass ceiling. What were the five things? Feedback: They (1) had a great deal of confidence in their abilities; (2) set goals for themselves and measured their progress; (3) promoted themselves; (4) identified gatekeepers to advancement and made themselves noticeable; and (5) identified a need, sold management on it, and successfully met that need. Learning Objective: LO 11.4 Explain reasons for the pay gap, and discuss the glass ceiling and sexual harassment. Topic/Concept: Gender Inequality in the Workplace Difficulty Level: Difficult Skill Level: Analyze It

Chapter 12: Race and Ethnicity Multiple-Choice Questions TB_Q12.1.1 A(n) __________ refers to a group whose inherited physical characteristics distinguish it from other groups. a. ethnicity b. race c. minority group d. dominant group Answer: b. race Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.1.2 The profusion of skin colors and physical characteristics of different humans is due to __________. a. the development of pure races b. the differences in climate and other living conditions humans encountered as they populated the globe c. biology rather than evolution d. the emergence of dominant groups in the last three centuries Answer: b. the differences in climate and other living conditions humans encountered as they populated the globe Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q12.1.3 Which of the following statements about race is true? a. Race is a concept that biologists and anthropologists agree upon. b. Anthropologist Ashley Montagu thought there were only two verifiable racial groups. c. Anthropologist Ashley Montagu identified forty racial groups. d. Sociologists and anthropologists agree that there are two thousand races. Answer: c. Ashley Montagu, a physical anthropologist, classified people into forty racial groups. Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q12.1.4 The idea of racial superiority is __________. a. consistent with some of the evidence b. a myth c. generally applied to a group other than one’s own d. undeniably true 165 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. a myth Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.5 The annihilation or attempted annihilation of a people because of their presumed race or ethnicity is known as __________. a. genocide b. racial superiority c. racial purification d. ethnic work Answer: a. genocide Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.1.6 The difference between ethnicity and race is that ethnicity refers to __________ characteristics and race to __________ characteristics to distinguish one group of people from another. a. cultural; physical b. inherited physical; cultural c. dominant group; minority group d. minority group; dominant group Answer: a. cultural; physical Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.7 Those who see themselves being treated unfairly by the dominant group are in a __________. a. dominant-recessive group b. smaller group c. minority group d. majority group Answer: c. minority group Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q12.1.8 A(n) __________ group as a whole has higher status along with more power and privilege than the other groups in the society. a. racial b. established minority c. ethnic d. dominant Answer: d. dominant Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.1.9 There are two ways that a group can become a minority group. Both involve, in one way or another, __________. a. race b. ethnic work c. climate d. location Answer: d. location Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.1.10 Julio had a strong sense of ethnic identity. His ethnic identity was __________ by his group having smaller numbers in the society and being the object of discrimination. a. somewhat lessened b. heightened c. unaffected d. pretty well eliminated Answer: heightened Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q12.2.11 __________ is basically an unfair action, whether against a single individual or a group. a. Racism b. Contact theory c. Discrimination d. Prejudice Answer: c. Discrimination 167 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.2.12 Usually negative, __________ is an attitude or prejudgment. a. prejudice b. contact theory c. rejecting the norms of a dominant group d. discrimination Answer: a. prejudice Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.2.13 __________ refers to prejudice and/or discrimination on account of race. a. Contact theory b. Racism c. Institutional discrimination d. Unintended discrimination Answer: b. Racism Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.2.14 When it comes to prejudice, __________. a. we are born with it b. heredity and environment play about equal parts c. the folks we’re around are the ones who teach it to us d. it has all but been eliminated Answer: c. the folks we’re around are the ones who teach it to us Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.2.15 Research on __________ has shown that when people of different racial-ethnic backgrounds get together often and on an equal footing, stereotyping and prejudicial attitudes decline. a. heightened discrimination b. the racist mind c. institutional racism d. contact theory 168 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: d. contact theory Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.2.16 Psychologist Eugene Hartley (1946) made up the names of three ethnic groups—Wallonians, Pireneans, and Danireans—and found that people who were prejudiced against Jews and blacks __________. a. loved the nonexistent Wallonians, Pireans, and Danireans b. also hated the nonexistent Wallonians, Pireneans, and Danireans c. praised the nonexistent Wallonians, Pireneans, and Danireans for their support in the struggle against their enemies d. questioned who the nonexistent Wallonians, Pireneans, and Danireans were Answer: b. also hated the nonexistent Wallonians, Pireneans, and Danireans Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.2.17 Ezekiel’s research (1995) found that Ku Klux Klan and neo-Nazi leaders believe that race __________. a. is someone’s essential characteristic b. exists only in the mind c. is superficial, because all people are the same in the eyes of God d. is not a rigid category Answer: a. is someone’s essential characteristic Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q12.2.18 According to research, it appears that people in the minority __________ the norms of the dominant group and learn to be __________ people in their own group. a. are prejudiced against; always tolerant of b. internalize; prejudiced against c. externalize; critical of d. reject; accepting of Answer: b. internalize; prejudiced against Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.2.19 __________ is person-to-person or face-to-face discrimination. 169 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. Institutional discrimination b. Individual discrimination c. Racism d. Prejudice Answer: b. Individual discrimination Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.2.20 Built into society’s institutions, __________ is negative treatment of a minority group. a. institutional prejudice b. unintentional discrimination c. institutional discrimination d. contact theory Answer: c. institutional discrimination Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.2.21 Of the following, which applicants are most frequently offered subprime mortgage loans? a. white b. African American c. Wallonian d. Latino Answer: b. African American Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.2.22 Presently, the life expectancy for African American females is about __________ years, and for white American females it is __________ years. a. 68; 68 b. 78; 81 c. 83; 89 d. 88; 90 Answer: b. 78; 81 Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Analyze It 170 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q12.2.23 In unintentional discrimination, __________. a. the discrimination is deliberate b. the discrimination is written into law c. no one realizes it is happening d. health care is one area that is exempt Answer: c. no one realizes it is happening Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.3.24 A person or group unfairly blamed for someone’s troubles is a(n) __________. a. scapegoat b. symbolic interactionist c. authoritarian personality d. example of selective perception Answer: a. scapegoat Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. Topic/Concept: Theories of Prejudice Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.3.25 George is someone who Adorno would likely say has an authoritarian personality. For one thing, he is __________. a. tolerant of others b. secure c. very submissive to superiors d. free of prejudice Answer: c. very submissive to superiors Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q12.3.26 One perspective on prejudice is that it is actually __________ for groups because of the way it creates bonding, cohesion, and unity. a. interactionist b. functional c. dysfunctional d. a product of a split labor market Answer: functional Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. 171 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Theories of Prejudice Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.3.27 According to conflict theory, owners take advantage of the __________ to keep workers from having too much power. a. reserve labor force b. split labor market c. selective perception d. prejudice Answer: b. split labor market Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.3.28 Conflict theorists say that capitalists use the __________ to increase production during good economic times and then lay them off during the bad times. a. split labor market b. overemployed c. reserve labor force d. scapegoats Answer: c. reserve labor force Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.3.29 According to __________, members of different groups think their group will only be able to get ahead if the other groups fall behind. a. conflict theorists b. functionalists c. psychologists d. symbolic interactionists Answer: a. conflict theorists Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.3.30 Symbolic interactionists focus on the role of __________ in affecting perception and creating prejudice. a. the authoritarian personality b. labels c. history d. conflict 172 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. labels Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.3.31 In Abel’s mind, members of a group other than his own are always given the best grades in class; however, he doesn’t realize it is because they work so hard to get those grades. His way of seeing certain aspects of the situation, but not being able to see the other aspects, is __________. a. normal perception b. a route to greater tolerance if we apply labels to groups c. a focus of conflict theorists d. selective perception Answer: d. selective perception Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q12.3.32 __________ create self-fulfilling stereotypes. a. Labels b. Capitalists c. Functionalists d. The authoritarian personality Answer: a. Labels Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. Topic/Concept: Theories of Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.4.33 As whites colonized the United States and expanded westward, what did most Native Americans die from? a. Disease b. Violence c. Starvation d. Segregation Answer: a. Disease Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.4.34 __________ enables people to separate what they do, even if it is reprehensible, from the way they feel about themselves. 173 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. Segregating b. Compartmentalizing c. Assimilating d. Encouraging pluralism Answer: b. Compartmentalizing Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.4.35 The United States forced Native Americans to move to reservations; this is an example of __________. a. direct population transfer b. friendship c. indirect population transfer d. assimilation Answer: a. direct population transfer Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q12.4.36 Genocide and forced population transfer are both types of __________. a. internal colonialism b. segregation c. assimilation d. ethnic cleansing Answer: d. ethnic cleansing Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.4.37 __________ takes advantage of the work of minority group members and allows the dominant group to reap the economic gain. a. Ethnic cleansing b. Internal colonialism c. Population transfer d. Compartmentalization Answer: b. Internal colonialism Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts 174 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q12.4.38 __________ is a policy of keeping racial–ethnic groups apart. a. Segregation b. Multiculturalism c. Internal colonialism d. Assimilation Answer: a. Segregation Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.4.39 When a group is absorbed into the mainstream culture, this is known as __________. a. assimilation b. apartheid c. segregation d. population transfer Answer: a. assimilation Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.4.40 __________ allows or even encourages the differences among the various racial–ethnic groups. a. Functionalism b. Ethnic cleansing c. Multiculturalism d. Compartmentalization Answer: c. Multiculturalism Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.5.41 WASP stands for __________. a. Women Against Sexual Predestination b. White Anglo-Saxon Protestant c. War Against Special Populations d. White And Selected Populations Answer: b. White Anglo-Saxon Protestant Learning Objective: LO 12.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans. Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Easy 175 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Skill Level: Remember the Facts TB_Q12.5.42 Immigrants to the United States from Poland, Ireland, Italy, and Germany are examples of __________. a. white ethnics b. WASPS c. HORNETS d. Latinos Answer: a. white ethnics Learning Objective: LO 12.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans. Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.5.43 Among Americans of European descent, the largest group comes from __________. a. Germany b. England c. Italy d. Norway Answer: a. Germany Learning Objective: LO 12.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans. Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Moderate Skill Level: Analyze It TB_Q12.5.44 __________ refers to people from any of the Spanish-speaking countries of Latin America. a. Latino b. WASP c. Mexicano d. Cubano Answer: a. Latino Learning Objective: LO 12.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans. Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Easy Skill Level: Remember the Facts TB_Q12.5.45 Broadly speaking, the highest percentage of the dominant group in the United States is found in the __________. a. North b. South c. East d. West Answer: a. North Learning Objective: LO 12.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans. Topic/Concept: Racial–Ethnic Relations in the United States 176 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.5.46 Which of the following groups in the United States has the highest median family income? a. Whites b. Asian Americans c. Latinos d. Native Americans Answer: b. Asian Americans Learning Objective: LO 12.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans. Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q12.5.47 Sociologists disagree on whether the life chances of African Americans are affected more by __________ or by race. a. history b. ethnicity c. white ethnics d. social class Answer: d. social class Learning Objective: LO 12.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans. Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.5.48 Native Americans today speak __________ different languages. a. 3 b. 27 c. 84 d. 139 Answer: d. 139 Learning Objective: LO 12.5 Summarize the major patterns that characterize European Americans, Latinos, African Americans, Asian Americans, and Native Americans. Topic/Concept: Racial–Ethnic Relations in the United States Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q12.6.49 The fear in some quarters that too many immigrants will change the United States too much is __________. a. new to the last two decades b. causing immigration to taper to a trickle c. age-old d. confined to California 177 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. age-old Learning Objective: LO 12.6 Discuss immigration, affirmative action, and a multicultural society. Topic/Concept: Looking toward the Future Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q12.6.50 There is __________ prejudice and discrimination in U.S. race–ethnic relations today than there was in the past. a. vastly more b. somewhat more c. the same amount of d. less Answer: d. less Learning Objective: LO 12.6 Discuss immigration, affirmative action, and a multicultural society. Topic/Concept: Looking toward the Future Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q12.1.51: Discuss the myth of pure races. Feedback: There is such a mixture of physical characteristics among people that the idea of pure races is a myth. Human characteristics flow endlessly together. Mapping the human genome showed that people have 99.6% of their genetic material in common. Racial groups differ from one another only once in a thousand subunits of the genome. Learning Objective: LO 12.1 Contrast the myth and reality of race; compare race and ethnicity and minority and dominant groups; discuss ethnic work. Topic/Concept: Laying the Sociological Foundation Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.2.52: Differentiate between prejudice and discrimination. Feedback: Discrimination is an action. It is unfair treatment in some way. Prejudice is an attitude, a prejudging, usually in a negative way, but it can also be in a positive way. Learning Objective: LO 12.2 Contrast prejudice and discrimination and individual and institutional discrimination; discuss learning prejudice, internalizing dominant norms, and institutional discrimination. Topic/Concept: Prejudice and Discrimination Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.3.53: What is the connection between frustration and scapegoats? Feedback: People unable to strike out at the real source of their frustration (such as unemployment) look for someone to blame: a scapegoat. Generally, a scapegoat is a racial/ethnic or religious minority. Sometimes it is people of one gender, one age group, or immigrants. The scapegoat becomes a target upon which to vent frustrations. Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism. Topic/Concept: Theories of Prejudice Difficulty Level: Difficult 178 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Skill Level: Analyze It TB_Q12.4.54: Explain the relationship between labels and genocide. Feedback: Labels are powerful. Dehumanizing labels are particularly powerful. Labels help to separate acts of cruelty from people’s sense of being good and decent people (compartmentalization). People can even kill members of what is regarded as an inferior group and still retain a good self-concept. Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.4.55: Arrange the six patterns of intergroup relations on a continuum from greatest acceptance to least acceptance. Feedback: The six patterns of intergroup relations, from greatest to least acceptance, are multiculturalism, assimilation, segregation, internal colonialism, population transfer, and genocide. Learning Objective: LO 12.4 Explain genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Topic/Concept: Global Patterns of Intergroup Relations Difficulty Level: Difficult Skill Level: Analyze It

Chapter 13: Aging and the Elderly Multiple-Choice Questions TB_Q13.1.1 One of the factors that appears to account for the long lives of the Abkhasians is a diet __________. a. based almost entirely on meat b. that includes soft drinks at every meal c. with lots of fresh fruits and vegetables d. free of alcohol Answer: c. with lots of fresh fruit and vegetables Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q13.1.2 Aging is apparently __________. a. biologically defined b. socially constructed c. unrelated to society d. all in the mind Answer: b. socially constructed Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q13.1.3 Of all the people who have ever passed age 50 in the history of the world, __________ are alive today. a. one-eighth b. one-fourth c. one-half d. two-thirds Answer: d. two-thirds Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q13.1.4 Globally, the highest percentage of the population age 65 and older is found in the __________. a. North b. South c. East d. West Answer: a. North 180 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.1.5 In the years from 1900 to the present, life expectancy in the United States has __________. a. been greater for women b. been greater for men c. remained approximately the same d. doubled Answer: a. been greater for women Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.1.6 __________ refers to how many years a person can anticipate living. a. The graying of America b. Life expectancy c. Life span d. One-hundred-ten Answer: b. Life expectancy Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.1.7 The growing percentage of older people in the U.S. population is __________. a. known as life expectancy b. a major problem c. referred to as the graying of America d. the life span Answer: c. referred to as the graying of America Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.1.8 The United States is number __________ among the nations with the world’s longest life expectancies. a. one b. three c. twelve d. twenty-one Answer: c. twelve 181 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q13.1.9 Life expectancy peaks at a world high of 84.7 years in __________. a. Italy and Japan b. the United States and Great Britain c. Canada and France d. Cameroon and Rwanda Answer: a. Italy and Japan Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Moderate Skill Level: Analyze It TB_Q13.1.10 The lowest proportion of people age 65 and over in the United States is found among __________. a. Latinos b. Native Americans c. African Americans d. Asian Americans Answer: a. Latinos Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.1.11 __________ is the longest that a human has lived. a. Aging b. Life expectancy c. Life span d. Ninety-three Answer: c. Life span Learning Objective: LO 13.1 Understand the social construction of aging; explain how industrialization led to a graying globe and how race–ethnicity is related to aging. Topic/Concept: Aging in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.2.12 The oldest living person is __________ years old. a. 100 b. 111 c. 117 d. 153 Answer: c. 117 182 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.2.13 The oldest person in the world documented by a birth certificate died in 1997 at __________ years old. a. 112 b. 122 c. 143 d. 199 Answer: b. 122 Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.2.14 The relative value that a culture places on men’s and women’s ages is known as __________. a. gerotranscendence b. maturity c. gender age d. seeming old or not Answer: c. gender age Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.2.15 Many older people prefer to be considered __________. a. over the hill b. mature rather than old c. today’s youth d. old rather than mature Answer: b. mature rather than old Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.2.16 Ageism __________. a. is prejudice directed only at the elderly b. is a positive development for today’s elderly c. can be aimed at any particular age group d. has been largely eliminated today Answer: c. can be aimed at any particular age group 183 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 13.2 Explain how people decide when they are old and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.2.17 In colonial times in what is now the United States, old age __________. a. was stigmatized as a burden on society b. was looked upon favorably c. did not exist d. marked early retirement Answer: b. was looked upon favorably Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.2.18 __________ weakened the traditional respect for the elderly found in earlier times. a. The Internet b. The twenty-first century c. Immigration d. Industrialization Answer: d. Industrialization Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.2.19 In China, traditionally the elderly were __________. a. scorned b. worshiped as gods c. regarded very highly d. treated as just another population grouping Answer: c. regarded very highly Learning Objective: LO 13.2 Explain how people decide when they are old and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.2.20 The theory of gerotranscendence seems to imply that as people age, __________. a. they tend to see things more as black and white b. they begin to see themselves as part of a grander scheme c. their tolerance diminishes d. they become more judgmental of others Answer: b. they begin to see themselves as part of a grander scheme 184 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.2.21 In the media, the elderly are __________. a. shown more than one would expect based upon their proportion of the population b. presented only as the Greatest Generation c. shown less than one would expect based upon their proportion of the population d. always represented in underhanded ways Answer: c. shown less than one would expect based upon their proportion of the population Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q13.2.22 __________ would emphasize that no set meaning accompanies old age. a. Conflict theorists b. Symbolic interactionists c. Functionalists d. All social scientists Answer: b. Symbolic interactionists Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.3.23 A(n) __________ is made up of people born at roughly the same time who pass through the life course together. a. elderly group b. population c. continuity group d. age cohort Answer: d. age cohort Learning Objective: LO 13.3 Summarize theories of disengagement, activity, and continuity. Topic/Concept: The Functionalist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.3.24 __________ theory maintains that the retirement of older people and the replacement of those retirees with younger people enhances social stability. a. Engagement b. Disengagement c. Continuity 185 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

d. Activity Answer: b. Disengagement Learning Objective: LO 13.3 Summarize theories of disengagement, activity, and continuity. Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.3.25 According to __________ theory, satisfaction during old age is related to a person’s amount and quality of activity. a. activity b. continuity c. engagement d. conflict Answer: a. activity Learning Objective: LO 13.3 Summarize theories of disengagement, activity, and continuity. Topic/Concept: The Functionalist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.3.26 Mohammed had been a science teacher for decades. When he retired, he taught science classes for the general public at the local senior center. This way of adjusting to changes in the lives of the elderly is called __________. a. continuity theory b. disengagement theory c. downsizing d. activity theory Answer: a. continuity theory Learning Objective: LO 13.3 Summarize theories of disengagement, activity, and continuity. Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q13.4.27 According to __________, young people and old people are on opposite sides of a competition playing out in society. a. functionalism b. the conflict perspective c. most older Americans d. symbolic interactionists Answer: b. the conflict perspective Learning Objective: LO 13.4 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q13.4.28 The dependency ratio is __________. a. the number of retired people who support each worker b. how many dependents a person has c. the number of workers paying into the Social Security system to support each person taking money out of that system d. the proportion of elderly dependent on public assistance other than Social Security Answer: c. the number of workers paying into the Social Security system to support each person taking money out of that system Learning Objective: LO 13.4 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict. Topic/Concept: The Conflict Perspective Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q13.4.29 Social Security and Medicare together take almost __________ of total government revenue. a. one-fifth b. one-third c. one-half d. three-fifths Answer: c. one-half Learning Objective: LO 13.4 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q13.4.30 In the United States from 1967 to the present, poverty among children __________, and poverty among the elderly __________. a. decreased; increased b. decreased; decreased c. increased; increased d. increased; decreased Answer: d. increased; decreased Learning Objective: LO 13.4 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict. Topic/Concept: The Conflict Perspective Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q13.4.31 “Centenarian” refers to __________. a. someone who is 100 or more years old b. a retired person c. our normal life expectancy today d. anyone beyond age 80 Answer: a. someone who is 100 or more years old 187 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 13.4 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict. Topic/Concept: The Conflict Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.4.32 About __________ Americans have reached age 100 or above. a. 200 b. 500 c. 77,000 d. 2.1 million Answer: c. 77,000 Learning Objective: LO 13.4 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q13.4.33 Out of every hundred centenarians, __________ are men a. two b. seventeen c. thirty-eight d. seventy-one Answer: seventeen Learning Objective: LO 13.4 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q13.4.34 About __________ of centenarians report no disabilities. a. 5 percent b. 15 percent c. 25 percent d. 91 percent Answer: 15 percent Learning Objective: LO 13.4 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q13.4.35 The Gray Panthers’ challenges to institutions on behalf of the poor occur at the __________ level. a. linear b. macro c. lower d. micro 188 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. macro Learning Objective: LO 13.4 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.5.36 Almost __________ times as many elderly women as elderly men outlive their spouses. a. two b. three c. four d. five Answer: b. three Learning Objective: LO 13.5 Review findings on the living arrangements of the elderly, nursing homes, elder abuse, and the elderly poor. Topic/Concept: Recurring Problems Difficulty Level: Moderate Skill Level: Analyze It TB_Q13.5.37 Approximately __________ of elderly men live with a spouse, and __________ of elderly women live with a spouse. a. 21 percent; 62 percent b. 53 percent; 51 percent c. 70 percent; 45 percent d. 88 percent; 34 percent Answer: c. 70 percent; 45 percent Learning Objective: LO 13.5 Review findings on the living arrangements of the elderly, nursing homes, elder abuse, and the elderly poor. Topic/Concept: Recurring Problems Difficulty Level: Moderate Skill Level: Analyze It TB_Q13.5.38 Nursing home residents are __________. a. typical of the elderly b. generally quite competent at bathing, dressing, and eating c. universally well cared for d. not typical of the elderly Answer: d. not typical of the elderly Learning Objective: LO 13.5 Review findings on the living arrangements of the elderly, nursing homes, elder abuse, and the elderly poor. Topic/Concept: Recurring Problems Difficulty Level: Easy Skill Level: Remember the Facts TB_Q13.5.39 Research has shown that elderly people with a given health condition __________. a. live longer if they go to a nursing home than if they stay at home b. recover when they go to a nursing home 189 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. live longer if they stay at home than if they go to a nursing home d. go to nursing homes primarily to have sex Answer: c. live longer if they stay at home than if they go to a nursing home Learning Objective: LO 13.5 Review findings on the living arrangements of the elderly, nursing homes, elder abuse, and the elderly poor. Topic/Concept: Recurring Problems Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q13.5.40 In nursing homes, sex __________. a. never takes place b. has been encouraged, at least in England c. is impossible, since everyone is too old to be interested d. is part of a balanced life for residents Answer: b. has been encouraged, at least in England Learning Objective: LO 13.5 Review findings on the living arrangements of the elderly, nursing homes, elder abuse, and the elderly poor. Topic/Concept: Recurring Problems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.5.41 Which of the following statements about elder abuse is true? a. It has all but been eliminated. b. Few elderly in the United States are victimized by financial abuse. c. Most elderly in the United States are injured by physical abuse. d. Most abuse is justified, because people simply run out of patience. Answer: b. Few elderly in the United States are victimized by financial abuse. Learning Objective: LO 13.5 Review findings on the living arrangements of the elderly, nursing homes, elder abuse, and the elderly poor. Topic/Concept: Recurring Problems Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q13.5.42 In old age, the least poverty is among __________ and the most poverty is among __________. a. African Americans; Latinos b. whites; African Americans c. Latinos; Asian Americans d. Asian Americans; African Americans Answer: b. whites; African Americans Learning Objective: LO 13.5 Review findings on the living arrangements of the elderly, nursing homes, elder abuse, and the elderly poor. Topic/Concept: Recurring Problems Difficulty Level: Moderate Skill Level: Analyze It TB_Q13.5.43 About __________ of women aged 65 or older are poor, compared to __________ of men. 190 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. 5 percent; 2 percent b. 12 percent; 7 percent c. 20 percent 11 percent d. 33 percent; 41 percent Answer: 12 percent; 7 percent Learning Objective: LO 13.5 Review findings on the living arrangements of the elderly, nursing homes, elder abuse, and the elderly poor. Topic/Concept: Recurring Problems Difficulty Level: Easy Skill Level: Analyze It TB_Q13.6.44 When we avoid saying someone is dead and instead say she has “passed on” or is “no longer with us,” we are __________. a. trying to get closer to death b. speaking as harshly as possible c. using linguistic masks d. burying our heads in the sand Answer: c. using linguistic masks Learning Objective: LO 13.6 Explain how industrialization changed death practices, how death is a process, why hospices emerged, suicide and age, and adjusting to death. Topic/Concept: The Sociology of Death and Dying Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.6.45 Before industrialization, __________. a. death was managed by strangers b. the sick were cared for—and died—at home c. the use of technology to prolong life was ubiquitous d. few children saw a parent or sibling die Answer: b. the sick were cared for—and died—at home Learning Objective: LO 13.6 Explain how industrialization changed death practices, how death is a process, why hospices emerged, suicide and age, and adjusting to death. Topic/Concept: The Sociology of Death and Dying Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.6.46 Unlike hospital care, the goal of hospice care is to __________. a. prolong life b. let people die in a modern hospital, with all its conveniences c. allow a person’s death to be more peaceful d. make the patient well Answer: c. allow a person’s death to be more peaceful Learning Objective: LO 13.6 Explain how industrialization changed death practices, how death is a process, why hospices emerged, suicide and age, and adjusting to death. Topic/Concept: The Sociology of Death and Dying Difficulty Level: Difficult Skill Level: Understand the Concepts 191 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q13.6.47 When death is unexpected, as opposed to expected, family members __________. a. generally find it less stressful b. have more closure c. generally find it more stressful d. have time to get used to the idea that the individual is going to die Answer: c. generally find it more stressful Learning Objective: LO 13.6 Explain how industrialization changed death practices, how death is a process, why hospices emerged, suicide and age, and adjusting to death. Topic/Concept: The Sociology of Death and Dying Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.7.48 __________ involves people developing creative skills and learning new perspectives in their older years. a. The decline of old age b. Disengagement c. Creative aging d. Industrialization Answer: c. Creative aging Learning Objective: LO 13.7 Discuss developing views of aging and the impact of technology on how long people live. Topic/Concept: Looking toward the Future Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q13.7.49 Which of the following is an example of creative aging? a. entering a nursing home b. taking a dance class c. watching television all day d. receiving hospice care Answer: b. taking a dance class Learning Objective: LO 13.7 Discuss developing views of aging and the impact of technology on how long people live. Topic/Concept: Looking toward the Future Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q13.7.50 How older people live and spend their time is __________. a. evolving b. the same as it has always been c. exclusively a matter of luck d. of no interest to researchers Answer: a. evolving Learning Objective: LO 13.7 Discuss developing views of aging and the impact of technology on how long people live. Topic/Concept: Looking toward the Future Difficulty Level: Difficult Skill Level: Analyze It 192 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Essay Questions TB_Q13.2.51: Which four factors have sociologists identified that people consider in applying the label of “old” to themselves? Feedback: The four factors are biology (signs of aging occur earlier in some people than in others); personal history (the effects of accidents can make a person feel older sooner); gender age (the same features, such as graying hair and wrinkles, may be seen as signs of maturity on a man but of “getting old” on a woman); and timetables (the signals societies use to inform their members that old age has begun, such as retirement). Learning Objective: LO 13.2 Explain how people decide when they are old, and discuss changes in perceptions of the elderly. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.3.52: Evaluate activity theory. Feedback: No one size fits all. Some people are happier when they are more active. Others are happier when they are inactive. Some people find spending time with friends more satisfying than formal activities. Others prefer the formal activities to spending time with family. What makes life satisfying for one person does not necessarily work for another. Learning Objective: LO 13.3 Summarize theories of disengagement, activity, and continuity. Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.6.53: Elisabeth Kübler-Ross studied how people reacted to news of an incurable illness from which they would die. She identified a sequence of five stages. Identify and explain the five stages. Feedback: In time order, the five stages that Kübler-Ross identified are 1) denial, 2) anger, 3) negotiation, 4) depression, and 5) acceptance. Denial: At first, people cannot believe that they are going to die. Anger: After a while, they acknowledge that they are going to die, but they view their death as unjust. Negotiation: Next, the individual tries to get around death by making a bargain with God, with fate, or even with the disease itself. Depression: During this stage, people become resigned to their death, but they grieve because life is about to end, and they have no power to change the course of events. Acceptance: In this final stage, people come to terms with impending death. They put their affairs in order and express regret at not having done certain things when they had the chance. Learning Objective: LO 13.6 Explain how industrialization changed death practices, how death is a process, why hospices emerged, suicide and age, and adjusting to death. Topic/Concept: The Sociology of Death and Dying Difficulty Level: Difficult Skill Level: Analyze It TB_Q13.6.54: How does the suicide rate of the elderly compare to that of adolescents? Feedback: The elderly commit suicide twice as much as adolescents. There is no adolescent suicide explosion despite media claims. We can expect the suicide pattern to continue if there are no basic changes in society. Learning Objective: LO 13.6 Explain how industrialization changed death practices, how death is a process, why hospices emerged, suicide and age, and adjusting to death. Topic/Concept: The Sociology of Death and Dying Difficulty Level: Difficult Skill Level: Analyze It 193 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q13.7.55: What types of changes might make living to 200 or even 600 possible? Let your imagination go. Feedback: Scientists have reached the frontier of genetic engineering. We are about to cross over. Some worms have had their life spans extended by six times through manipulating genes. Eventually, might this not be possible for people? Spare body parts may be able to be grown from stem cells to replace the parts that wear out. Nanorobots may roam our bodies, constantly repairing cell damage and keeping us young. Greatly extended life spans may permit the good health and creative aging of many of today’s elderly to continue over many, many years. Learning Objective: LO 13.7 Discuss developing views of aging and the impact of technology on how long people live. Topic/Concept: Looking toward the Future Difficulty Level: Difficult Skill Level: Analyze It

Chapter 14: The Economy Multiple-Choice Questions TB_Q14.1.1 A system of producing and distributing goods and services is known as a(n) __________. a. subsistence economy b. market c. economy d. hunting and gathering society Answer: c. economy Learning Objective: LO 14.1 Emphasizing inequality, summarize the broad historical shifts in economic systems. Topic/Concept: The Transformation of Economic Systems Difficulty Level: Easy Skill Level: Remember the Facts TB_Q14.1.2 Hunting and gathering societies had a(n) __________ economy; they lived off the land and had few belongings. a. subsistence b. modern c. pastoral d. industrial Answer: a. subsistence Learning Objective: LO 14.1 Emphasizing inequality, summarize the broad historical shifts in economic systems. Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.1.3 Which societies were the first in which not everyone’s work was needed for food production? a. pastoral and horticultural societies b. industrial and postindustrial societies c. hunting and gathering societies d. subsistence economies Answer: a. pastoral and horticultural societies Learning Objective: LO 14.1 Emphasizing inequality, summarize the broad historical shifts in economic systems. Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.1.4 The __________ enabled agricultural societies. a. use of child labor b. plow c. subsistence economy d. steam engine Answer: b. plow 195 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 14.1 Emphasizing inequality, summarize the broad historical shifts in economic systems. Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.1.5 In what century was the steam engine invented? a. seventeenth b. eighteenth c. nineteenth d. twentieth Answer: b. Eighteenth Learning Objective: LO 14.1 Emphasizing inequality, summarize the broad historical shifts in economic systems. Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.1.6 According to the author, the biological and economic enmeshment of the emerging __________ society will probably increase the amount of surplus and trade even more. a. industrial b. biotech c. hunter-gatherer d. new agricultural Answer: b. biotech Learning Objective: LO 14.1 Emphasizing inequality, summarize the broad historical shifts in economic systems. Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.1.7 Marguerite grows up hearing all around her—from her parents and other family members as well as the society at large—that she has the right to an education and the right to delay taking on adult responsibilities until she has one; this indicates Marguerite lives in a(n) __________ society. a. economically prosperous b. custom-bound c. traditional d. economically deprived Answer: a. economically prosperous Learning Objective: LO 14.1 Emphasizing inequality, summarize the broad historical shifts in economic systems. Topic/Concept: The Transformation of Economic Systems Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q14.2.8 A __________ is how people decide what various things are worth so they can exchange items. a. coin system 196 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. deposit receipt c. medium of exchange d. currency Answer: c. medium of exchange Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.9 Tammy and Timmy regularly trade one thing for another; for example, this week Tammy agreed to cut Timmy’s hair, and in exchange Timmy agreed to rake the leaves that have fallen onto Tammy’s sidewalk. They are engaging in __________. a. bartering b. purchasing c. using fiat money d. sharing aero-currency Answer: a. bartering Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q14.2.10 __________ is any item, whether sea shells or gold, that serves as a medium of exchange. a. Money b. The gold standard c. Barter d. Stored value Answer: a. Money Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Easy Skill Level: Remember the Facts TB_Q14.2.11 A __________ is used as a form of money. It states that a certain amount of goods are on deposit in a warehouse or bank. a. gold standard b. deposit receipt c. currency d. credit card Answer: b. deposit receipt Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Easy Skill Level: Remember the Facts

TB_Q14.2.12 Currency is __________. a. gold b. fiat money c. e-cash d. paper money Answer: d. paper money Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Easy Skill Level: Remember the Facts TB_Q14.2.13 A deposit receipt or a currency has a(n) __________, which is defined as the goods stored and held in reserve that back up a receipt or currency. a. barter value b. gross domestic product (GDP) c. stored value d. inflation reserve Answer: c. stored value Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.14 Which of the following statements about the gold standard is true? a. All economies follow it. b. It permits countries to print as much paper money as they want. c. The United States follows it. d. In 1971, the United States dropped the gold standard. Answer: d. In 1971, the United States dropped the gold standard. Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.15 Fiat money is __________. a. backed by stored value b. a type of inflation c. not backed by gold d. a form of barter Answer: c. not backed by gold Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q14.2.16 The total amount of goods and services a nation produces is known as the __________. a. gross domestic product b. deposit receipt c. total output d. medium of exchange Answer: a. gross domestic product Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.17 Sarah stopped at the supermarket to quickly pick up some milk, bread, cat litter, and a tomato. When she saw the total come up on the screen, she swore that it was a dollar higher than it should be. But no, the prices were all correct on her receipt. It was just that they had all gone up. So had the cost of clothing, cars, and most everything else. This was a case of __________. a. the gold standard b. inflation c. the increased purchasing power of the dollar d. stored value Answer: b. inflation Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q14.2.18 Carlos often did not have much money with him, but he shopped anyway, using a __________, which allows its holder to buy goods and be billed for them later. a. debit card b. credit card c. deposit receipt d. currency Answer: b. credit card Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q14.2.19 The cost of an item purchased is electronically withdrawn from the purchaser’s bank account using a __________. a. credit card b. deposit receipt c. fiat currency d. debit card Answer: d. debit card Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange 199 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.20 Governments __________ of e-cash. a. provide grants for b. encourage c. are wary d. are unaware of Answer: c. are wary Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.2.21 A transaction in e-gold is actually the transfer of ownership of a specified amount of __________ stored in a bank vault. a. silver b. gold c. paper money d. euros Answer: b. gold Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Easy Skill Level: Remember the Facts TB_Q14.3.22 In __________, the means of production are privately owned. a. socialism b. convergence theory c. laissez-faire socialism d. capitalism Answer: d. capitalism Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems Difficulty Level: Easy Skill Level: Remember the Facts TB_Q14.3.23 In laissez-faire capitalism, __________. a. the government controls the market b. central committees control the market c. is not affected by any government action d. the market is tightly controlled by the public Answer: c. the market is not affected by any government action Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. 200 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: World Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.3.24 The United States follows __________, where the means of production are privately owned and profits are pursued, but the welfare of the population is protected by a system of laws. a. state socialism b. state capitalism c. laissez-faire capitalism d. pure capitalism Answer: b. state capitalism Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.3.25 When an entire industry is controlled by a single company, this is called __________. a. state capitalism b. laissez-faire capitalism c. a monopoly d. pure capitalism Answer: c. a monopoly Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems Difficulty Level: Easy Skill Level: Remember the Facts TB_Q14.3.26 One important feature of socialism is __________. a. the lack of a monopoly b. profit-making c. the lack of a need to compete d. distribution of goods according to people’s ability to pay Answer: c. the lack of a need to compete Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.3.27 Capitalism responds to __________. a. the law of supply and demand b. edicts from central planning committees c. the public, which owns the means of production d. pure socialism 201 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: a. the law of supply and demand Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.3.28 Democratic socialism is __________. a. an economic system where only individuals own businesses b. a hybrid economic system c. pure capitalism d. an economic system where only the government owns businesses Answer: b. a hybrid economic system Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.3.29 The main anticapitalism argument is that such a system __________. a. focuses too much on the public good b. leads to too much social equality c. does not respect individual rights d. creates inequity Answer: d. creates inequity Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.3.30 __________ is the idea that capitalist and socialist systems, in taking on ways of doing things from each other, will ultimately create a mixed economic system. a. Communism b. Convergence theory c. Market forces d. Divergence theory Answer: b. Convergence theory Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.3.31 __________ in place within the policies of the United States. a. Quite a few elements of socialism are b. Social Security’s independence from the government is 202 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. Market-force-blind capitalism is d. No socialist practices are Answer: a. Quite a few elements of socialism are Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.4.32 __________ solidarity is the way people feel united by engaging in the same or similar work. a. Durkheimian b. Mechanical c. Organic d. Forced Answer: b. Mechanical Learning Objective: LO 14.4 Explain the functionalist perspective on the globalization of capitalism: emphasize the global division of labor, ownership and management, and capitalism’s global functions and dysfunctions. Topic/Concept: The Functionalist Perspective on the Globalization of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.4.33 In Durkheim’s __________ solidarity, we all depend on others to fulfill their jobs. a. management b. organic c. corporate d. stockholder Answer: b. organic Learning Objective: LO 14.4 Explain the functionalist perspective on the globalization of capitalism: emphasize the global division of labor, ownership and management, and capitalism’s global functions and dysfunctions. Topic/Concept: The Functionalist Perspective on the Globalization of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.4.34 A corporation is __________. a. unable to be sued b. very distinct legally from a person c. a global division of labor d. legally speaking, a person Answer: d. legally speaking, a person Learning Objective: LO 14.4 Explain the functionalist perspective on the globalization of capitalism: emphasize the global division of labor, ownership and management, and capitalism’s global functions and dysfunctions. Topic/Concept: The Functionalist Perspective on the Globalization of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts 203 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q14.4.35 Corporations dominate an economy in __________. a. a stockholder revolt b. mechanical solidarity c. corporate capitalism d. corporate neosocialism Answer: c. corporate capitalism Learning Objective: LO 14.4 Explain the functionalist perspective on the globalization of capitalism: emphasize the global division of labor, ownership and management, and capitalism’s global functions and dysfunctions. Topic/Concept: The Functionalist Perspective on the Globalization of Capitalism Difficulty Level: Easy Skill Level: Remember the Facts TB_Q14.4.36 A stockholders’ revolt involves the __________ rising up against the __________. a. owners; workers b. stockholders; owners c. workers; stockholders d. workers; owners Answer: a. owners; workers Learning Objective: LO 14.4 Explain the functionalist perspective on the globalization of capitalism: emphasize the global division of labor, ownership and management, and capitalism’s global functions and dysfunctions. Topic/Concept: The Functionalist Perspective on the Globalization of Capitalism Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.4.37 __________ believe(s) the three major trading blocs that have emerged in the world benefit people globally, not just the multinational corporations. a. Conflict theorists b. Functionalists c. Durkheim d. Small-town residents Answer: b. Functionalists Learning Objective: LO 14.4 Explain the functionalist perspective on the globalization of capitalism: emphasize the global division of labor, ownership and management, and capitalism’s global functions and dysfunctions. Topic/Concept: The Functionalist Perspective on the Globalization of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.5.38 Presidents of the United States __________ get involved in arranging sales of U.S. goods to other countries. a. never directly b. from Republican backgrounds only c. from both major parties d. only prior to 1920 were able to 204 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. from both major parties Learning Objective: LO 14.5 Explain the conflict perspective on the globalization of capitalism: emphasize the concentration of power, the global superclass, and global investing. Topic/Concept: The Conflict Perspective on the Globalization of Capitalism Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q14.5.39 At least two corporations—International Telephone & Telegraph Company (ITT) and Royal Dutch Shell— have been involved in __________. a. trying to discourage capitalism b. having someone killed c. trying to artificially keep the wages of workers high d. schemes to distribute the bulk of their earnings to the global poor Answer: b. having someone killed Learning Objective: LO 14.5 Explain the conflict perspective on the globalization of capitalism: emphasize the concentration of power, the global superclass, and global investing. Topic/Concept: The Conflict Perspective on the Globalization of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.5.40 With __________, top companies form a network that can be likened to an intricate web. a. multinational corporations b. interlocking directorates c. socialist governments d. an excess of allegiance to workers and the United States Answer: b. interlocking directorates Learning Objective: LO 14.5 Explain the conflict perspective on the globalization of capitalism: emphasize the concentration of power, the global superclass, and global investing. Topic/Concept: The Conflict Perspective on the Globalization of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.5.41 Stephen Schwarzman, one of the members of the global superclass, stated that __________ people make the world’s major decisions. a. 5 to 10 b. 20 to 50 c. 100 to 250 d. 2,000 to 5,000 Answer: b. 20 to 50 Learning Objective: LO 14.5 Explain the conflict perspective on the globalization of capitalism: emphasize the concentration of power, the global superclass, and global investing. Topic/Concept: The Conflict Perspective on the Globalization of Capitalism Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.5.42 Those who run __________ lose national loyalty and instead come to feel more connected with others of their own superclass. 205 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. small businesses b. all corporations c. multinational corporations d. a small minority of corporations Answer: c. multinational corporations Learning Objective: LO 14.5 Explain the conflict perspective on the globalization of capitalism: emphasize the concentration of power, the global superclass, and global investing. Topic/Concept: The Conflict Perspective on the Globalization of Capitalism Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.5.43 The three largest multinational corporations are headquartered in __________. a. the United States b. the United Kingdom c. Japan d. China Answer: d. China Learning Objective: LO 14.5 Explain the conflict perspective on the globalization of capitalism: emphasize the concentration of power, the global superclass, and global investing. Topic/Concept: The Conflict Perspective on the Globalization of Capitalism Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.6.44 Of twenty-nine countries around the world, the percentage of women employed in the United States ranks __________. a. first b. fourth c. nineteenth d. twenty-seventh Answer: nineteenth Learning Objective: LO 14.6 Summarize work in the postindustrial United States: women at work, the underground economy, stagnant paychecks, and work and leisure. Topic/Concept: Work in U.S. Society Difficulty Level: Moderate Skill Level: Analyze It TB_Q14.6.45 The proportion of women working for wages __________. a. goes down with a higher level of education b. goes up with a higher level of education c. is moderately increasing today d. has plummeted in recent years Answer: b. goes up with a higher level of education Learning Objective: LO 14.6 Summarize work in the postindustrial United States: women at work, the underground economy, stagnant paychecks, and work and leisure. Topic/Concept: Work in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts 206 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q14.6.46 Researchers have found that when it comes to working, women are more likely to __________, while men are more likely to __________. a. want to work by themselves; want to work on teams b. prefer to work longer hours; prefer to work shorter hours c. want to work on teams; want to work by themselves d. emphasize power; emphasize encouragement Answer: c. want to work on teams; want to work by themselves Learning Objective: LO 14.6 Summarize work in the postindustrial United States: women at work, the underground economy, stagnant paychecks, and work and leisure. Topic/Concept: Work in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.6.47 Josie makes and sells flavored ice treats from her apartment during the summer. Because this takes place in the underground economy, she __________. a. is reported to the government b. avoids paying taxes on this income c. is worries about getting fired d. is heavily taxed Answer: b. avoids paying taxes on this income Learning Objective: LO 14.6 Summarize work in the postindustrial United States: women at work, the underground economy, stagnant paychecks, and work and leisure. Topic/Concept: Work in U.S. Society Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q14.6.48 In a way, __________ is reversing the Industrial Revolution’s shift from working at home to working in an office. a. the underground economy b. teleworking c. the quiet economy d. the connection to seasonal rhythms Answer: b. teleworking Learning Objective: LO 14.6 Summarize work in the postindustrial United States: women at work, the underground economy, stagnant paychecks, and work and leisure. Topic/Concept: Work in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q14.7.49 The poorest fifth of the U.S. population receives __________ of the nation’s income. a. 1 percent b. 3 percent c. 10 percent d. 33 percent Answer: b. 3 percent 207 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 14.7 Explain how our economic transition is affecting the national income distribution. Topic/Concept: Global Capitalism and Our Future Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q14.7.50 The gap between rich and poor Americans is __________. a. historically high b. narrowing c. slightly higher than it has been in the past d. about the same as it has always been Answer: a. historically high Learning Objective: LO 14.7 Explain how our economic transition is affecting the national income distribution. Topic/Concept: Global Capitalism and Our Future Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q14.1.51: Back in 1973, which six characteristics did Daniel Bell ascribe to the postindustrial society? Feedback: (1) A service sector so large that most people work in it; (2) a vast surplus of goods; (3) even more extensive trade among nations; (4) a wider variety and quantity of goods available to the average person; (5) an information explosion; and (6) an interconnected global village. Learning Objective: LO 14.1 Emphasizing inequality, summarize the broad historical shifts in economic systems. Topic/Concept: The Transformation of Economic Systems Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.2.52: Arrange these types of mediums of exchange in chronological order, from oldest to newest: fiat currency, coins, barter, debit cards, currency, deposit receipts, e-cash. Feedback: (1) barter; (2) coins; (3) deposit receipts; (4) currency; (5) fiat currency; (6) debit cards; (7) ecash. Learning Objective: LO 14.2 Summarize historical changes in the medium of exchange. Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.3.53: Compare capitalism and socialism in terms of ownership of the means of production, competition, and the profit motive. Feedback: Ownership of means of production: in capitalism, by individuals; in socialism, by the public. Competition: in capitalism, used to determine production and set prices; in socialism, central committees plan production and set prices, and there is no competition. Profit motive: in capitalism, the pursuit of profit is the reason for distributing goods and services; in socialism, there is no profit motive in the distribution of goods and services. Learning Objective: LO 14.3 Contrast capitalism and socialism: their components, ideologies, criticisms, and convergence. Topic/Concept: World Economic Systems 208 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.6.54: Describe how white-collar work, blue-collar work, and farming have changed proportions in the U.S. economy from 1900 to the present. Feedback: From 1900 to the present, white-collar work has steadily increased and reached quadruple the 1900 level. Blue-collar work rose for a while and then declined to half its 1900 value. Farming dropped from nearly one-third of the workforce in 1900 to only a small percentage of the workforce today. Learning Objective: LO 14.6 Summarize work in the postindustrial United States: women at work, the underground economy, stagnant paychecks, and work and leisure. Topic/Concept: Work in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It TB_Q14.6.55: Describe the “quiet revolution.” Feedback: “Quiet revolution” is the term sociologists use to refer to the consequences of so many women joining the paid workforce. The quiet revolution has transformed self-concepts, spending patterns, and relations at work as well as relationships with boyfriends, husbands, and children and views of life. Learning Objective: LO 14.6 Summarize work in the postindustrial United States: women at work, the underground economy, stagnant paychecks, and work and leisure. Topic/Concept: Work in U.S. Society Difficulty Level: Difficult Skill Level: Analyze It

Chapter 15: Politics Multiple-Choice Questions TB_Q15.1.1 __________ is the exercise of power and attempts to maintain or change power relations. a. Micropolitics b. Macropolitics c. Power d. Politics Answer: d. Politics Learning Objective: LO 15.1 Distinguish between micropolitics and macropolitics. Topic/Concept: Micropolitics and Macropolitics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.1.2 The ability to carry out one’s will, even over the resistance of others, is called __________. a. power b. politics c. micropolitics d. macropolitics Answer: a. power Learning Objective: LO 15.1 Distinguish between micropolitics and macropolitics. Topic/Concept: Micropolitics and Macropolitics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.1.3 __________ refers to the exercise of power in everyday life, such as deciding who is going to do the housework or use the remote control. a. Micropolitics b. Power c. Macropolitics d. Politics Answer: a. Micropolitics Learning Objective: LO 15.1 Distinguish between micropolitics and macropolitics. Topic/Concept: Micropolitics and Macropolitics Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.1.4 The president calls out the National Guard. This is an example of __________. a. superpower b. macropolitics c. politics d. micropolitics Answer: b. macropolitics Learning Objective: LO 15.1 Distinguish between micropolitics and macropolitics. Topic/Concept: Micropolitics and Macropolitics 210 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.2.5 Power that people accept as legitimate is known as __________. a. coercion b. authority c. imposed control d. illegitimate power Answer: b. authority Learning Objective: LO 15.2 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority; explain authority as an ideal type. Topic/Concept: Power, Authority, and Violence Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q15.2.6 __________ is a form of power that people consider unjust. a. Legitimate power b. Large-scale power c. Authority d. Coercion Answer: d. Coercion Learning Objective: LO 15.2 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority; explain authority as an ideal type. Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.7 Which is the only entity that can legitimately authorize the use of violence within a country? a. the citizens b. the state c. the army d. the court Answer: b. the state Learning Objective: LO 15.2 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority; explain authority as an ideal type. Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.8 People reject the government’s monopoly on violence and claim the right for themselves in a(n) __________. a. state b. exercise of traditional authority c. election d. revolution Answer: d. revolution 211 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 15.2 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority; explain authority as an ideal type. Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.9 Traditional authority can be expected in __________. a. preindustrial societies b. industrialized societies c. all states d. postindustrial societies Answer: a. preindustrial societies Learning Objective: LO 15.2 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority; explain authority as an ideal type. Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.2.10 Rational–legal authority is based upon __________. a. oral tradition b. coercion c. written rules d. custom Answer: c. written rules Learning Objective: LO 15.2 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority; explain authority as an ideal type. Topic/Concept: Power, Authority, and Violence Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.2.11 People were so attracted to a particular cult leader that they did whatever he told them to do, even when it broke the law. This cult leader exemplified __________ authority. a. charismatic b. rational–legal c. traditional d. no Answer: a. charismatic Learning Objective: LO 15.2 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority; explain authority as an ideal type. Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.2.12 Because there is no rule for succession when a charismatic authority figure dies, that leader will sometimes name a successor in advance or build an organization that can govern after the charismatic figure is gone. Weber called this kind of transition the __________. a. traditional authority 212 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. routinization of charisma c. revolution d. best of all possible worlds Answer: b. routinization of charisma Learning Objective: LO 15.2 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority; explain authority as an ideal type. Topic/Concept: Power, Authority, and Violence Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.13 A feature of early societies was __________, the power of which radiated outward to adjacent areas that came under its rule. a. representative democracy b. revolutionary authority c. universal citizenship d. the city-state Answer: d. the city-state Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.14 Queen Elizabeth II is currently the monarch of Great Britain. She will eventually pass on to Prince Charles the power to rule because he is her __________. a. friend b. child c. most qualified subject d. leading man Answer: b. child Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.3.15 The term “democracy” literally means __________. a. all hail the king b. may the best man win c. common denominator d. power to the people Answer: d. power to the people Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Easy Skill Level: Remember the Facts

TB_Q15.3.16 In a(n) __________ democracy, all those who are eligible to vote get together with each other to decide what should be done about the issues that face them. a. indirect b. representative c. direct d. totalitarian Answer: c. direct Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.17 Representative democracy enables __________ of the voters to make the rules for them. a. the rulers b. representatives c. children d. friends Answer: b. representatives Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.3.18 __________ is a set of rights that comes with birth in the United States. a. Retroactivity b. Citizenship c. Dictatorship d. Township Answer: b. Citizenship Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.19 In the early years of the United States, __________ could vote. a. anyone b. all men c. all white men d. all white men who owned property Answer: d. all white men who owned property Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Analyze It

TB_Q15.3.20 In a(n) __________, one individual takes power. a. direct democracy b. dictatorship c. oligarchy d. representative democracy Answer: b. dictatorship Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.21 A small group of people has taken power in a(n) __________. a. oligarchy b. representative democracy c. dictatorship d. direct democracy Answer: a. oligarchy Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.3.22 The amount of control wielded over a people by totalitarianism is __________. a. almost total b. moderate c. very slight d. nonexistent Answer: a. almost total Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.4.23 On the whole, Republicans and Democrats represent __________. a. radically different political parties b. the exact same viewpoint c. only slightly different centrist positions d. extreme viewpoints Answer: c. only slightly different centrist positions Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Understand the Concepts

TB_Q15.4.24 In the United States, third parties __________. a. have consistently been successful b. must support the same centrist themes as Democrats and Republicans to play a role c. are illegal d. have to set themselves apart from the two main parties to play a role Answer: b. must support the same centrist themes as Democrats and Republicans to play a role Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.4.25 Proportional representation __________. a. is a feature of preindustrial societies b. places lobbyists in the legislature c. gives 100 percent of the seats in a legislature to the party winning a majority of the popular vote d. gives less popular views more of a voice Answer: d. gives less popular views more of a voice Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.4.26 Samuel’s major campaign promise: If elected, he will make sure all pet stores carry only organic pet food and conflict-free toys. a. He is a centrist candidate. b. He is both a centrist and a noncentrist candidate. c. He has a better chance of becoming part of the government in a country that uses proportional representation than in the United States. d. He has a better chance of becoming part of the government in the United States than in a country that uses proportional representation. Answer: c. He has a better chance of becoming part of the government in a country that uses proportional representation than in the United States. Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q15.4.27 An election is held and the Star Party gets six votes in a system where fifty-one votes make a majority. The largest party, the Stripes Party, has gotten forty-five votes, so it finds itself having to negotiate with the Star Party so the two parties can agree to form a __________. a. coalition government b. third party c. PAC d. democracy 216 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: a. coalition government Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.4.28 In the last eight presidential elections in the United States, which age group voted the most seven out of the eight times? a. 18–20 b. 25–34 c. 35–44 d. 65 and older Answer: d. 65 and older Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.4.29 In the largest wave of immigration to the United States, immigrants accounted for __________ of the population. Today, in the second largest wave, immigrants account for __________ of the population. a. 1 percent; 6 percent b. 9 percent; 12 percent c. 15 percent; 12 percent d. 31 percent; 44 percent Answer: c. 15 percent; 12 percent Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q15.4.30 Those who do not care enough to vote suffer from __________. a. compassion fatigue b. coalition blues c. voter apathy d. proportionate representation Answer: c. voter apathy Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q15.4.31 In the last seven U.S. presidential elections, a majority of __________ have consistently voted for the Democratic candidate. 217 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. men b. women c. neither men nor women d. both men and women Answer: b. women Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.4.32 Which of the following would try to get a law passed based on the wishes of those who employ her? a. a third-party candidate b. a PAC c. a third-party supporter d. a lobbyist Answer: d. a lobbyist Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Moderate Skill Level: Analyze It TB_Q15.4.33 The Midwest Dairy Association, the National Retail Federation, and the National Rifle Association are examples of __________. a. lobbyists b. PACs c. special-interest groups d. third parties Answer: c. special-interest groups Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.4.34 In its 2010 ruling on Citizens United v. Federal Election Commission, the U.S. Supreme Court __________. a. gave corporations even more freedom to contribute money for political purposes b. outlawed political contributions c. recognized that corporations are not people d. ruled that the First Amendment limits the amount of money that corporations can contribute to politicians Answer: a. gave corporations even more freedom to contribute money for political purposes Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System 218 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.5.35 __________ is (are) a condition of lawlessness or political disorder caused by the absence or collapse of governmental authority. a. Pluralism b. Anarchy c. Checks and balances d. Functionalism Answer: b. Anarchy Learning Objective: LO 15.5 Compare the functionalist (pluralist) and conflict (power elite) perspectives of U.S. power. Topic/Concept: Who Rules the United States? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.5.36 The functionalist perspective on who should rule in society favors __________. a. individualism b. anarchy c. pluralism d. royalty Answer: c. pluralism Learning Objective: LO 15.5 Compare the functionalist (pluralist) and conflict (power elite) perspectives of U.S. power. Topic/Concept: Who Rules the United States? Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.5.37 In a pluralist system, according to functionalists, which special-interest group gains control? a. the special-interest group having to do with guns b. the special-interest group having to do with food c. no special-interest group d. the largest special-interest group Answer: c. no special-interest group Learning Objective: LO 15.5 Compare the functionalist (pluralist) and conflict (power elite) perspectives of U.S. power. Topic/Concept: Who Rules the United States? Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.5.38 The intention of _____ is to keep any individual branch of the U.S. government from dominating. a. the conflict perspective b. pluralism c. checks and balances d. anarchy Answer: c. checks and balances 219 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 15.5 Compare the functionalist (pluralist) and conflict (power elite) perspectives of U.S. power. Topic/Concept: Who Rules the United States? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.5.39 Which term would be favored by C. Wright Mills? a. “corporate leaders” b. “power elite” c. “ruling class” d. “looking glass” Answer: b. “power elite” Learning Objective: LO 15.5 Compare the functionalist (pluralist) and conflict (power elite) perspectives of U.S. power. Topic/Concept: Who Rules the United States? Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.5.40 Conflict theorists take the position that __________ dominate(s) the United States. a. lobbyists b. functionalists c. anarchy d. a ruling class Answer: d. a ruling class Learning Objective: LO 15.5 Compare the functionalist (pluralist) and conflict (power elite) perspectives of U.S. power. Topic/Concept: Who Rules the United States? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.6.41 Complete this well-known quotation from Carl von Clausewitz (1918): “War is __________. a. hell” b. a thing abhorred since the beginning of time” c. merely a continuation of politics by other means” d. what happens when all religious approaches have failed” Answer: c. merely a continuation of politics by other means” Learning Objective: LO 15.6 Distinguish between war and terrorism; explain how common war is, why countries go to war, the role of profits, and the costs of war. Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q15.6.42 __________ is armed conflict between nations or politically distinct groups. a. Terrorism b. War c. Unrest d. Civil disobedience 220 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. War Learning Objective: LO 15.6 Distinguish between war and terrorism; explain how common war is, why countries go to war, the role of profits, and the costs of war. Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Easy Skill Level: Remember the Facts TB_Q15.6.43 War is __________ among societies. a. universal b. a modern invention c. not universal d. relatively uncommon Answer: c. not universal Learning Objective: LO 15.6 Distinguish between war and terrorism; explain how common war is, why countries go to war, the role of profits, and the costs of war. Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.6.44 According to Timasheff (1965), one of the three necessary conditions for a war to take place is __________. a. aggressive impulses b. a weaker nation’s desire to dominate a stronger one c. an aggravation representing an unresolvable incompatibility d. a slight to the nation’s honor Answer: c. an aggravation representing an unresolvable incompatibility Learning Objective: LO 15.6 Distinguish between war and terrorism; explain how common war is, why countries go to war, the role of profits, and the costs of war. Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.6.45 Timasheff (1965) identified seven “fuels” that make war likely, including the idea that __________. a. religious beliefs should not be shared b. a cultural tradition of war is desirable c. it is necessary to get back at enemies for what they did before d. an antagonistic situation can only be resolved through violent methods Answer: c. it is necessary to get back at enemies for what they did before Learning Objective: LO 15.6 Distinguish between war and terrorism; explain how common war is, why countries go to war, the role of profits, and the costs of war. Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.6.46 In 2011 dollars, which of the following wars cost the most? a. the American Revolution b. the Civil War 221 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. World War II d. the Iraq War Answer: c. World War II Learning Objective: LO 15.6 Distinguish between war and terrorism; explain how common war is, why countries go to war, the role of profits, and the costs of war. Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Moderate Skill Level: Analyze It TB_Q15.6.47 A product of war is __________, which leads us to think of people as objects rather than human beings who should be treated with decency. a. terrorism b. drones c. dehumanization d. arms sales Answer: c. dehumanization Learning Objective: LO 15.6 Distinguish between war and terrorism; explain how common war is, why countries go to war, the role of profits, and the costs of war. Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.6.48 Terrorists try to create __________ to reach certain __________. a. fear; political goals b. chaos; order c. fear; reconciliation d. alarm; attention Answer: a. fear; political goals Learning Objective: LO 15.6 Distinguish between war and terrorism; explain how common war is, why countries go to war, the role of profits, and the costs of war. Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.6.49 Numbers one and two among the top ten world arms sellers are __________. a. the United States and Russia b. China and the United States c. Russia and China d. France and the rest of Europe Answer: a. the United States and Russia Learning Objective: LO 15.6 Distinguish between war and terrorism; explain how common war is, why countries go to war, the role of profits, and the costs of war. Topic/Concept: War and Terrorism: Implementing Political Objectives Difficulty Level: Moderate Skill Level: Remember the Facts

TB_Q15.7.50 Which of the following currently holds the most promise for unity in the world? a. Great Britain leaving the EU. b. the United Nations c. NAFTA d. the decline of China Answer: b. the United Nations Learning Objective: LO 15.7 Explain how the globalization of capitalism might be bringing a New World Order. Topic/Concept: A New World Order? Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q15.2.51: How can violence possibly be legitimate? Feedback: The state claims a monopoly on legitimate force. Legitimate force is what the state calls violence. As Berger (1963) said, “Violence is the ultimate foundation of any political order.” Max Weber said that the state claims both the exclusive right to use violence and the right to punish anyone else who uses violence. Learning Objective: LO 15.2 Contrast power, authority, and violence; compare traditional, rational–legal, and charismatic authority; explain authority as an ideal type. Topic/Concept: Power, Authority, and Violence Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.3.52: Was the United States the first democracy? Or had other countries or peoples taken the same path? Feedback: No. Democracy was practiced in the city-state of Athens, in Greece, 2,500 years ago. Other groups that practiced democracy before the United States include some Native American tribes, such as the Iroquois. These groups were fairly small, however. The United States was the first larger group to practice democracy. Learning Objective: LO 15.3 Compare monarchies, democracies, dictatorships, and oligarchies. Topic/Concept: Types of Government Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.4.53: What are the two key distinctions between U.S. and European democracies? Feedback: (1) In Europe, proportional representation is used. Seats in the legislature are divided according to the proportion of votes that each party receives. If one party receives 16 percent of the votes, then that party gets 16 percent of the seats in the legislature. In the United States, a simple majority determines who is seated in the legislature. A candidate with 49 percent of the votes loses, and a candidate with 51 percent of the votes wins. (2) In Europe, proportional representation encourages minority parties. In the United States, the winner-take-all system discourages minority parties. Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Analyze It 223 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q15.4.54: How does social integration relate to the proportion of people likely to vote? Feedback: The more that people feel they have a stake in the political system, the more likely they are to vote. People who have been rewarded more by the political and economic system feel more socially integrated. So the people who are more likely to vote are the older, more educated, more affluent, and employed people. Learning Objective: LO 15.4 Compare the U.S. political system with other democratic systems; discuss voting patterns, lobbyists, and PACs. Topic/Concept: The U.S. Political System Difficulty Level: Difficult Skill Level: Analyze It TB_Q15.5.55: What are the levels of the power pyramid proposed by C. Wright Mills? Who makes up the different levels? Feedback: The levels are (starting at the top and working down) the top leaders, the middle level, and the masses of people. The top leaders are made up of corporate, political, and military leaders. Wright said that of these three, the corporate leaders are dominant. The middle level is made up of Congress, other legislators, interest-group leaders, and local opinion leaders. The masses of people at the bottom are unorganized, exploited, and mostly uninterested. Learning Objective: LO 15.5 Compare the functionalist (pluralist) and conflict (power elite) perspectives of U.S. power. Topic/Concept: Who Rules the United States? Difficulty Level: Difficult Skill Level: Analyze It

Chapter 16: Marriage and Family Multiple-Choice Questions TB_Q16.1.1 __________ is a form of marriage in which men have more than one wife. a. Polyandry b. The nuclear family c. An extended family d. Polygyny Answer: d. Polygyny Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q16.1.2 ___________ is a form of marriage in which women have more than one husband. a. The family of procreation b. Polyandry c. Polygyny d. The family of orientation Answer: b. Polyandry Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q16.1.3 Two or more people who consider themselves related by blood, marriage, or adoption make up a __________. a. family of orientation b. family c. nuclear family d. family of procreation Answer: b. family Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q16.1.4 People who share an apartment by definition live in the same __________. a. household b. family of procreation c. system of descent d. marriage Answer: a. household Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective 225 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.1.5 A wife, her husband, and their two children make up what kind of family? a. Extended household b. Extended family c. Nuclear family d. Polygynous family Answer: c. Nuclear family Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.1.6 Clarence’s grandparents lived with him and his mom and dad in the same house, on the top floor. The family Clarence lived in was a(n) __________. a. extended family b. household c. nuclear family d. blended family Answer: a. extended family Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q16.1.7 The family that is formed when a couple’s first child is born is referred to as a __________. a. family of orientation b. family or procreation c. household d. family Answer: b. family of procreation Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q16.1.8 A person grows up in his or her __________. a. family of procreation b. extended family c. family of orientation d. imaginary family Answer: c. family of orientation Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy 226 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Skill Level: Understand the Concepts TB_Q16.1.9 Which statement about same-sex marriage is true? a. In North America, it originated recently in the United States. b. The U.S. Constitution mentions same-sex marriage. c. Same-sex marriages were already taking place among Native Americans in the pre-Columbian era. d. It is illegal throughout the United States. Answer: c. Same-sex marriage were already taking place among Native Americans in the pre-Columbian era. Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.1.10 A group’s approved mating arrangements, usually marked by a ritual of some sort, is called __________. a. endogamy b. exogamy c. a nuclear family d. a marriage Answer: d. a marriage Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q16.1.11 In __________, one is marrying within the same group. a. exogamy b. endogamy c. polyandry d. an extended family Answer: b. endogamy Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.1.12 __________ requires that people marry outside the group. a. Exogamy b. Endogamy c. Matriarchy d. The family of orientation Answer: a. Exogamy Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.1.13 227 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

The __________ prohibits sex and marriage among designated relatives. a. incest taboo b. nuclear family c. patrilineal system d. family of procreation Answer: a. incest taboo Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q16.1.14 A typical lie made by potential mates on an online dating site is __________. a. men saying they are taller than they are b. women saying they weigh more than they do c. men saying they are shorter than they are d. women saying they are friendlier than they are Answer: a. men saying they are taller than they are Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Theoretical Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q16.1.15 Systems of descent, the ways in which people trace kinship generation after generation, are __________. a. matrilineal everywhere but in the United States b. remarkably similar throughout the world c. different all over the world d. bilineal in the United States, but patriarchal everywhere else Answer: c. different all over the world Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.1.16 Marion, 10 years old, knew that she was related to the relatives on her mother’s side of the family as well as to the relatives on her father’s side of the family. This __________ system is the usual model in the United States. a. trilineal b. patrilineal c. bilineal d. matrilineal Answer: c. bilineal Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q16.1.17 228 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

When a social group does not think of children as being related to their mother’s relatives, that group follows a(n) __________ system. a. matrilineal b. patrilineal c. incest taboo d. egalitarian Answer: b. patrilineal Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.1.18 Ying lives in China and does not know anything about her biological father’s side of the family. Evidently, she is living within a __________ system, where descent is traced only on the mother’s side. a. patrilineal b. bilineal c. matrilineal d. egalitarian Answer: c. matrilineal Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q16.1.19 Males hold the authority in a(n) __________ society. a. patriarchal b. egalitarian c. household d. matriarchal Answer: a. patriarchal Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.1.20 A society in which women hold the authority would be a(n) __________. a. patriarchy b. bilineal system c. matriarchy d. egalitarian society Answer: c. matriarchy Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.1.21 229 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

In a(n) __________ family, both the wife and the husband hold just about the same authority. a. matrilineal b. incest taboo c. egalitarian d. patrilineal Answer: c. egalitarian Learning Objective: LO 16.1 Define marriage and family, and summarize their common cultural themes. Topic/Concept: Marriage and Family in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.2.22 From the functionalist perspective, the incest taboo helps families to avoid __________. a. emotional overload b. confusion over who is who in the family c. looking outside the family for marriage partners d. Internet dating Answer: b. confusion over who is who in the family Learning Objective: LO 16.2 Contrast the functionalist, conflict, and symbolic interactionist perspectives on marriage and family. Topic/Concept: Marriage and Family in Theoretical Perspective Difficulty Level: Moderate Skill Level: Analyze It TB_Q16.2.23 According to a study, wives make more the decisions than husbands in __________ of households, husbands make more decisions than wives in __________ of households, and __________ of couples divide decisions equally. a. 18 percent; 72 percent; 10 percent b. 23 percent; 55 percent; 22 percent c. 30 percent; 41 percent; 29 percent d. 43 percent; 26 percent; 31 percent Answer: d. 43 percent; 26 percent; 31 percent Learning Objective: LO 16.2 Contrast the functionalist, conflict, and symbolic interactionist perspectives on marriage and family. Topic/Concept: Marriage and Family in Theoretical Perspective Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q16.2.24 Parents are actually spending more time with the children today than in the last forty years, and the main way parents have found the extra time is by __________. a. sleeping less b. spending less time with others c. working shorter hours d. enjoying the new, shorter workweek most employers have implemented Answer: b. spending less time with others Learning Objective: LO 16.2 Contrast the functionalist, conflict, and symbolic interactionist perspectives on marriage and family. Topic/Concept: Marriage and Family in Theoretical Perspective 230 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Analyze It TB_Q16.3.25 “Homogamy” refers to __________. a. the marriage of people with contrasting characteristics b. gay men c. the marriage of people who are similar to each other d. interracial marriage Answer: c. the marriage of people who are similar to each other Learning Objective: LO 16.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions. Topic/Concept: The Family Life Cycle Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.3.26 In terms of size, most Americans think a __________ family with __________ children is best. a. small; zero, one, or two b. medium-sized; three to four c. large; five to seven d. really large; eight or more Answer: a. small; zero, one, or two Learning Objective: LO 16.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions. Topic/Concept: The Family Life Cycle Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.3.27 A dramatic shift in what Americans perceived to be the ideal family size occurred in the __________. a. 1950s b. 1960s c. 1970s d. early 2000s Answer: c. 1970s Learning Objective: LO 16.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions. Topic/Concept: The Family Life Cycle Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q16.3.28 Advances in technology have created the new possibility of __________. a. waiting less than three months for a human baby to be fully developed and ready to be born b. having full-grown children c. baby shopping d. arranged marriage Answer: c. baby shopping 231 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 16.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions. Topic/Concept: The Family Life Cycle Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.3.29 Of the following, __________ most likely care(s) for the baby of a married woman who has to work. a. siblings b. the father c. a grandfather d. a grandmother Answer: b. the father Learning Objective: LO 16.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions. Topic/Concept: The Family Life Cycle Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.4.30 __________ of African American households are headed by both a mother and a father. a. Almost all b. Over three-quarters c. Slightly more than half d. Less than half Answer: d. Less than half Learning Objective: LO 16.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian. Topic/Concept: Diversity in U.S. Families Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.4.31 Which statement about machismo is true? a. It increases with each generation in the United States. b. It is limited to Latinos. c. It decreases with each generation in the United States. d. It is more important than social class in determining family life. Answer: c. It decreases with each generation in the United States. Learning Objective: LO 16.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian. Topic/Concept: Diversity in U.S. Families Difficulty Level: Easy Skill Level: Remember the Facts TB_Q16.4.32 The author of the textbook points out Asian Americans are __________. a. Confucianists b. monolithic c. of one social class d. from disparate backgrounds 232 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: d. from disparate backgrounds Learning Objective: LO 16.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian. Topic/Concept: Diversity in U.S. Families Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.4.33 In Native American families, __________. a. elders play a less active role than in most U.S. families b. family life differs by social class c. physical punishment of children is emphasized d. social class plays no role Answer: b. family life differs by social class Learning Objective: LO 16.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian. Topic/Concept: Diversity in U.S. Families Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.4.34 The percentage of American children under 18 who live with both parents is __________. a. increasing b. decreasing c. unknown d. fixed by law Answer: b. decreasing Learning Objective: LO 16.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian. Topic/Concept: Diversity in U.S. Families Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.4.35 In a “blended family,” __________. a. members were once part of other families b. members are necessarily interracial c. first-generation immigrants must come to the United States d. extended family members of at least three generations live in the household Answer: a. members were once part of other families Learning Objective: LO 16.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian. Topic/Concept: Diversity in U.S. Families Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.4.36 The major distinction between gay or lesbian families and heterosexual families is that __________. a. they have different emphases on money and careers b. breakups occur for different reasons c. heterosexual families raise children and gay/lesbian families do not d. gay/lesbian families still face negativity 233 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: d. gay/lesbian families still face negativity Learning Objective: LO 16.4 Summarize research on families: African American, Latino, Asian American, Native American, one-parent, couples without children, blended, and gay and lesbian. Topic/Concept: Diversity in U.S. Families Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.5.37 Josie, a first-time bride, is currently at the average age for first-time brides in the United States, which is __________. a. just over 20, younger than at any other time in U.S. history b. about the same as it was in 1890 c. 25 d. between 27 and 28, older than at any other time in U.S. history Answer: d. between 27 and 28, older than at any other time in U.S. history Learning Objective: LO 16.5 Discuss changes in the timetable of family life, cohabitation, and elder care. Topic/Concept: Trends in U.S. Families Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q16.5.38 The sandwich generation is so called because they __________. a. are torn between work and family responsibilities b. are caring for both their children and their parents c. have bad eating habits, which lead to obesity d. are caring for both their parents and grandparents Answer: b. are caring for both their children and their parents Learning Objective: LO 16.5 Discuss changes in the timetable of family life, cohabitation, and elder care. Topic/Concept: Trends in U.S. Families Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q16.6.39 The state in the United States with the highest divorce rate is __________. a. Maine b. California c. New York d. Nevada Answer: d. Nevada Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, fathers’ contact after divorce, ex-spouses, and remarriage. Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q16.6.40 Calculating statistics on divorce is complicated by __________. a. a lack of data to base them on b. the rarity of divorce c. people who remarry d. differing meanings of “divorce” 234 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. people who remarry Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, fathers’ contact after divorce, ex-spouses, and remarriage. Topic/Concept: Divorce and Remarriage Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.6.41 The racial–ethnic group in the United States with the lowest divorce rate is __________. a. Asian Americans b. African Americans c. Native Americans d. Latinos Answer: a. Asian Americans Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, fathers’ contact after divorce, ex-spouses, and remarriage. Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q16.6.42 The risk of divorce is decreased among couples __________. a. who have a religious affiliation b. whose parents are divorced c. who drop out from high school d. who have a baby before they get married Answer: a. who have a religious affiliation Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, fathers’ contact after divorce, ex-spouses, and remarriage. Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.6.43 Children adjust better to divorce if __________. a. the parent they live with is not making a good adjustment to the divorce b. their routines are varied c. they have another adult they can turn to d. they experience a great deal of conflict Answer: c. they have another adult they can turn to Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, fathers’ contact after divorce, ex-spouses, and remarriage. Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Analyze It TB_Q16.6.44 When a couple gets divorced, they are not the only ones who experience the negative effects. According to sociological research from 2005, so do their __________. a. co-workers b. grandchildren 235 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. cats d. dogs Answer: b. grandchildren Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, fathers’ contact after divorce, ex-spouses, and remarriage. Topic/Concept: Divorce and Remarriage Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.6.45 Celeste had been married before—twice. She was thrilled by the prospect of her upcoming marriage to Caldwell, which would be her third marriage and Caldwell’s second. These are two of the __________ of Americans getting married who are not saying “I do” for the first time. a. miniscule number b. almost a quarter c. nearly half d. majority Answer: c. nearly half Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, fathers’ contact after divorce, ex-spouses, and remarriage. Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q16.7.46 According to domestic violence research by Straus (2011), __________. a. wives get violent against their husbands as often as husbands get violent against their wives b. husbands do violence to their wives twice as often as wives do violence to their husbands c. domestic violence is mainly limited to couples who are not married d. the secret to curbing violence is to focus on men Answer: a. wives get violent against their husbands as often as husbands get violent against their wives Learning Objective: LO 16.7 Summarize the dark and bright sides of family life. Topic/Concept: Two Sides of Family Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.7.47 There are about __________ confirmed cases of child abuse or neglect annually in the United States. a. 7,000 b. 70,000 c. 700,000 d. 7,000,000 Answer: c. 700,000 Learning Objective: LO 16.7 Summarize the dark and bright sides of family life. Topic/Concept: Two Sides of Family Life Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q16.7.48 The term “intimate partner rape” refers to __________. 236 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. rape in general b. heterosexual relationships only c. married couples only d. all kinds of couples, regardless of sexual orientation Answer: d. all kinds of couples, regardless of sexual orientation Learning Objective: LO 16.7 Summarize the dark and bright sides of family life. Topic/Concept: Two Sides of Family Life Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q16.7.49 Brothers and sisters or parents and children engaging in sexual relations are engaging in __________. a. rape b. incest c. intimacy rape d. battering Answer: b. incest Learning Objective: LO 16.7 Summarize the dark and bright sides of family life. Topic/Concept: Two Sides of Family Life Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q16.8.50 The most salient factor to consider in terms of the future of marriage is that __________. a. many societies in the world exist quite happily without marriage b. the decline of marriage indicates that it will become a relic of the past c. fewer couples will find themselves sandwiched between taking care of kids and parents d. marriage exists in every society Answer: d. marriage exists in every society Learning Objective: LO 16.8 Explain the likely future of marriage and family. Topic/Concept: The Future of Marriage and Family Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q16.2.51: According to functionalists, the family fulfills six needs basic to the survival of every society. What are these needs? Feedback: The six needs, or functions, are (1) economic production, (2) socialization of children, (3) care of the sick and aged, (4) recreation, (5) sexual control, and (6) reproduction. Learning Objective: LO 16.2 Contrast the functionalist, conflict, and symbolic interactionist perspectives on marriage and family. Topic/Concept: Marriage and Family in Theoretical Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.3.52: What is romantic love? How does it begin? Feedback: Romantic love can be defined as mutual sexual attraction and idealized feelings about one another. It usually begins with sexual attraction. 237 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 16.3 Summarize research on love and courtship, marriage, childbirth, child rearing, and family transitions. Topic/Concept: The Family Life Cycle Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.5.53: What is the difference between cohabitation and marriage? Feedback: Commitment is the main difference between cohabitation and marriage. In marriage, the assumption is permanence. In cohabitation, couples simply move in together. Marriage requires a judge to end it, but ending cohabitation only requires separating. Learning Objective: LO 16.5 Discuss changes in the timetable of family life, cohabitation, and elder care. Topic/Concept: Trends in U.S. Families Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.6.54: How can symbolic interactionism help you to be optimistic about the chances of your own marriage succeeding despite the divorce statistics? Feedback: You are an individual, not a statistic. Divorce statistics represent all marriages and have absolutely nothing to do with any particular marriage. From a symbolic interactionist perspective, we create our own worlds. Our experiences do not come with built-in meanings. We can create a self-fulfilling prophecy, so it helps to have a vision that a good marriage is possible. It also helps to believe that it is worth the effort to work things out. Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, fathers’ contact after divorce, ex-spouses, and remarriage.. Topic/Concept: Divorce and Remarriage Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.7.55: The text listed eight factors that help to make a marriage successful as identified by Jeanette and Robert Lauer; another six factors are identified by Nicholas Stinnett, and three more are included by the author. List at least six of these seventeen factors. Feedback: These are the seventeen factors. Happy couples (1) consider their spouse to be their best friend; (2) like their spouse as a person; (3) think of marriage as a long-term commitment; (4) believe that marriage is sacred; (5) agree on aims and goals; (6) believe that their spouse has grown more interesting over the years; (7) strongly want the relationship to succeed; (8) laugh together; (9) spend a lot of time together; (10) are quick to express appreciation; (11) promote one another’s welfare; (12) do a lot of talking and listening to one another; (13) are religious; (14) deal with crises in a positive manner; (15) enjoy leisure activities together; (16) agree on how to spend money; and (17) get along with their in-laws. Learning Objective: LO 16.7 Summarize the dark and bright sides of family life. Topic/Concept: Two Sides of Family Life Difficulty Level: Difficult Skill Level: Analyze It

Chapter 17: Education Multiple-Choice Questions TB_Q17.1.1 __________ is a formal system of teaching knowledge, values, and skills. a. Mandatory age b. Education c. Community college d. Industrialization Answer: b. Education Learning Objective: LO 17.1 Discuss education in earlier societies and how education is related to industrialization. Topic/Concept: The Development of Modern Education Difficulty Level: Easy Skill Level: Remember the Facts TB_Q17.1.2 Tribal group education is __________. a. acculturation, essentially b. unknown c. handled by schools, like today d. punishable by death Answer: a. acculturation, essentially Learning Objective: LO 17.1 Discuss education in earlier societies and how education is related to industrialization. Topic/Concept: The Development of Modern Education Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.1.3 In the United States, universal schooling was an idea of __________. a. George W. Bush b. Abraham Lincoln c. Karl Marx d. Thomas Jefferson Answer: d. Thomas Jefferson Learning Objective: LO 17.1 Discuss education in earlier societies and how education is related to industrialization. Topic/Concept: The Development of Modern Education Difficulty Level: Easy Skill Level: Remember the Facts TB_Q17.1.4 __________ require that all children attend school until they reach a specified age or until they complete a minimum grade in school. a. Optional education laws b. Very few states c. Mandatory education laws d. All countries Answer: c. Mandatory education laws 239 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 17.1 Discuss education in earlier societies and how education is related to industrialization. Topic/Concept: The Development of Modern Education Difficulty Level: Easy Skill Level: Remember the Facts TB_Q17.1.5 One hundred years ago, U.S. schools required attendance by everyone usually until age __________ or until they completed the __________ grade. a. 10; third b. 12; fifth c. 16; eighth d. 18; tenth Answer: c. 16; eighth Learning Objective: LO 17.1 Discuss education in earlier societies and how education is related to industrialization. Topic/Concept: The Development of Modern Education Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q17.1.6 Today, __________ of nine Americans has/have not finished high school. a. one b. two c. three d. four Answer: a. one Learning Objective: LO 17.1 Discuss education in earlier societies and how education is related to industrialization. Topic/Concept: The Development of Modern Education Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q17.1.7 About __________ of all Americans today are college graduates. a. one-tenth b. one-fourth c. one-third d. two-thirds Answer: c. one-third Learning Objective: LO 17.1 Discuss education in earlier societies and how education is related to industrialization. Topic/Concept: The Development of Modern Education Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.1.8 Of the following states, which has the lowest percentage of high school dropouts? a. California b. New York c. Florida 240 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

d. Iowa Answer: d. Iowa Learning Objective: LO 17.2 Understand how education is related to the culture and economy of a nation, and compare education in Japan, Russia, and Egypt. Topic/Concept: Education in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.1.9 Whether community colleges should prepare high school graduates to enter four-year colleges or prepare the students for vocational work, __________. a. was settled in favor of the former some years ago b. is stipulated by law c. depends on the age of the students d. has always been a matter of dispute Answer: d. has always been a matter of dispute Learning Objective: LO 17.1 Discuss education in earlier societies and how education is related to industrialization. Topic/Concept: The Development of Modern Education Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.2.10 In grade schools in Japan, all children in a class __________. a. study exactly the same thing at exactly the same time b. work with a state-provided tutor c. progress at their individual pace d. are required by law to attend a “cram school” Answer: a. study exactly the same thing at exactly the same time Learning Objective: LO 17.2 Understand how education is related to the culture and economy of a nation, and compare education in Japan, Russia, and Egypt. Topic/Concept: Education in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.2.11 “Cultural capital” refers to privileges accompanying a social location that help someone in life, such as __________. a. having to work to help support your family while in school b. parents who have a high level of education c. parents with a grade-school education d. speaking more than one language Answer: b. parents who have a high level of education Learning Objective: LO 17.2 Understand how education is related to the culture and economy of a nation, and compare education in Japan, Russia, and Egypt. Topic/Concept: Education in Global Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.2.12 241 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

In Russia, __________. a. politicians are interested in using the educational system to shape minds, unlike in other countries b. there is vigorous competition among textbook publishers c. schools are extremely critical of Russia’s past d. politicians are interested in using the educational system to shape minds, as in other countries Answer: d. politicians are interested in using the educational system to shape minds, as in other countries Learning Objective: LO 17.2 Understand how education is related to the culture and economy of a nation, and compare education in Japan, Russia, and Egypt. Topic/Concept: Education in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.2.13 In the world’s Least Industrialized Nations, __________, which used to be the case everywhere. a. many simply don’t have enough time or money to go to school b. no one goes to school because there is a taboo against it c. education is universal d. education is illegal Answer: a. many simply don’t have enough time or money to go to school Learning Objective: LO 17.2 Understand how education is related to the culture and economy of a nation, and compare education in Japan, Russia, and Egypt. Topic/Concept: Education in Global Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.3.14 The intended beneficial consequences of people’s actions are known as __________. a. latent functions b. manifest functions c. credential society d. the cultural transmission of values Answer: b. manifest functions Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Easy Skill Level: Remember the Facts TB_Q17.3.15 ___________are the unintended beneficial consequences of people’s actions. a. Manifest functions b. All functions c. Latent functions d. Only negative results Answer: c. Latent functions Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Easy Skill Level: Remember the Facts TB_Q17.3.16 242 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Employers use diplomas and degrees as __________. a. latent functions b. a form of payment c. manifest functions d. forms of credentials Answer: d. forms of credentials Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Analyze It TB_Q17.3.17 Because of the emphasis of her teachers, Inez was able to name the first few presidents of the United States from memory by the time she was in fifth grade. This demonstrates the way schools celebrate founders and pass on the society’s core values through __________. a. inclusion b. gatekeeping c. the cultural transmission of values d. habit Answer: c. the cultural transmission of values Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.3.18 Functionalists would argue that maintaining the status quo is key especially with regard to the __________. a. very wealthy b. lower social classes c. middle class d. moderately wealthy Answer: b. lower social classes Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.3.19 Julio, a student who is deaf, attends classes with students who can hear; to accommodate this situation, an interpreter translates everything the teacher is saying into sign language. This is known as inclusion, or __________. a. gatekeeping b. credential society c. home schooling d. mainstreaming Answer: d. mainstreaming 243 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.3.20 __________ refers to a function of education that funnels people into a society’s various positions. a. Home schooling b. Social placement c. Manifest function d. Promoting the brightest Answer: b. Social placement Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q17.3.21 Girish found himself in honors classes or special, smaller, more innovative versions of regular classes as soon as he entered high school. He had not asked for this; it just happened automatically, based on his performance in middle school and perhaps some tests he had taken along the way. Girish’s experience is an example of __________. a. the credential society b. home schooling c. cultural transmission of values d. tracking Answer: d. tracking Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.3.22 Which statement about home-schooled students is true? a. Home-schooling began in the 1950s. b. Their test scores are consistently below students who attend regular schools. c. Some colleges actively seek to enroll home-schooled applicants. d. They are socially isolated. Answer: c. Some colleges actively seek to enroll home-schooled applicants. Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.3.23 On average, people who complete college live __________ than high school drop-outs. a. five years less 244 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. no more than five years longer c. at least ten years longer d. twenty years longer Answer: c. at least ten years longer Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q17.4.24 Vera is a conflict theorist. She is particularly interested in looking at __________. a. the benefits of education b. the reproduction of the social class structure by the educational system c. the positive aspects of the hidden curriculum d. the way that education helps undermine the dominance of the elite Answer: b. the reproduction of the social class structure by the educational system Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.4.25 The first time Julie talked back to her teacher, she had to sit in the corner of the classroom. The next time she talked back, the teacher sent her to the principal’s office. According to conflict theorists, this insistence on __________ is part of the hidden curriculum. a. obedience to authority b. demonstrating intelligence c. talking about subjects actually forbidden by law d. questioning authority Answer: a. obedience to authority Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.4.26 Randolph gave all pupils an equal chance to succeed in his second-grade class, but he demanded more from the children of professionals and the wealthier families in town. It only seemed natural because they were generally better readers and better students overall. He did not deliberately discriminate against students from disadvantaged homes. In fact, Randolph was delighted when one of them performed well. However, when it came to social inequality, he __________. a. actively encouraged it b. inadvertently perpetuated it c. fought against it at every opportunity d. took no position one way or the other Answer: b. inadvertently perpetuated it Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate 245 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Skill Level: Apply What You Know TB_Q17.4.27 Intelligence tests __________. a. maintain the status quo b. use neutral questions rather than biased questions c. perform a useful function for society, according to conflict theorists d. are geared to help all children perform well Answer: a. maintain the status quo Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.4.28 From a conflict perspective, school funding __________. a. is actually quite equitable in the United States b. is irrelevant to the larger struggle c. should not be based on property taxes d. is stacked against the poor in some, but not all, states Answer: c. should not be based on property taxes Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.4.29 Per-pupil spending varies by state, from ___________ at the low end to __________ at the high end. a. $1,423; $3,671 b. $2,811; $5,670 c. $3,905; $11,302 d. $6,500; $20,610 Answer: d. $$6,500; $20,610 Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q17.4.30 Thomas lives in a state that is within the main cluster of the states having the highest per-pupil spending rates in the United States. Thomas must live in the __________. a. South b. West c. Northeast d. Southeast Answer: c. Northeast Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q17.4.31 246 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Overall, children are more likely to get a higher education if their parents __________. a. did not go to college b. have high income c. come from a lower social class d. have low income Answer: b. have high income Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.4.32 ___________are the most likely to attend private colleges. a. Native Americans b. Asian Americans c. Whites d. African Americans Answer: d. African Americans Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q17.4.33 Of those who complete high school, a higher percentage of __________ go on to college. a. whites b. African Americans c. Latinos d. conflict theorists Answer: a. whites Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q17.5.34 In a classic study by Ray Rist, it was determined by observation that a child’s education was essentially __________. a. haphazard and unpredictable b. identical to each other child’s c. set on a certain course only a few days into kindergarten d. determined by the end of fifth grade Answer: c. set on a certain course only a few days into kindergarten. Learning Objective: LO 17.5 Explain the significance of teacher expectations, and give examples. Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q17.5.35 In a self-fulfilling prophecy, the assertion was originally __________, and becomes __________. a. true; false b. true; true c. false; true d. false; false Answer: c. false; true Learning Objective: LO 17.5 Explain the significance of teacher expectations, and give examples. Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.5.36 The Rosenthal and Jacobson (1968) experiment, and a good deal of other research, confirms that __________. a. children who teachers think will do better usually will do so b. children who teachers think will do worse usually will do better c. children who teachers think will do better usually will do worse d. IQ points increase in all children over time Answer: a. children who teachers think will do better usually will do so Learning Objective: LO 17.5 Explain the significance of teacher expectations, and give examples. Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.5.37 Through __________, a student may affect how the teacher perceives him or her and get higher grades. a. signaling b. showing off c. lack of cooperation d. disagreement with the teacher Answer: a. signaling Learning Objective: LO 17.5 Explain the significance of teacher expectations, and give examples. Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.5.38 Researchers found that from kindergarten to fifth grade, when children have equal test scores, __________ receive higher grades. a. girls b. students with poorer behavior c. boys d. the more difficult students Answer: a. girls Learning Objective: LO 17.5 Explain the significance of teacher expectations and give examples. Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts 248 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q17.5.39 Research shows that the certain kinds of __________ can help you to rise to many challenges in college and in life. a. negative expectations b. self-expectations c. signaling d. blaming oneself Answer: b. self-expectations Learning Objective: LO 17.5 Explain the significance of teacher expectations, and give examples. Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.6.40 From the 1960s to the present, verbal scores in the SAT have __________. a. risen ever so slightly b. risen higher than they have ever been c. remained the same d. declined further than ever before Answer: d. declined further than ever before Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by school officials, and violence in schools. Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.6.41 In recent years, to accommodate today’s students, those who design the SAT have __________. a. made it less difficult b. added a section on analogies and antonyms c. made it more difficult d. shortened the time allowed to take the test Answer: a. made it less difficult Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by school officials, and violence in schools. Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.6.42 When students get higher grades for the same work, they are getting __________. a. social promotion b. grade inflation c. rising standards d. grade deflation Answer: b. grade inflation Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by school officials, and violence in schools. Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Easy Skill Level: Understand the Concepts 249 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q17.6.43 Gerald got passed to the next grade even though he hadn’t really learned the basic material. Gerald’s situation exemplifies __________. a. increasing literacy b. increased standards for teachers c. grade inflation d. social promotion Answer: d. social promotion Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by school officials, and violence in schools. Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.6.44 __________ refers to high school graduates who have never mastered things they should have learned in grade school. a. Mediocrity b. Grade inflation c. Functional illiteracy d. IQ adjustment Answer: c. Functional illiteracy Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by school officials, and violence in schools. Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Easy Skill Level: Remember the Facts TB_Q17.6.45 If teaching is done well and students are held to high standards, some students accustomed to low standards will not graduate. This upsets __________. a. parents b. students c. parents and students d. no one Answer: c. parents and students Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by school officials, and violence in schools. Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.6.46 Ethel’s starting salary was among the highest for U.S. graduates with a bachelor’s degree; likely, she got her degree in __________. a. the social sciences b. engineering c. education d. business Answer: b. engineering 250 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by school officials, and violence in schools. Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.6.47 High school administrators across the nation have faked their graduation rates to __________. a. avoid losing funding b. show that they value honesty above all else c. help failing students d. improve educational standards Answer: a. avoid losing funding Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by school officials, and violence in schools. Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.6.48 Concerning deaths in school shootings, the trend is toward __________ deaths. a. a decrease in b. a slight increase in c. no change in d. a doubling of Answer: a. a decrease in Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, rising standards, cheating by school officials, and violence in schools. Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.7.49 What is the effect of technology on education? a. It is having no discernible impact on education. b. It is essentially a new carrot that probably will not work any better than the previous ones that have been tried. c. Its relationship with education could be compared to that between memorizing and thinking. d. It is making a major difference. Answer: d. It is making a major difference. Learning Objective: LO 17.7 Explain how technology is changing education. Topic/Concept: Technology and Education Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.7.50 Students who take MOOCs __________. a. are in a traditional classroom b. must be able to demonstrate they are all residing in the same country c. have to be enrolled in the college teaching the MOOC d. are living all over the globe 251 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: d. are living all over the globe Learning Objective: LO 17.7 Explain how technology is changing education. Topic/Concept: Technology and Education Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q17.1.51: Where did the “three R’s” expression come from? Feedback: In the nineteenth century, the needs of industrialization changed education. Some of the machinery and new types of jobs required workers who could read, write, and work with numbers, which came to be called the “three R’s”—Readin’, ’Ritin’, ’n ’Rithmetic—for Reading, Writing, and Arithmetic. Learning Objective: LO 17.1 Discuss education in earlier societies and how education is related to industrialization. Topic/Concept: The Development of Modern Education Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.3.52: How do schools bring about social integration? Feedback: Schools bring about social integration in various ways. They promote a sense of national identity when, for example, children salute the flag and sing the national anthem. They help to integrate immigrants as well as people with disabilities. In addition, they help to maintain the status quo. Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.3.53: Describe gatekeeping. Feedback: Gatekeeping is a term used for the social placement function of education. It means opening the doors of opportunity for some and closing them to others. Functionalists would say that the doors are opened through merit. Some form of tracking is used to accomplish gatekeeping; for example, some U.S. high schools funnel students into three different educational tracks based on perceived abilities—general, college prep, or honors. Learning Objective: LO 17.3 Explain the functions of education: knowledge and skills, values, social integration, gatekeeping, and replacing family functions. Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.4.54: According to Bowles and Gintis (1976), what characteristics of society match which characteristics of schools? Feedback: Capitalism matches an encouragement of competition in schools. Social inequality matches unequal funding of schools. Social class bias matches funneling children of the poor into job training programs that demand little thinking. The bureaucratic structure of corporations matches the model of authority provided in the classroom. The need for submissive workers matches making students submissive to teachers. The need for dependable workers matches enforced punctuality in attendance and homework. The need to maintain armed forces matches promoting patriotism in the classroom. Learning Objective: LO 17.4 Explain how the educational system reproduces the social class structure. Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality 252 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.7.55: What are the three models of online learning? Feedback: (1) “Traditional” online learning: students enrolled in a particular college attend online lectures. (2) MOOCs (Massive Open Online Courses): college classes are offered to anyone who enrolls. (3) Industrial model: students bypass college, take a nano course, get a certificate, and in a few weeks they qualify for a job. Learning Objective: LO 17.7 Explain how technology is changing education. Topic/Concept: Technology and Education Difficulty Level: Difficult Skill Level: Analyze It

Chapter 18: Religion Multiple-Choice Questions TB_Q18.1.1 __________, for Durkheim, meant things connected with the supernatural. a. Church b. Sacred c. Profane d. Belief Answer: b. Sacred Learning Objective: LO 18.1 Explain what Durkheim meant by sacred and profane; discuss the three elements of religion. Topic/Concept: What Is Religion? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q18.1.2 Durkheim used the word __________ to refer to the run-of-the-mill activities of daily life. a. “profane” b. “sacred” c. “profound” d. “church” Answer: a. “profane” Learning Objective: LO 18.1 Explain what Durkheim meant by sacred and profane; discuss the three elements of religion. Topic/Concept: What Is Religion? Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q18.1.3 After doing a survey of worldwide religions, Durkheim defined __________ as the beliefs and practices separating sacred from profane and unifying followers into a moral community. a. delusion b. the church c. the truth d. religion Answer: d. religion Learning Objective: LO 18.1 Explain what Durkheim meant by sacred and profane; discuss the three elements of religion. Topic/Concept: What Is Religion? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.1.4 To Durkheim, the concept of church includes __________. a. Buddhists taking part in worldly activities b. only a building in which religious activities take place c. Christians, Jews, and Muslims working together d. Hindus bathing in a special river Answer: d. Hindus bathing in a special river 254 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 18.1 Explain what Durkheim meant by sacred and profane; discuss the three elements of religion. Topic/Concept: What Is Religion? Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.2.5 One of the positive functions of religion is to __________. a. provide emotional comfort in times of need b. persecute nonbelievers c. justify war d. justify terrorism Answer: a. provide emotional comfort in times of need Learning Objective: LO 18.2 Apply the functionalist perspective to religion: functions, dysfunctions, and functional equivalents. Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.2.6 Solid research shows that those attending religious services more than weekly live about __________ people who do not go to religious services. a. four years less than b. the same amount of time as c. seven and a half years longer than d. twenty-five years longer than Answer: c. seven and a half years longer than Learning Objective: LO 18.2 Apply the functionalist perspective to religion: functions, dysfunctions, and functional equivalents. Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.2.7 Most religions find a way to express adherence to the religion and to __________ beyond that. a. nothing else b. reincarnation c. the government d. all other religions Answer: c. the government Learning Objective: LO 18.2 Apply the functionalist perspective to religion: functions, dysfunctions, and functional equivalents. Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.2.8 __________ refers to a government-sponsored religion. a. “Civil religion” b. “Persecution” c. “State religion” 255 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

d. “The church” Answer: c. “State religion” Learning Objective: LO 18.2 Apply the functionalist perspective to religion: functions, dysfunctions, and functional equivalents. Topic/Concept: The Functionalist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q18.2.9 If a nation is not formally aligned with any certain religion or religious group, but stamps “In God We Trust” on its coins, expects its leaders to ask God to bless the country and its people, and has a national pledge that refers to “one nation under God,” it is demonstrating __________. a. civil religion b. state religion c. functional equivalent d. sacred state Answer: a. civil religion Learning Objective: LO 18.2 Apply the functionalist perspective to religion: functions, dysfunctions, and functional equivalents. Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q18.2.10 When it comes to persecution, the history of religion shows that __________. a. persecution is universally condemned b. religion is commonly used to excuse persecution c. persecution occurred in past centuries, but not in the present century d. persecution has always been universally encouraged Answer: b. religion is commonly used to excuse persecution Learning Objective: LO 18.2 Apply the functionalist perspective to religion: functions, dysfunctions, and functional equivalents. Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q18.2.11 For __________, Christian heads of state carried out Crusades to try and gain control over what they called the Holy Land. a. ten years b. a hundred years c. three centuries d. seven centuries Answer: c. three centuries Learning Objective: LO 18.2 Apply the functionalist perspective to religion: functions, dysfunctions, and functional equivalents. Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.3.12 256 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

One characteristic of all religions is their use of __________, such as fish, to provide identity and create social solidarity for their members. a. the same symbols b. one of three symbols c. words rather than symbols d. symbols Answer: d. symbols Learning Objective: LO 18.3 Apply the symbolic interactionist perspective to religion: symbols, rituals, beliefs, religious experience, and community. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q18.3.13 In religion, ___________is (are) observances or rites often intended to evoke a sense of awe of the sacred. a. symbols b. rituals c. sacred texts d. artwork Answer: b. rituals Learning Objective: LO 18.3 Apply the symbolic interactionist perspective to religion: symbols, rituals, beliefs, religious experience, and community. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q18.3.14 Cosmology refers to __________. a. hair styles b. values about how we ought to live c. a set of concepts providing a coherent way to understand the world around us d. a religious experience Answer: c. a set of concepts providing a coherent way to understand the world around us Learning Objective: LO 18.3 Apply the symbolic interactionist perspective to religion: symbols, rituals, beliefs, religious experience, and community. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.3.15 A sudden feeling of connection with God or the supernatural is a(n) __________. a. religious experience b. example of ritual c. religious symbol d. example of cosmology Answer: a. religious experience Learning Objective: LO 18.3 Apply the symbolic interactionist perspective to religion: symbols, rituals, beliefs, religious experience, and community. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate 257 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Skill Level: Understand the Concepts TB_Q18.4.16 According to the __________ perspective of sociology, religion helps keep things the way they are, including the inequities in our society. a. functionalist b. born-again c. symbolic interactionist d. conflict Answer: d. conflict Learning Objective: LO 18.4 Apply the conflict perspective to religion: opium of the people and legitimating social inequalities. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.4.17 __________ basically thought that religion lulled people like a narcotic. a. Weber b. Marx c. Robertson d. Ché Guevara Answer: b. Marx Learning Objective: LO 18.4 Apply the conflict perspective to religion: opium of the people and legitimating social inequalities. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Analyze It TB_Q18.4.18 To this day, some religious leaders use biblical teachings to justify discrimination. This is an example of the use of religion to __________. a. question authority b. foment change c. legitimate social inequalities d. stress that we are all equal in the eyes of God Answer: c. legitimate social inequalities Learning Objective: LO 18.4 Apply the conflict perspective to religion: opium of the people and legitimating social inequalities. Topic/Concept: The Conflict Perspective Difficulty Level: Easy Skill Level: Apply What You Know TB_Q18.5.19 Traditional societies become industrialized through the process of __________. a. modernization b. the Protestant ethic c. animism d. reincarnation Answer: a. modernization 258 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 18.5 Explain Weber’s analysis of how religion broke tradition and brought capitalism. Topic/Concept: Religion and the Spirit of Capitalism Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.5.20 Weber used the term “spirit of capitalism” to characterize saving money __________. a. to deprive the poor of the means to live b. for investing rather than spending c. to help those less fortunate d. for spending rather than investing Answer: b. for investing rather than spending Learning Objective: LO 18.5 Explain Weber’s analysis of how religion broke tradition and brought capitalism. Topic/Concept: Religion and the Spirit of Capitalism Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.5.21 The “Protestant ethic” is what Weber called the approach taken by the __________. a. firebrands of the French Revolution b. adherents of Buddhism c. followers of the pope d. followers of John Calvin Answer: d. followers of John Calvin Learning Objective: LO 18.5 Explain Weber’s analysis of how religion broke tradition and brought capitalism. Topic/Concept: Religion and the Spirit of Capitalism Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.5.22 How do sociologists today react to Weber’s thesis that religion holds the key to modernization? a. Ultimately it was discredited. b. Research is still being done on it. c. All sociologists agree with the theory. d. In the end, Weber’s theory had no influence on sociology. Answer: b. Research is still being done on it. Learning Objective: LO 18.5 Explain Weber’s analysis of how religion broke tradition and brought capitalism. Topic/Concept: Religion and the Spirit of Capitalism Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.6.23 __________ is the religion with the most followers in the world. a. Islam b. Judaism c. Buddhism d. Christianity Answer: d. Christianity 259 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.6.24 __________ religions believe in just one God. a. Animistic b. Monotheistic c. Polytheistic d. Reincarnated Answer: b. Monotheistic Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.6.25 The ancient Greeks believed in __________. a. multiple gods b. one god c. animism d. monotheism Answer: a. multiple gods Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.6.26 __________ believe spirits exist in everything. a. Animists b. Protestants c. Monotheists d. Polytheists Answer: a. Animists Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.6.27 As a result of __________, most Jews were exiled for about 2,000 years. a. Catholicism and its priests b. the Holocaust c. the destruction of their temple d. Islam Answer: c. the destruction of their temple 260 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.6.28 Christianity is actually derived from __________. a. Judaism b. Hinduism c. Animism d. Confucianism Answer: a. Judaism Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.6.29 Members of the Lutheran Church are concentrated mostly in the __________ of the United States. a. Northeast b. upper Midwest c. South d. Northwest Answer: b. upper Midwest Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q18.6.30 In the western United States, the second most popular religion is __________. a. Bahá’í b. Hinduism c. Buddhism d. Judaism Answer: c. Buddhism Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q18.6.31 Islam, founded by Muhammad, is the world’s __________ religion. a. only b. second largest c. fourth oldest d. smallest Answer: b. second largest 261 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.6.32 The return of the soul (or self) after death in a different form is known as __________. a. reincarnation b. monotheism c. animism d. evangelism Answer: a. reincarnation Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Easy Skill Level: Remember the Facts TB_Q18.6.33 __________ has been India’s main religion since about 3,000 years ago. a. Christianity b. Hinduism c. Judaism d. Buddhism Answer: Hinduism Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.6.34 Mushin gives as much as he can to his local Zen center and volunteers there on a regular basis. He also regularly attends retreats there, during which only limited meals are provided. Furthermore, the teachings there encourage him to be present and attend to all sentient beings. Mushin is experiencing Buddhism’s emphasis on __________. a. making money and getting ahead b. guilt c. dominion over all living creatures d. self-denial and compassion Answer: d. self-denial and compassion Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q18.6.35 Confucianism is mainly practiced in __________. a. Japan 262 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. China c. the Middle East d. Mexico Answer: b. China Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q18.7.36 __________ is embedded in the origin of every religious group in the world. a. An ecclesia b. A sect c. Animism d. A cult Answer: d. A cult Learning Objective: LO 18.7 Compare cult, sect, church, and ecclesia; discuss the conflict between religion and culture. Topic/Concept: Types of Religious Groups Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.7.37 A(n) __________ is a new religion with few followers, whose teachings and practices put it at odds with the dominant culture and religion. a. sect b. ecclesia c. church d. cult Answer: d. cult Learning Objective: LO 18.7 Compare cult, sect, church, and ecclesia; discuss the conflict between religion and culture. Topic/Concept: Types of Religious Groups Difficulty Level: Easy Skill Level: Remember the Facts TB_Q18.7.38 Taken literally, __________ is an extraordinary gift from God. a. charisma b. evangelism c. ecclesia d. a sect Answer: a. charisma Learning Objective: LO 18.7 Compare cult, sect, church, and ecclesia; discuss the conflict between religion and culture. Topic/Concept: Types of Religious Groups Difficulty Level: Easy Skill Level: Remember the Facts TB_Q18.7.39 263 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Although larger than a cult, a __________ still feels quite a bit of hostility between itself and the larger society. a. religion b. sect c. church d. state religion Answer: b. sect Learning Objective: LO 18.7 Compare cult, sect, church, and ecclesia; discuss the conflict between religion and culture. Topic/Concept: Types of Religious Groups Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.7.40 It is hard to tell where __________ ends and society’s dominant culture begins because they are so intertwined. a. a cult b. an ecclesia c. a sect d. evangelism Answer: b. an ecclesia Learning Objective: LO 18.7 Compare cult, sect, church, and ecclesia; discuss the conflict between religion and culture. Topic/Concept: Types of Religious Groups Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.8.41 In the United States, religion tends to be __________. a. independent of status consistency b. class segregated c. mainly made up of sects d. unaffected by social class Answer: b. class segregated Learning Objective: LO 18.8 Summarize main features of religion in the United States, and discuss the secularization of religion and culture. Topic/Concept: Religion in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.8.42 Religious affiliation is correlated with family income in the United States, with __________ receiving the lowest family income. a. Jehovah’s Witnesses b. Southern Baptists c. Mormons d. Roman Catholics Answer: a. Jehovah’s Witnesses Learning Objective: LO 18.8 Summarize the main features of religion in the United States, and discuss the secularization of religion and culture. 264 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Religion in the United States Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q18.8.43 In the United States, church __________ is a matter of __________. a. integration; law. b. law; segregation c. segregation; tradition d. integration; segregation Answer: c. segregation; tradition Learning Objective: LO 18.8 Summarize the main features of religion in the United States, and discuss the secularization of religion and culture. Topic/Concept: Religion in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.8.44 According to your text, hundreds of denominations in the United States means that __________. a. no particular religion dominates b. atheism dominates c. Roman Catholicism takes on the role of the dominant religion d. most people do not identify with a particular religion Answer: a. no particular religion dominates Learning Objective: LO 18.8 Summarize main features of religion in the United States, and discuss the secularization of religion and culture. Topic/Concept: Religion in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.8.45 The American attitude toward the variety of religions can be summed up as __________. a. incredulity b. disdain for every religion except what one deems the correct religion c. ignoring them all d. toleration Answer: d. toleration Learning Objective: LO 18.8 Summarize main features of religion in the United States, and discuss the secularization of religion and culture. Topic/Concept: Religion in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.8.46 Pentacostal Christian churches are __________. a. dwindling in numbers b. growing quickly c. merging into one megachurch d. known for their view that the Bible is essentially literature Answer: b. growing quickly 265 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 18.8 Summarize main features of religion in the United States, and discuss the secularization of religion and culture. Topic/Concept: Religion in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.8.47 In the decade ending in 2012, the __________ gained the most members, and the __________ Church lost the most members. a. United Churches of Christ; Mormon b. Lutheran Church; Roman Catholic c. Assemblies of God; Baptist d. Pentecostal Church; Presbyterian Answer: d. Pentecostal Church; Presbyterian Learning Objective: LO 18.8 Summarize main features of religion in the United States, and discuss the secularization of religion and culture. Topic/Concept: Religion in the United States Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.8.48 The __________ of religion means the religion is prioritizing worldly concerns over spiritual matters. a. privatization b. fundamentalist revival c. secularization d. diversity Answer: c. secularization Learning Objective: LO 18.8 Summarize main features of religion in the United States, and discuss the secularization of religion and culture. Topic/Concept: Religion in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.8.49 With the __________, religion no longer has as much power over the culture. a. secularization of culture b. increase of religious participation c. rise of fundamentalism d. saturation of belief Answer: a. secularization of culture Learning Objective: LO 18.8 Summarize main features of religion in the United States, and discuss the secularization of religion and culture. Topic/Concept: Religion in the United States Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q18.9.50 It seems safe to predict that in the future, __________. a. religion will last as long as people do b. the religions will merge into one c. religion will disappear 266 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

d. science will prove or disprove the existence of God Answer: a. religion will last as long as people do Learning Objective: LO 18.9 Discuss the likely future of religion. Topic/Concept: The Future of Religion Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q18.1.51: According to Durkheim, what are the three elements of religion? Feedback: Durkheim found that religion has three elements: (1) beliefs that some things are sacred; (2) practices, or rituals, centering on the things considered sacred; and (3) a moral community, or church, that results from a group’s beliefs and practices. Learning Objective: LO 18.1 Explain what Durkheim meant by sacred and profane; discuss the three elements of religion. Topic/Concept: What Is Religion? Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.2.52: According to the functionalist perspective, what positive functions does religion serve? Feedback: Religion provides: meaning and purpose, emotional comfort, social solidarity, social control, help adapting to new environments, support for the government, social change, and guidelines for everyday life. Learning Objective: LO 18.2 Apply the functionalist perspective to religion: functions, dysfunctions, and functional equivalents. Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.2.53: What is the difference between religion and its functional equivalents? Feedback: The term “functional equivalents of religion” refers to substitutes for religion that serve the same functions, or meet the same needs, as religion does. Two examples are psychotherapy and political party affiliation. The difference is that the equivalent may perform similar functions, but its activities are not generally directed toward God, gods, or the supernatural. Learning Objective: LO 18.2 Apply the functionalist perspective to religion: functions, dysfunctions, and functional equivalents. Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q18.6.54: In what way did the founding of Judaism mark a fundamental change in religion? Feedback: Before Judaism, religions were based on polytheism. Judaism was the first religion to be based on monotheism. Learning Objective: LO 18.6 Discuss the origins and development of Judaism, Islam, Hinduism, Buddhism, and Confucianism. Topic/Concept: The World’s Major Religions Difficulty Level: Difficult Skill Level: Analyze It 267 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q18.9.55: People have (at least) four fundamental questions that science, including sociology, cannot answer, but that religion can. What are these questions? Feedback: Does God exist? What is the purpose of life? Is there an afterlife? What is the moral way to live? Learning Objective: LO 18.9 Discuss the likely future of religion. Topic/Concept: The Future of Religion Difficulty Level: Difficult Skill Level: Analyze It

Chapter 19: Medicine and Health Multiple-Choice Questions TB_Q19.0.1 One of the social institutions that sociologists study, __________, refers to a society’s organized ways of dealing with sickness and injury. a. health b. medicine c. the spiritual intermediary d. religion Answer: b. medicine Learning Objective: None Topic/Concept: Medicine and Health Difficulty Level: Easy Skill Level: Remember the Facts TB_Q19.1.2 The tribe’s expert in healing is known as the __________. a. physician b. priest c. shaman d. elder Answer: c. shaman Learning Objective: LO 19.1 Explain why health and illness are culturally relative, not absolute matters. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q19.1.3 Concepts of illness and wellness are __________. a. absolutes b. unrelated to each other c. solely a spiritual concern d. largely culturally determined Answer: d. largely culturally determined Learning Objective: LO 19.1 Explain why health and illness are culturally relative, not absolute matters. Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.1.4 Health is a human condition determined by measuring __________ aspects. a. physical, mental, social, and spiritual b. financial, mental, physical, and political c. historical, social, spiritual, and physical d. political, physical, psychic, and social Answer: a. physical, mental, social, and spiritual Learning Objective: LO 19.1 Explain why health and illness are culturally relative, not absolute matters. Topic/Concept: The Symbolic Interactionist Perspective 269 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.2.5 From a functionalist point of view, people must be well enough to __________. a. be happy b. play their roles c. act as gatekeepers d. retire in good health Answer: b. play their roles Learning Objective: LO 19.2 Summarize the sick role: its elements, ambiguity, gatekeepers, and gender differences. Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.2.6 The function of a gatekeeper is to __________. a. let everyone in safely b. keep men out c. keep people from being in the sick role d. offer advice on how to get well soon Answer: c. keep people from being in the sick role Learning Objective: LO 19.2 Summarize the sick role: its elements, ambiguity, gatekeepers, and gender differences. Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.2.7 The sick role is used __________. a. more often by men b. primarily by the self-employed c. equally often by men and women d. more often by women Answer: d. more often by women Learning Objective: LO 19.2 Summarize the sick role: its elements, ambiguity, gatekeepers, and gender differences. Topic/Concept: The Functionalist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.3.8 If you took the conflict perspective, you would view health care as __________. a. necessary to control sickness so that society can function normally b. a frill c. a scarce resource d. closely related to culture Answer: c. a scarce resource Learning Objective: LO 19.3 Explain how health care is part of the struggle over scarce resources. 270 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: The Conflict Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.3.9 The number of babies who die before their first birthday is lowest in __________. a. Japan b. Germany c. Canada d. the United States Answer: a. Japan Learning Objective: LO 19.3 Explain how health care is part of the struggle over scarce resources. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q19.3.10 An international black market in body parts is __________. a. an example of a case where the rich donate organs to help the poor b. an urban legend c. legal and encouraged d. a means of moving organs from the desperately poor who sell them to the wealthy people who need them Answer: d. a means of moving organs from the desperately poor who sell them to the wealthy people who need them Learning Objective: LO 19.3 Explain how health care is part of the struggle over scarce resources. Topic/Concept: The Conflict Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.3.11 In training to be a physician in the United States of the 1700s, __________. a. you would face stiff entrance exams to the medical schools b. medical school would be even more expensive than it is today c. you would not encounter any medical schools or licensing d. apprenticeship was discouraged Answer: c. you would not encounter any medical schools or licensing Learning Objective: LO 19.3 Explain how health care is part of the struggle over scarce resources. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.3.12 The professionalism of medicine includes __________. a. the lack of a need for education b. accepting regulation by government c. the commitment to serve society d. placing clients in a position of authority over physicians Answer: c. the commitment to serve society Learning Objective: LO 19.3 Explain how health care is part of the struggle over scarce resources. 271 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: The Conflict Perspective Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q19.3.13 The American Medical Association (AMA) __________. a. is run by the clergy of the Society of St. Vincent de Paul b. has a monopoly on health care in the United States c. has been run by a U.S. government agency d. is an organization devoted to alternative medicine Answer: b. has a monopoly on health care in the United States Learning Objective: LO 19.3 Explain how health care is part of the struggle over scarce resources. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.3.14 The term “fee-for-service” refers to __________. a. Obamacare b. paying a doctor for diagnosing and treating a patient’s condition c. socialized medicine d. the fact that if a cure does not work, the patient does not pay Answer: b. paying a doctor for diagnosing and treating a patient’s condition Learning Objective: LO 19.3 Explain how health care is part of the struggle over scarce resources. Topic/Concept: The Conflict Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.4.15 The study of a population’s distribution patterns of medical problems is __________. a. epidemiology b. medicine c. mortuary science d. not performed in the United States Answer: a. epidemiology Learning Objective: LO 19.4 Discuss changes in causes of death and whether Americans were healthier in the past. Topic/Concept: Historical Patterns of Health Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.4.16 In 1900, the leading cause of death in the United States was __________. a. heart disease b. cancer c. Alzheimer’s disease d. pneumonia Answer: d. pneumonia Learning Objective: LO 19.4 Discuss changes in causes of death and whether Americans were healthier in the past. 272 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Historical Patterns of Health Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q19.4.17 Today, the leading cause of death in the United States is __________. a. diarrhea b. heart disease c. stroke d. pneumonia and flu Answer: b. heart disease Learning Objective: LO 19.4 Discuss changes in causes of death and whether Americans were healthier in the past. Topic/Concept: Historical Patterns of Health Difficulty Level: Easy Skill Level: Remember the Facts TB_Q19.4.18 It is __________ there is more mental illness now than in the past. a. impossible to judge if b. intuitively clear that c. untrue that d. a well-studied and measured reality that Answer: a. impossible to judge if Learning Objective: LO 19.4 Discuss changes in causes of death and whether Americans were healthier in the past. Topic/Concept: Historical Patterns of Health Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.5.19 In the United States, medical care is __________. a. one of the rights guaranteed in the Constitution b. a legal entitlement c. something meant to be bought d. commonly luxurious Answer: c. something meant to be bought Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.5.20 From 1960 to the present, medical costs have __________. a. decreased b. remained about the same c. increased slightly d. gone up dramatically Answer: d. gone up dramatically 273 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.5.21 The United States has __________ in its system of medical care. a. a mandate requiring equitable treatment b. more than one level c. no waiting d. a free-for-all standard Answer: b. more than one level Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q19.5.22 Numerous studies have shown that those lower in social class have __________. a. less emotional difficulty b. less violent crime victimization c. less divorce d. less emotional well-being Answer: d. less emotional well-being Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.5.23 The poor are most likely to end up in __________. a. public hospitals staffed by the finest doctors b. public hospitals staffed by doctors in training c. private hospitals staffed by the finest doctors d. private hospitals staffed by doctors in training Answer: b. public hospitals staffed by doctors in training Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q19.5.24 A study found that the number of days people are sick in bed per year is __________. a. higher among the wealthy b. highest in the middle class c. about the same across classes d. higher among those with the least income Answer: d. higher among those with the least income Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.5.25 __________ benefits the physician more than the patient. a. Fraudulent medicine b. All medicine c. Defensive medicine d. Medicalization Answer: c. Defensive medicine Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.5.26 In medical care, someone is __________ when treated as just a medical case or a disease rather than an individual. a. personalized b. depersonalized c. victims of dumping d. receiving rationed care Answer: b. depersonalized Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.5.27 Tia was a doctor who owned shares in a company that made prostheses. When she recommended a prosthesis to a patient, she tended to suggest a model made by the company she held stock in, even when prostheses made by other companies might do the job equally well and cost less. This is an example of __________. a. conflict of interest b. ethical conduct c. medical fraud d. defensive medicine 275 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: a. conflict of interest Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q19.5.28 Compared to how they respond to men’s health complaints, doctors tend to take women’s health complaints __________. a. less seriously b. just as seriously c. more seriously d. as more likely to be audited Answer: a. less seriously Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.5.29 __________ changes something that is not necessarily a medical situation into a condition that must be treated by a doctor. a. Trivialization b. Sexism c. Medicalization d. Dumping Answer: c. Medicalization Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.5.30 Conflict sociologists would emphasize that the greater the medicalization, the __________. a. broader the customer base for the medical establishment b. more fulfilled the members of society will be c. more prosperous those who make money from medical pursuits will be d. more research results can be used to improve human health Answer: c. the more prosperous those who make money from medical pursuits will be Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Difficult Skill Level: Analyze It 276 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q19.5.31 Withholding food or liquids to end a patient’s life is __________. a. passive euthanasia b. active euthanasia c. illegal in all states d. somewhere in between passive and active euthanasia Answer: a. passive euthanasia Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.5.32 At present, medically assisted suicide is legal in __________ U.S. states. a. no b. two c. six d. twelve Answer: c. six Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Easy Skill Level: Remember the Facts TB_Q19.5.33 The implication in the text is that HMOs may possibly eliminate __________. a. doctors b. fees altogether c. some treatment that is necessary. d. waiting times Answer: c. some treatment that is necessary. Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.5.34 Vivienne got her annual flu shot at the drug store this year. This illustrates the use of a(n) __________. a. off-site health clinic b. illegal service c. improper inoculation d. assisted-living facility Answer: a. off-site health clinic 277 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Easy Skill Level: Apply What You Know TB_Q19.5.35 To curb costs, the U.S. government uses __________ to classify illnesses. a. HMOs b. conflicts of interest c. Diagnostic-Related Groups d. medical fraud Answer: c. Diagnostic-Related Groups Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.6.36 Which statement about alcohol is true? a. Americans spend more on alcohol than on some food staples. b. Alcohol has no health benefits. c. Alcohol is the second most popular drug. d. Alcohol reduces the risk of breast cancer. Answer: a. Americans spend more on alcohol than on some food staples. Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q19.6.37 For college students, __________ is the most popular drug after alcohol. a. LSD b. OxyContin c. marijuana d. amphetamines Answer: c. marijuana Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q19.6.38 About __________ Americans die from nicotine use each year. 278 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. 24,000 b. 440,000 c. 1,200,000 d. 2,000,000 Answer: b. 440,000 Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q19.6.39 In fifty years, the number of women who smoke in the United States has __________, and the number of men who smoke in the United States has __________. a. increased; increased b. decreased; increased c. decreased; decreased d. increased; decreased Answer: c. decreased; decreased Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.6.40 In the United States, the AIDS epidemic peaked in the __________. a. 1950s b. 1980s c. 1990s d. 2000s Answer: c. 1990s Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Easy Skill Level: Remember the Facts TB_Q19.6.41 __________ has the greatest problem with AIDS, a. The United States b. Asia c. Africa d. Europe Answer: c. Africa

Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.6.42 Whites make up about __________ of the U.S. population and account for about __________ of HIV cases. a. 41 percent; 35 percent b. 50 percent; 31 percent c. 61 percent; 27 percent d. 76 percent; 10 percent Answer: c. 61 percent; 27 percent Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q19.6.43 The main way that Americans get AIDS is through __________ for men and __________ for women. a. drug injection; drug injection b. heterosexual sex; heterosexual sex c. homosexual sex; heterosexual sex d. homosexual sex; homosexual sex Answer: c. homosexual sex; heterosexual sex Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q19.6.44 Today, __________ of American men are overweight. a. very few b. about half c. well over half d. virtually all Answer: c. well over half Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q19.6.45 A disabling environment is one __________. a. set up for people with disabilities b. that can cause health problems c. whose dangers can be immediately detected d. guaranteed to produce disabilities Answer: b. that can cause health problems Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.6.46 Many medical experiments, such as the Tuskegee syphilis study, seem to show that some in the government and in medicine __________. a. make sure to experiment first on themselves b. only experiment on white people c. are depending on others to do the work for them d. value some lives over others Answer: d. value some lives over others Learning Objective: LO 19.6 Discuss threats to health: alcohol and nicotine, medical errors, HIV/AIDS, weight, disabling environments, medical experiments, globalization of disease, and treatment or prevention. Topic/Concept: Threats to Health Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.7.47 When it comes to lifestyle, doctors have historically been trained to __________. a. counsel patients in detail about how to have a healthier lifestyle b. insist that patients eat more vegetables c. prescribe medicine to treat illness d. focus on general wellness rather than quick fixes Answer: c. prescribe medicine to treat illness Learning Objective: LO 19.7 Explain why it is difficult to change the focus from the treatment of illness to the prevention of illness. Topic/Concept: Treatment or Prevention? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.8.48 Generally, Western medicine finds that alternative medicine __________. a. makes perfect sense b. is far superior c. is not sensible d. is as valid an approach as any Answer: c. is not sensible 281 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 19.8 Discuss how alternative medicine and technology are likely to affect the future of medicine. Topic/Concept: The Future of Medicine Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.8.49 __________ refers to doctors treating patients at a distance. a. Dumping b. Euthanasia c. Medicalization d. Telemedicine Answer: d. Telemedicine Learning Objective: LO 19.8 Discuss how alternative medicine and technology are likely to affect the future of medicine. Topic/Concept: Issues in Health Care Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q19.8.50 Pressing your smartphone on your chest to diagnose a heart attack is a scenario from __________. a. science fiction b. perhaps a century in the future c. the near future of digital medicine d. a horror movie Answer: c. the near future of digital medicine Learning Objective: LO 19.8 Discuss how alternative medicine and technology are likely to affect the future of medicine. Topic/Concept: The Future of Medicine Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q19.2.51: What are the elements of the sick role? Feedback: Talcott Parsons analyzed the sick role and pointed out that it has four elements: (1) you are not held responsible for being sick; (2) you are exempt from your normal responsibilities; (3) you do not like the role; and (4) you will get competent help so you can return to your routines. Learning Objective: LO 19.2 Summarize the sick role: its elements, ambiguity, gatekeepers, and gender differences. Topic/Concept: The Functionalist Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.3.52: Why are heart disease and cancer “luxury diseases”? Feedback: In the Least Industrialized Nations, people have a shorter lifespan and die from such causes as malaria, internal parasites, diarrhea, and malnutrition. In the Most Industrialized Nations, health care and nutrition are improved, life spans are longer, and people have the luxury of living long enough to get heart disease and cancer. Learning Objective: LO 19.3 Explain how health care is part of the struggle over scarce resources. 282 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: The Conflict Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.3.53: How did having babies change from women’s work to men’s work? Feedback: Delivering babies used to be a matter of women helping women. Physicians—all of whom were men—wanted to expand their business. Taking over childbirth was one way to do it. Midwives did not want men taking over their business. Also, men knew nothing about delivering babies. As physicians gained political power, they attacked midwives as “dirty, ignorant, and incompetent.” They persuaded many states to pass laws allowing no one but physicians to deliver babies. Learning Objective: LO 19.3 Explain how health care is part of the struggle over scarce resources. Topic/Concept: The Conflict Perspective Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.4.54: Were Americans healthier in the past? Feedback: Basically, “no.” Mortality rates are a good way to judge how healthy people were and are. Most people today live longer than their ancestors. This translates to Americans being healthier today than in the past. Learning Objective: LO 19.4 Discuss changes in causes of death and whether Americans were healthier in the past. Topic/Concept: Historical Patterns of Health Difficulty Level: Difficult Skill Level: Analyze It TB_Q19.5.55: What is medical incompetence? Is it a significant cause of death? Feedback: Medical incompetence refers to mistakes made in hospitals that kill or injure patients. The more innocuous term, “adverse events,” is officially used. If deaths from medical errors were an official classification, they would be the third leading cause of death in the United States. Learning Objective: LO 19.5 Discuss medical care as a right or a commodity, increasing costs, social inequality, lawsuits, incompetence, fraud, conflict of interest, depersonalization, sexism, racism, the medicalization of society, physician-assisted suicide, and attempts to reduce cost. Topic/Concept: Issues in Health Care Difficulty Level: Difficult Skill Level: Analyze It

Chapter 20: Population and Urbanization Multiple-Choice Questions TB_Q20.1.1 Demography is the study of the size, composition, growth (or shrinkage), and distribution of __________. a. animal species b. culture c. sociologists d. human populations Answer: d. human populations Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q20.1.2 Terence is a sociology student who thinks the world’s population will become too large to be supported by the amount of food that can be produced. Terence is a(n) __________. a. New Malthusian b. New Populist c. antiquarian d. anti-Malthusian Answer: a. New Malthusian Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q20.1.3 In an exponential growth curve, growth will __________. a. incline gradually and then suddenly decline steeply b. triple during increasingly shorter time intervals and then abruptly level off c. triple during approximately equal time intervals and then suddenly accelerate steeply d. incline gradually and then suddenly steeply Answer: d. incline gradually and then suddenly steeply Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.1.4 Each day on Earth, if you subtract the number of people who die that day from the number of people born that day, the planet has approximately __________ more people. a. 2,460 b. 24,600 c. 246,000 d. 2,460,000 284 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. 246,000 Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q20.1.5 At around the time of the birth of Jesus, there must have only been about __________ people in the world. a. 10,000 b. 55,000 c. 2 million d. 300 million Answer: d. 300 million Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q20.1.6 How many stages does the demographic transition—as in Europe—have? a. One or two b. Two exactly c. Three or four d. Seven Answer: d. Three or four Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Moderate Skill Level: Analyze It TB_Q20.1.7 Stages one and three of the demographic transition are similar in that, ultimately, __________. a. the number of births and deaths is about the same b. births far outnumber deaths c. births drop, and deaths become more or less balanced d. deaths outnumber births Answer: a. the number of births and deaths is about the same Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.1.8 Since the Earth is so productive, why do people today die of hunger? a. The Earth produces too little food. b. Food is not distributed adequately. 285 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

c. Africa is overpopulated. d. The United States is overpopulated. Answer: b. Food is not distributed adequately. Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.1.9 __________ occurs when the total population of a nation drops because more people die or otherwise leave than are born or are immigrating into the country. a. Population growth b. Population shrinkage c. Population stability d. Demography Answer: b. Population shrinkage Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.2.10 One reason that people in the Least Industrialized Nations have so many children is that __________. a. they are irrational b. they—and their reproductive activities—are controlled by men c. nearly all of the children die young d. they are unaware that there is any alternative Answer: b. they—and their reproductive activities—are controlled by men Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.2.11 __________ is a graph that represents the age and sex of a population. a. Demography b. Fecundity c. A population pyramid d. The fertility rate Answer: c. A population pyramid Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Easy Skill Level: Remember the Facts TB_Q20.2.12 286 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

The three demographic variables that change the size of a population are __________. a. fertility, mortality, and net migration b. number of married couples, health status, and life goals c. fertility, mortality, and immigration d. fertility, mortality, and emigration Answer: a. fertility, mortality, and net migration Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.2.13 Felice, an Angolan woman, has six children, which is the average number of children women have in her country; she is thus exemplifying __________ of her nation. a. fecundity b. the fertility rate c. mortality d. the demographic transition Answer: b. the fertility rate Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q20.2.14 __________ refers to how many children a woman is physically able to bear, which is recorded to be as high as thirty. a. Fertility b. The population pyramid c. Fecundity d. The crude birth rate Answer: c. Fecundity Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.2.15 The annual number of live births per 1,000 population is __________. a. fecundity b. the crude birth rate c. fertility d. the crude population rate Answer: b. the crude birth rate 287 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q20.2.16 The crude death rate is __________. a. the total number of deaths in the population every year divided by the number of births b. the total number of deaths every ten years c. the same as the net death rate d. the annual number of deaths per 1,000 people in the population Answer: d. the annual number of deaths per 1,000 people in the population Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.2.17 Of the following countries, in which do we find women giving birth to the fewest children? a. the United States b. Romania c. Chad d. Somalia Answer: b. Romania Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q20.2.18 In which of the following countries do women give birth to the most children? a. Singapore b. the United States c. Greece d. Niger Answer: d. Niger Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Remember the Facts

TB_Q20.2.19 The net migration rate is the __________. a. difference between the number of people who want to leave and the number of people who actually do leave b. tip of the population pyramid c. difference between the number of people moving into a country and the number of people moving out of a country for every 1,000 people in the population d. measure of fecundity Answer: c. difference between the number of people moving into a country and the number of people moving out of a country for every 1,000 people in the population Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.2.20 How does migration tend to flow around the world? a. from the Most Industrialized Nations to the Least Industrialized Nations b. from the Global North to the Global South c. from West to East d. from nations with little industrialization to Most Industrialized Nations Answer: d. From nations with little industrialization to Most Industrialized Nations Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.2.21 One reason it is difficult to forecast population growth is that __________. a. the mathematics are unsound b. changing policies artificially affect population growth c. no one agrees on what the basic demographic equation is d. birth and death statistics are not kept Answer: b. changing policies artificially affect population growth Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.2.22 The basic demographic equation can be stated as follows: __________. a. “growth rate equals births minus deaths plus net migration” b. “growth rate equals births plus deaths minus net migration” c. “growth rate equals births minus deaths minus net migration” d. “growth rate equals births plus deaths plus net migration” 289 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: a. “growth rate equals births minus deaths plus net migration” Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.2.23 The growth rate __________. a. by definition is always a positive number to indicate in what ways the population is growing b. can actually indicate the population is shrinking rather than growing c. ignores migration d. can be positive or negative, but not zero Answer: b. can actually indicate the population is shrinking rather than growing Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.2.24 One of the reasons that China has about 30 million fewer females than males under the age of 20 is that __________. a. both female and male infanticide is on the rise b. girls are often not counted in official statistics c. “raising a boy is like watering someone else’s plant” d. killing babies because they are female has not been uncommon Answer: d. killing babies because they are female has not been uncommon Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.2.25 __________ refers to females who have just enough children to keep the population the same size. a. Slow population growth b. Negative population growth c. Zero population growth d. An inverted population pyramid Answer: c. Zero population growth Learning Objective: LO 20.2 Explain why the Least Industrialized Nations have so many children, consequences of rapid population growth, population pyramids, the three demographic variables, and problems in forecasting population growth. Topic/Concept: Population Growth Difficulty Level: Easy Skill Level: Understand the Concepts 290 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q20.3.26 Approximately how many cities with over a million residents does the world presently have? a. 3 b. 24 c. 151 d. 500 Answer: d. 500 Learning Objective: LO 20.3 Explain how cities developed, and summarize urbanization from city to megaregion. Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q20.3.27 A city is a place in which a large number of people are permanently based and __________. a. do not produce their own food b. are engaged in producing all of their own food c. eat only the food they cook themselves d. do not cook their own food Answer: a. do not produce their own food Learning Objective: LO 20.3 Explain how cities developed, and summarize urbanization from city to megaregion. Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q20.3.28 With __________, more and more people live in cities and have a greater effect on the culture itself. a. urbanization b. suburbanization c. urban decline d. gentrification Answer: a. urbanization Learning Objective: LO 20.3 Explain how cities developed, and summarize urbanization from city to megaregion. Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.3.29 When cities and their suburbs encircle an even larger city in the middle, that produces a(n) __________. a. megacity b. metropolis c. megaregion d. edge city Answer: b. metropolis Learning Objective: LO 20.3 Explain how cities developed, and summarize urbanization from city to megaregion. Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Understand the Concepts 291 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q20.3.30 When two metropolises and the suburbs of each are combined, a __________ exists. a. megatropolis b. regional supercenter c. mega-metropolitan area d. megalopolis Answer: d. megalopolis Learning Objective: LO 20.3 Explain how cities developed, and summarize urbanization from city to megaregion. Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.3.31 Ten million or more people living in a city make it a(n) __________. a. evolved city b. megacity c. megaregion d. metropolitan statistical area (MSA) Answer: b. megacity Learning Objective: LO 20.3 Explain how cities developed, and summarize urbanization from city to megaregion. Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.3.32 The world’s largest megacity is __________. a. Tokyo b. New York c. Mexico City d. Mumbai Answer: a. Tokyo Learning Objective: LO 20.3 Explain how cities developed, and summarize urbanization from city to megaregion. Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q20.3.33 When megacities and heavily populated areas nearby come together into an ever greater mass of people, a(n) __________ is in place. a. edge city b. urban renewal c. de-urbanization d. megaregion Answer: d. megaregion Learning Objective: LO 20.3 Explain how cities developed, and summarize urbanization from city to megaregion. Topic/Concept: The Development of Cities and Urbanization 292 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.4.34 The U.S. Census Bureau divides the United States into 274 __________. a. tax bases b. suburbs c. metropolitan statistical areas (MSAs) d. substates Answer: c. metropolitan statistical areas (MSAs) Learning Objective: LO 20.4 Be familiar with the patterns of urbanization that characterize the United States. Topic/Concept: U.S. Urban Patterns Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.4.35 The most rural state in the United States is __________. a. Maine b. California c. New York d. Michigan Answer: a. Maine Learning Objective: LO 20.4 Be familiar with the patterns of urbanization that characterize the United States. Topic/Concept: U.S. Urban Patterns Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q20.4.36 Sometimes a(n) __________ will pop up near the intersection of highways. This collection of services and housing units enables the people who use these areas—for living, shopping, and working—to feel connected to a sense of place. a. suburb b. edge city c. city d. megaregion Answer: b. edge city Learning Objective: LO 20.4 Be familiar with the patterns of urbanization that characterize the United States. Topic/Concept: U.S. Urban Patterns Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.4.37 Jim bought a foreclosed house in a rundown part of town. The price was a bargain. The place needed a great deal of fixing up, but it was located right smack in the middle of town. Others like him were also moving into the area and fixing up old houses. Jim was taking part in __________. a. building a suburb b. gentrification c. an edge city d. development of a megaregion 293 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. gentrification Learning Objective: LO 20.4 Be familiar with the patterns of urbanization that characterize the United States. Topic/Concept: U.S. Urban Patterns Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q20.4.38 Right outside the city is a community known as a __________. a. megalopolis b. gentrified area c. suburb d. metropolis Answer: c. suburb Learning Objective: LO 20.4 Be familiar with the patterns of urbanization that characterize the United States. Topic/Concept: U.S. Urban Patterns Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q20.4.39 In the process of __________, people move to the suburbs from the cities. a. urbanization b. gentrification c. suburbanization d. rural rebound Answer: c. suburbanization Learning Objective: LO 20.4 Be familiar with the patterns of urbanization that characterize the United States. Topic/Concept: U.S. Urban Patterns Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q20.4.40 Whites moving back into city centers is __________. a. to be expected b. never going to happen c. predicted to occur in about 100 years d. occurring in surprising numbers Answer: d. occurring in surprising numbers Learning Objective: LO 20.4 Be familiar with the patterns of urbanization that characterize the United States. Topic/Concept: U.S. Urban Patterns Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q20.5.41 __________ has to do with the way people are affected by the land and structures in their surroundings. a. Environmentalism b. The multiple-nuclei model c. Invasion-succession cycle d. Human ecology 294 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: d. Human ecology Learning Objective: LO 20.5 Compare the models of urban growth. Topic/Concept: Models of Urban Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.5.42 In the concentric zone model of Burgess (1925), the main business area is in Zone __________. a. 1 b. 2 c. 3 d. 5 Answer: a. 1 Learning Objective: LO 20.5 Compare the models of urban growth. Topic/Concept: Models of Urban Growth Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q20.5.43 The sector model modified the concentric zone model by __________. a. excluding wholesale and light manufacturing b. cutting through concentric zones with wedge-shaped sections c. excluding lower-class residential areas d. including upper-class residential areas Answer: b. cutting through concentric zones with wedge-shaped sections Learning Objective: LO 20.5 Compare the models of urban growth. Topic/Concept: Models of Urban Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.5.44 From the multiple-nuclei model it appears that __________. a. a city resident might have to go a long way to find a particular good or service b. heavy manufacturing is excluded so that the model can reflect more residential areas c. the city has a single center d. there is no clustering of similar types of businesses Answer: a. a city resident might have to go a long way to find a particular good or service Learning Objective: LO 20.5 Compare the models of urban growth. Topic/Concept: Models of Urban Growth Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.5.45 In the invasion-succession model, one group of people tends to move in and __________ people from a different class or racial-ethnic group. a. welcome b. rent housing to c. intermarry with d. replace Answer: d. replace 295 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 20.5 Compare the models of urban growth. Topic/Concept: Models of Urban Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.5.46 The __________ model shows how highways easily enable people and services to move from the center of the city to its outlying areas. a. peripheral b. multiple-nuclei c. radial d. sector Answer: a. peripheral Learning Objective: LO 20.5 Compare the models of urban growth. Topic/Concept: Models of Urban Growth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.6.47 The term “alienation” was coined by __________. a. Max Weber b. Herbert Gans c. Homer Hoyt d. Karl Marx Answer: d. Karl Marx Learning Objective: LO 20.6 Discuss alienation and community, types of people who live in the city, the norm of noninvolvement, and the diffusion of responsibility. Topic/Concept: City Life Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q20.6.48 According to the principle of diffusion of responsibility, the __________ bystanders to an incident, the __________ likely people are to help. a. fewer; less b. fewer; more c. more; more d. better armed are the; more Answer: b. fewer; more Learning Objective: LO 20.6 Discuss alienation and community, types of people who live in the city, the norm of noninvolvement, and the diffusion of responsibility. Topic/Concept: City Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q20.7.49 __________ occurs when a bank has a policy of not loaning money in a certain area. a. Urban renewal b. Redlining c. Disinvestment d. Deindustrialization 296 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. Redlining Learning Objective: LO 20.7 Explain the effects of suburbanization, disinvestment and deindustrialization, and the potential of urban revitalization. Topic/Concept: Urban Problems and Social Policy Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q20.7.50 After an area undergoes the rebuilding process involved in urban renewal, the poor people already living in that area usually __________ . a. find they have new job opportunities available there b. obtain improved housing there c. have to move away d. become obligated to stay for at least ten more years Answer: c. have to move away Learning Objective: LO 20.7 Explain the effects of suburbanization, disinvestment and deindustrialization, and the potential of urban revitalization. Topic/Concept: Urban Problems and Social Policy Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q20.1.51: Are the Anti-Malthusians optimistic about our future? What do they believe? Feedback: The Anti-Malthusians are certainly more optimistic about our future than the New Malthusians, although the Anti-Malthusians believe population shrinkage may be a serious problem. The AntiMalthusians believe that we can glimpse the future accurately by looking at Europe’s demographic transition. When the Least Industrialized Nations move into Stage 3, their populations will stabilize, just as Europe’s did. In fact, their growth is already slowing. Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.1.52: Since the 1990s, world hunger has dropped 40 percent. With the enormous population increase since the 1990s, how was this possible? Feedback: Improved seeds and fertilizers have made more food available for each person on Earth, despite the population increase. Learning Objective: LO 20.1 Contrast the views of the New Malthusians and Anti-Malthusians on population growth and the food supply; explain why people are starving. Topic/Concept: A Planet with No Space for Enjoying Life? Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.3.53: Describe the historical development of cities. Feedback: The city of Jericho was built as early as 7,000 years ago. Larger-scale cities appeared at about 3500 BC in Asia, West Africa, and Central and South America. Bulgaria had the oldest town in Europe about 6,500 years ago. In Norway, a 5,500-year-old city was recently discovered. Also discovered recently was Caral, the first city in the Americas. Cities developed when agriculture became more efficient. Only 297 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

when farming produces a surplus can some people stop producing food and gather in cities to spend time in other economic pursuits. The invention of the plow 5,000 years ago created such a surplus. In the beginning, most cities were small. Today, the world has about 500 cities with over a million inhabitants. Learning Objective: LO 20.3 Explain how cities developed, and summarize urbanization from city to megaregion. Topic/Concept: The Development of Cities and Urbanization Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.6.54: Which five types of urban dwellers did Gans (1968, 1991) identify? Feedback: Gans divided urban dwellers into five types: (1) cosmopolites, (2) singles, (3) ethnic villagers, (4) the deprived, and (5) the trapped. Gans’s categories are interesting, but do not completely describe the people living in a city. Learning Objective: LO 20.6 Discuss alienation and community, types of people who live in the city, the norm of noninvolvement, and the diffusion of responsibility. Topic/Concept: City Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q20.7.55: Sociologist William Flanagan (1990) suggested three principles of public sociology to apply to go beyond replacing old buildings with new ones to building community. What are they? Feedback: Flanagan suggested three guiding principles: (1) Scale—regional and national planning is necessary because there is too much squabbling and too few resources within local jurisdictions. (2) Livability—cities must be appealing and meet human needs, especially the need for community. (3) Social justice—social policy must be evaluated by how it affects people. The poor cannot be displaced and the homeless cannot be neglected in the process of “improving” things. Learning Objective: LO 20.7 Explain the effects of suburbanization, disinvestment and deindustrialization, and the potential of urban revitalization. Topic/Concept: Urban Problems and Social Policy Difficulty Level: Difficult Skill Level: Analyze It

Chapter 21: Collective Behavior and Social Movements Multiple-Choice Questions TB_Q21.1.1 __________ refers to actions by a group of people who bypass the usual norms governing their behavior and do something unusual. a. The individual mind b. Collective behavior c. An acting crowd d. Milling Answer: b. Collective behavior Learning Objective: LO 21.1 Explain what early theorists meant about crowds transforming people; summarize the five stages of an acting crowd. Topic/Concept: Early Explanations: The Transformation of People Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.1.2 LeBon used the term __________ for the tendency of people in a crowd to feel, think, and act in extraordinary ways. a. mass hallucination b. circular reaction c. milling d. collective mind Answer: d. collective mind Learning Objective: LO 21.1 Explain what early theorists meant about crowds transforming people; summarize the five stages of an acting crowd. Topic/Concept: Early Explanations: The Transformation of People Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.1.3 A(n) __________ is the interactive communication among crowd members that generates a collective impulse. a. circular reaction b. acting crowd c. milling d. collective mind Answer: a. circular reaction Learning Objective: LO 21.1 Explain what early theorists meant about crowds transforming people; summarize the five stages of an acting crowd. Topic/Concept: Early Explanations: The Transformation of People Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.1.4 A(n) __________ is an excited group of people who move toward a goal. a. circular reaction b. acting crowd c. passive crowd 299 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

d. collective mind Answer: b. acting crowd Learning Objective: LO 21.1 Explain what early theorists meant about crowds transforming people; summarize the five stages of an acting crowd. Topic/Concept: Early Explanations: The Transformation of People Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.1.5 __________ refers to a crowd standing or walking around as they talk excitedly about some event. a. Milling b. Collective dance c. Circular reaction d. An acting crown Answer: a. Milling Learning Objective: LO 21.1 Explain what early theorists meant about crowds transforming people; summarize the five stages of an acting crowd. Topic/Concept: Early Explanations: The Transformation of People Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.2.6 The view that sociologists today take of crowd behavior is that it __________. a. is insane b. takes thought c. has usually been found to be computer-controlled d. is essentially a riot waiting to happen Answer: b. takes thought Learning Objective: LO 21.2 Explain why sociologists today view crowds as rational and what is meant by emergent norms. Topic/Concept: The Contemporary View: The Rationality of the Crowd Difficulty Level: Difficult Skill Level: Analyze It TB_Q21.2.7 The efforts people make to minimize their costs and maximize their rewards is referred to as __________. a. emergent norms b. exploiting c. the winner-take-all strategy d. the minimax strategy Answer: d. the minimax strategy Learning Objective: LO 21.2 Explain why sociologists today view crowds as rational and what is meant by emergent norms. Topic/Concept: The Contemporary View: The Rationality of the Crowd Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.2.8 Turner and Killian (1987) speak of emergent norms as __________. a. a way to explain the unusual actions of crowds 300 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. the minimax strategy c. an alternative to crowd behavior d. the antidote to negative crowd behavior Answer: a. a way to explain the unusual actions of crowds Learning Objective: LO 21.2 Explain why sociologists today view crowds as rational and what is meant by emergent norms. Topic/Concept: The Contemporary View: The Rationality of the Crowd Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.2.9 The __________ set a crowd on a course of action. a. exploiters b. ego-involved c. insecure d. curious spectators Answer: b. ego-involved Learning Objective: LO 21.2 Explain why sociologists today view crowds as rational and what is meant by emergent norms. Topic/Concept: The Contemporary View: The Rationality of the Crowd Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.2.10 Collective behavior, sociologically speaking, refers to what __________ people do in the face of __________ circumstances. a. extraordinary; ordinary b. extraordinary; extraordinary c. ordinary; ordinary d. ordinary; extraordinary Answer: d. ordinary; extraordinary Learning Objective: LO 21.2 Explain why sociologists today view crowds as rational and what is meant by emergent norms. Topic/Concept: The Contemporary View: The Rationality of the Crowd Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.3.11 A(n) __________ is violent crowd behavior directed at people and property. a. riot b. panic c. rumor d. urban legend Answer: a. riot Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.3.12 301 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

The reason rumors can flourish so easily is that __________. a. they are true b. role extension is involved c. some information is not clear and is thus ripe for clarification—even if the “clarification” is inaccurate d. the facts demand the ambiguity of the moment, and filtering provides the crucible for the rumor to spread Answer: c. some information is not clear and is thus ripe for clarification—even if the “clarification” is inaccurate Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Difficult Skill Level: Analyze It TB_Q21.3.13 __________ is the condition of being so fearful that one cannot function normally and may even flee. a. Rumor b. Fashion c. A fad d. Panic Answer: c. Panic Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.3.14 In 1938, a radio dramatization of H. G. Wells’s novel The War of the Worlds apparently set off a(n) __________. a. rumor b. panic c. urban legend d. riot Answer: b. panic Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.3.15 When a role expands and encompasses activities beyond those originally part of the role, this is called __________. a. role extension b. mass hysteria c. a moral panic d. a fad Answer: a. role extension 302 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.3.16 In __________, an imagined threat causes physical symptoms among a large number of people. a. mass hysteria b. a riot c. urban legends d. role extension Answer: a. mass hysteria Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.3.17 A __________ is occurring when many people are extremely afraid that some terrible evil is befalling society and are using hostile—sometimes even violent—behavior against those considered responsible. a. a fad b. role extension c. moral panic d. an urban legend Answer: c. moral panic Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.3.18 Moral panics thrive on __________. a. certainty, confidence, and calm b. certainty, fear, and anxiety c. uncertainty, fortitude, and calm d. uncertainty, fear, and anxiety Answer: d. uncertainty, fear, and anxiety Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.3.19 A new type of activity that gets attention for a short period of time is a(n) __________. a. fashion b. rumor c. fad d. urban legend 303 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. fad Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.3.20 The distinction between a fad and a fashion is that __________. a. fashion involves foods whereas fads involve clothes b. they are different terms for the same thing c. fashions are lengthier d. fads are lengthier Answer: c. fashions are lengthier Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.3.21 A(n) __________ is a story with an ironic twist that sounds realistic but is false. a. fad b. urban legend c. role extension d. panic Answer: b. urban legend Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.4.22 Derrick, Thomasina, Jill, and Stan, a group of friends in college, are very upset to learn about threats to the rainforests and have joined together with many others both on and off their campus to fight for rainforest survival; they and the others with whom they have joined would be considered part of a __________. a. social movement b. gatekeeper group c. public opinion poll d. cargo cult Answer: a. social movement Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q21.4.23 A __________ wants to make some social change occur. a. cargo cult 304 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

b. proactive social movement c. social movement of any type d. reactive social movement Answer: b. proactive social movement Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.24 A __________ social movement works against some social change in the process of occurring. a. reactive b. reformative c. proactive d. transformative Answer: a. reactive Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.25 The NAACP is an example of a __________. a. millenarian social movement b. social movement organization c. reactive social movement d. gatekeeper Answer: b. social movement organization Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q21.4.26 Metaformative social movements eye making __________ change. a. the individual b. society c. worldwide d. unspecified Answer: c. worldwide Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Difficult Skill Level: Analyze It

TB_Q21.4.27 Partial, rather than total, change is sought by which social movement? a. Reformative b. Redemptive c. Transformative d. Metaformative Answer: a. Reformative Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Difficult Skill Level: Analyze It TB_Q21.4.28 A(n) __________ social movement seeks to change something specific in a person. a. redemptive b. alterative c. transformative d. metaformative Answer: b. alterative Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.29 A social movement that seeks to change people completely—to redeem them—is a __________ social movement. a. reformative b. transnational c. redemptive d. alternative Answer: c. redemptive Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.30 Cheryl strongly believes in animal rights and has joined an organization that wants to reform the ways in which society views and treats animals. The type of social movement Cheryl is part of is a __________. a. millenarian social movement b. cargo cult c. reformative social movement d. redemptive social movement Answer: c. reformative social movement Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. 306 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q21.4.31 A prediction of something dreadful about to happen is involved in a(n) __________. a. millenarian social movement b. alternative social movement c. proactive social movement d. social movement organization Answer: a. millenarian social movement Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.32 The prophecy of the Melanesian Islanders’ __________ was fulfilled. a. transnational social movement b. reformative social movement c. cargo cult d. metaformative social movement Answer: c. cargo cult Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.4.33 Transnational social movements focus on some condition that is occurring __________. a. locally b. regionally c. nationally d. globally Answer: d. globally Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.34 ISIS is an example of a(n) __________ social movement, which seeks global change. a. cargo cult b. metaformative c. alternative d. reactive Answer: b. metaformative 307 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q21.4.35 The level of membership of a social movement that is most dedicated to the cause is the __________. a. less committed b. committed c. inner core d. sympathetic public Answer: c. inner core Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.36 The public consists of the various and widely dispersed people outside of a group’s membership who __________ have an interest in the issue. a. always b. never c. usually d. may or may not Answer: d. may or may not Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.37 Just beyond the less committed members of the social movement are members of the __________ public. a. hostile b. sympathetic c. unaware d. disinterested Answer: b. sympathetic Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.38 How an issue is judged by people in the society at large is called __________. a. propaganda b. irrelevant when it comes to action c. public opinion d. one-sided 308 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. public opinion Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.4.39 Fred, in promoting his candidate for office, distributed handbills that included a quote from the opponent taken out of context to make the opponent sound illiterate. This is an example of __________ as used in its narrow sense. a. public opinion b. gatekeeper c. propaganda d. social movement Answer: c. propaganda Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q21.4.40 The gatekeepers to social movements are __________. a. the public b. the mass media c. government officials d. social movement organizations Answer: b. the mass media Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.5.41 De Tocqueville noted that both French and German peasants had lived in poverty, but only the French peasants overthrew their king in a revolution. The reason, de Tocqueville said, was that the quality of life had been improving for the French, but not for the Germans. an improving situation can cause people to want even better conditions, according to __________. a. declining privilege theory b. relative deprivation theory c. common sense d. ideological commitment theory Answer: b. relative deprivation theory Learning Objective: LO 21.5 To explain why people join social movements, use relative deprivation theory, declining privilege theory, and morality and ideology. Topic/Concept: Why People Join Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts 309 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q21.5.42 Philip used to enjoy having a bit of authority and being treated with respect in town because of his position as a foreman at the local plant. Then he got laid off when the plant closed. His prestige deteriorated, and eventually he joined the local chapter of a national group opposed to the North American Free Trade Agreement because he felt this agreement had a negative impact on jobs in the United States. Philip’s progression seems to fit into what is explained by __________. a. relative deprivation theory b. ideological commitment theory c. declining privilege theory d. the Tea Party Answer: c. declining privilege theory Learning Objective: LO 21.5 To explain why people join social movements, use relative deprivation theory, declining privilege theory, and morality and ideology. Topic/Concept: Why People Join Social Movements Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q21.5.43 When people think in moral terms, choose sides, and join a social movement to fight for what they see as right, this is because of __________. a. declining privilege theory b. escalating privilege theory c. relative deprivation theory d. ideological commitment Answer: d. ideological commitment Learning Objective: LO 21.5 To explain why people join social movements, use relative deprivation theory, declining privilege theory, and morality and ideology. Topic/Concept: Why People Join Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.5.44 Herb’s girlfriend Cindy and his best friend Nate are both heavily involved in the veterans’ rights movement, so he joins too. This exemplifies the way most members apparently join social movements: __________. a. because they have friends and acquaintances in the movement b. out of love of country c. to gain special access d. to protect their privilege Answer: a. because they have friends and acquaintances in the movement Learning Objective: LO 21.5 To explain why people join social movements, use relative deprivation theory, declining privilege theory, and morality and ideology. Topic/Concept: Why People Join Social Movements Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q21.6.45 An agent provocateur is someone who __________. a. provides the catalyst for a revolution b. spies on a group or tries to sabotage it c. persuades a group to be reasonable d. helps to keep group members from being arrested 310 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. spies on a group or tries to sabotage it Learning Objective: LO 21.6 Explain how official reactions to a social movement can threaten our freedom. Topic/Concept: When Social Movements Pose a Threat to the Government Difficulty Level: Easy Skill Level: Remember the Facts TB_Q21.6.46 Project Minerva, which uses university professors, is an example of the __________. a. agent provocateur concept b. addition of a new branch to the military c. militarization of social institutions d. protection of individual liberties Answer: c. militarization of social institutions Learning Objective: LO 21.6 Explain how official reactions to a social movement can threaten our freedom. Topic/Concept: When Social Movements Pose a Threat to the Government Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q21.7.47 When people want to help a social movement succeed, they use everything at their disposal, such as funding, fund-raising ability, volunteer hours, social media, mailing lists, emotional appeal, people’s existing connections and skill sets, access to legislators and news outlets, technical savvy, equipment, and so forth; this constitutes __________. a. initial unrest b. institutionalization c. organization d. resource mobilization Answer: d. resource mobilization Learning Objective: LO 21.7 Explain why most social movements fail, why some succeed, and why some continue for decades. Topic/Concept: On the Success and Failure of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.7.48 In what stage of a social movement is a division of labor established? a. institutionalization b. initial unrest and agitation c. organization d. decline and death Answer: c. organization Learning Objective: LO 21.7 Explain why most social movements fail, why some succeed, and why some continue for decades. Topic/Concept: On the Success and Failure of Social Movements Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q21.7.49 The abortion movement does not end because __________. 311 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

a. the pro-choice side has to be stopped b. pro-choice and pro-life activists actually serve to motivate each other c. no movement ever ends d. the pro-life side has to be stopped Answer: b. prochoice and prolife activists actually serve to motivate each other Learning Objective: LO 21.7 Explain why most social movements fail, why some succeed, and why some continue for decades. Topic/Concept: On the Success and Failure of Social Movements Difficulty Level: Difficult Skill Level: Analyze It TB_Q21.8.50 According to the author, sociology __________ us because of the way it shines a light on multiple realities. a. bores b. frees c. comforts d. commits Answer: b. frees Learning Objective: LO 21.8 Explain what multiple realities are and what they have to do with social movements. Topic/Concept: Multiple Realities and Social Movements Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q21.1.51: What are Blumer’s five stages of an acting crowd? Feedback: In 1939, Blumer identified five stages of an acting crowd, an excited group that moves toward a goal. His model is still used today in police manuals on crowd behavior. The stages are (1) a background of tension or unrest, (2) an exciting event, (3) milling behavior, (4) a common object of attention, and (5) common impulses. Learning Objective: LO 21.1 Explain what early theorists meant about crowds transforming people; summarize the five stages of an acting crowd. Topic/Concept: Early Explanations: The Transformation of People Difficulty Level: Difficult Skill Level: Analyze It TB_Q21.2.52: What kinds of participants in a crowd did Turner and Killian (1987) identify? Feedback: (1) The ego-involved—they feel a personal stake in the unusual event. (2) The concerned—they also have a personal interest in the event, but less than the ego-involved. (3) The insecure—they care little about the matter, but join the crowd because it gives them a sense of power, security, or belonging. (4) The curious spectators—they care little about the matter, but are simply curious about what is going on. (5) The exploiters—they do not care about the event at all, but use it for their own purposes, such as selling hotdogs. Learning Objective: LO 21.2 Explain why sociologists today view crowds as rational and what is meant by emergent norms. Topic/Concept: The Contemporary View: The Rationality of the Crowd Difficulty Level: Difficult Skill Level: Analyze It 312 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q21.3.53: Who participates in riots? Feedback: Those who participate in riots come from all walks of life. Some are deprived, some are from stable working-class neighborhoods, some are people with good jobs and middle-class lifestyles, and some are opportunists. Learning Objective: LO 21.3 Describe the forms of collective behavior: riots, rumors, panics, mass hysteria, moral panics, fads and fashions, and urban legends. Topic/Concept: Forms of Collective Behavior Difficulty Level: Difficult Skill Level: Analyze It TB_Q21.4.54: What are some of the tricks of the trade of propaganda-making? Feedback: Some of the tricks of the trade of propaganda-making are (1) name calling—associating the competing product, candidate, or policy with negative images; (2) glittering generality—surrounding the product, candidate, or policy with images that arouse positive feelings; (3) transfer—associating the product, candidate, or policy with something the public does, or does not, approve of; (4) testimonials— famous people endorsing the product, candidate, or policy; (5) plain folks—associating the product, candidate, or policy with regular people; (6) card stacking—presenting only positive information about what is supported and only negative information about what is opposed; and (7) bandwagon—“Everyone is doing it” techniques. Learning Objective: LO 21.4 Analyze the types and tactics of social movements; include the use of propaganda. Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Difficult Skill Level: Analyze It TB_Q21.7.55: Sociologists have identified five stages in social movements. What are they? Feedback: In order from the beginning, the five stages are (1) initial unrest and agitation, (2) resource mobilization, (3) organization, (4) institutionalization, and (5) decline and death. Learning Objective: LO 21.7 Explain why most social movements fail, why some succeed, and why some continue for decades. Topic/Concept: On the Success and Failure of Social Movements Difficulty Level: Difficult Skill Level: Analyze It

Chapter 22: Social Change and the Environment Multiple-Choice Questions TB_Q22.1.1 The alteration of culture and societies over time is known as __________. a. modernization b. social movement c. social change d. G8 Answer: c. social change Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Easy Skill Level: Remember the Facts TB_Q22.1.2 The text says that in addition to the four social revolutions we have had, we may be entering a fifth prompted by __________. a. sports b. biotechnology c. the growing relevance of Africa d. Gesellschaft Answer: b. biotechnology Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.1.3 __________ is the term sociologists use for a small, traditional, rural society. a. “Gemeinschaft” b. “Rapidly changing” c. “Gesellschaft” d. “Materialistic” Answer: a. “Gemeinschaft” Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.1.4 In a traditional Gemeinschaft society, the divisions of labor between men and women are __________. a. flexible b. nonexistent c. strict d. determined by the shaman Answer: c. strict 314 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.1.5 Max Weber believed that capitalism came from __________. a. changes in life expectancy b. increased religiosity c. the Protestant Reformation d. smaller family sizes Answer: c. the Protestant Reformation Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.1.6 __________ is the transformation of traditional societies into industrial societies. a. Social movement b. Gemeinschaft c. The third social revolution d. Modernization Answer: d. Modernization Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Easy Skill Level: Remember the Facts TB_Q22.1.7 In traditional societies, people own __________. In industrialized societies, people own __________. a. a lot; a little b. a lot; a lot c. a little; a little d. a little; a lot Answer: d. a little; a lot Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.1.8 Traditional societies tend to look toward __________. a. the past b. the present c. the future d. nowhere in particular Answer: a. the past 315 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.1.9 In a traditional society, education is __________. a. nonexistent b. begun in the fourth decade of life c. begun in the third decade of life d. not formally structured Answer: d. not formally structured Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.1.10 Because of globalization, a social movement can easily __________. a. turn on itself b. spread from one country to another c. achieve all its goals d. become a local sensation Answer: b. spread from one country to another Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.1.11 The triadic division of the planet since World War II emphasizes __________ in Europe. a. Italy b. France c. Germany d. Great Britain Answer: c. Germany Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.1.12 The G7 has come to understand that the well-being of __________ is an essential component to worldwide stability. a. the United States b. Germany c. Africa d. Japan 316 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. Africa Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.2.13 __________ theories posit that, as it moves from a simpler society to a more complex one, every society must go through the same stages in the same order. a. Bilinear b. Trilinear c. Multilinear d. Unilinear Answer: d. Unilinear Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.2.14 __________ theories posit that different paths still end up in the same developmental phase. a. Multilinear b. Natural cycle c. Diffusion d. Unilinear Answer: a. Multilinear Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.2.15 A central assumption of cyclical theories is that civilizations are __________. a. like parts of a Gesellschaft b. obsolete c. similar to organisms d. antitheses Answer: c. similar to organisms Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q22.2.16 Marx’s model of historical change viewed a thesis plus an antithesis as resulting in a(n) __________. a. classless state b. synthesis c. utopia d. state of permanent war Answer: b. synthesis Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.2.17 According to Marx’s dialectical view of history, each ruling group __________. a. plants the seeds for its own growth b. is a synthesis c. represents a classless state d. generates what will ultimately cause it to fail Answer: d. generates what will ultimately cause it to fail Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.2.18 __________ is the combining of existing elements and materials to form new ones. a. Discovery b. Diffusion c. Invention d. Infusion Answer: c. Invention Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Easy Skill Level: Remember the Facts TB_Q22.2.19 According to William Ogburn, __________ is a new way of seeing reality. a. discovery b. invention c. diffusion d. cultural lag Answer: a. discovery Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Easy Skill Level: Remember the Facts 318 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q22.2.20 __________ is one of the three processes of social change identified by William Ogburn. a. Diffusion b. Cultural lag c. Dialectics d. A unilinear theory Answer: a. Diffusion Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Easy Skill Level: Remember the Facts TB_Q22.2.21 Ogburn said that __________ occurs when human behavior does not keep up with technological innovations. a. social lag b. diffusion c. discovery d. cultural lag Answer: d. cultural lag Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.2.22 Phones are an example of __________. a. invention b. discovery c. diffusion d. internal combustion Answer: a. invention Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q22.2.23 With ever-more powerful telescopes, scientists have been finding new galaxies. This is an example of __________. a. invention b. diffusion c. discovery d. cultural lag Answer: c. discovery Learning Objective: LO 22.2 Summarize theories of social change: social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. 319 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Topic/Concept: Theories and Processes of Social Change Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q22.3.24 Postmodern society is __________. a. reliant on obsolete technology b. postindustrial society c. preindustrial society d. a type of ideology Answer: b. postindustrial society Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Easy Skill Level: Remember the Facts TB_Q22.3.25 Yolanda lost her left foot during her military service, but she has been issued a prosthetic that enables her to walk normally, and if you didn’t see this device, you wouldn’t know that she was using it. This is an example of the way technology is a(n) __________ means of extending human abilities. a. official b. artificial c. natural d. superficial Answer: b. artificial Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q22.3.26 In case he forgets to close his garage door when he leaves home, Darryl can now close it through his smart phone from wherever he is instead of having to run home to do so, which enables him to stay at work and avoid being seen negatively by his employer. This is an example of __________, which is the sociological significance of technology. a. how technology changes our way of life b. the work-life balance remaining the same c. advances in transportation d. people being easier to work with Answer: a. how technology changes our way of life Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know 320 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q22.3.27 Production went from being home-bound to being __________. a. farm-bound b. factory-bound c. church-bound d. done while commuting Answer: b. factory-bound Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.3.28 What was a major option for workers who were not satisfied with the working environment before factories became a fact of life? a. having their children do the work b. firing the owners c. picking up their tools and leaving d. having their spouses take over Answer: c. picking up their tools and leaving Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.3.29 Marx would say that when workers feel separate from the product of their labor, they experience __________. a. postmodern society b. social inequality c. alienation d. suburbanization Answer: c. alienation Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.3.30 The factory-dominated society brought about a new __________ capitalism. a. religion that despised b. way of thinking that praised c. morality to ameliorate the negative effects of d. worker-owned form of 321 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: b. way of thinking that praised Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.3.31 How people show off their material success depends upon __________. a. family relationships b. automobiles c. how advanced the technology is d. alienation Answer: c. how advanced the technology is Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.3.32 Marriages became endangered by people __________. a. leaving home to work in factories b. purchasing cars c. coming back home from factories and offices to work at home d. securing the means of production Answer: a. leaving home to work in factories Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.3.33 As the automobile pushed aside the former technology—horse and buggy—people thought that cars would __________. a. be a passing fad b. eliminate parking problems in cities because a car takes up less space than a horse and buggy c. always remain a rich person’s toy d. make parking more difficult in cities because a car takes up more space than a horse and buggy Answer: b. eliminate parking problems in cities because a car takes up less space than a horse and buggy. Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts 322 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q22.3.34 Suburbanization was enabled by __________. a. leaving home to work in factories b. changes in ideology c. international conflict d. the automobile Answer: d. the automobile Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.3.35 How did the automobile change architecture? a. The parking area around malls shrunk. b. Apartments changed. c. Wheel designs were used on facades. d. Houses came to be built with attached garages. Answer: d. Houses came to be built with attached garages. Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.3.36 Yvette was a young wife in the 1920s. Her husband purchased an automobile, and Yvette learned to drive it. Suddenly, she could get to stores and social events a great distance away. This is an example of how, thanks to automobiles, women __________. a. became the heads of their households b. were freed from the narrow confines of their homes c. no longer ate canned goods d. became more conservative in their views Answer: b. were freed from the narrow confines of their homes Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q22.3.37 Which statement about computers in education today best reflects the author’s assertion? a. The use of computers in education peaked some years ago and is declining. b. Communicating with others remains a weakness of computers. c. What we have experienced so far is just the tip of the iceberg. d. Computers are discouraged in preference to written materials. 323 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Answer: c. What we have experienced so far is just the tip of the iceberg. Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.3.38 Computer A records a deposit. It transfers the funds to Computer B, halfway across the world, in seconds. This is a simple example of how the international flow of money has become __________. a. harder to follow b. so regulated that the best way to transfer cash is in a suitcase c. easier to regulate d. much slower Answer: a. harder to follow Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q22.3.39 China sends a computer virus that shuts down telephone service in the United States. In retaliation, the United States hacks into China’s power grid and causes blackouts throughout the provinces. This exemplifies how the United States __________. a. establishes military superiority b. can be both victim and perpetrator of cyberattacks c. places a low priority on cyberattack protection d. has nothing to fear from cyberattacks Answer: b. is both victim and perpetrator Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q22.3.40 The Predator airplane __________. a. is science fiction b. flies without a pilot on board c. has been outlawed by NATO d. has equivalents in several dozen countries around the world Answer: b. flies without a pilot on board Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Moderate Skill Level: Understand the Concepts 324 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q22.4.41 A sustainable environment __________. a. may not produce enough material goods for everyone’s needs b. is easier to attain with the Least Industrialized Nations revving up their economic engines c. is so called because it can sustain much more pollution that the Earth does now d. leaves the next generation with a livable environment Answer: d. leaves the next generation with a livable environment Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.4.42 The U.S. state with the largest number of the worst hazardous waste sites is __________. a. Nevada b. Michigan c. California d. New Jersey Answer: d. New Jersey Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q22.4.43 Of the world’s ten most polluted cities, seven are in __________. a. the United States b. China c. Japan d. Italy Answer: b. China Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Easy Skill Level: Remember the Facts TB_Q22.4.44 What is the author’s position on the energy shortage? a. It doesn’t exist. b. The energy shortage threatens life on our planet. c. The energy shortage is a good thing. d. At present, there is no energy shortage, but there will be one in a few years. Answer: a. It doesn’t exist. Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Difficult Skill Level: Analyze It 325 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q22.4.45 Half of all of the Earth’s plant and animal species live in __________. a. endangered cities b. the Arctic c. China d. rain forests Answer: d. rain forests Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.4.46 The poor and minorities are harmed the most by environmental pollution; this is known as __________. a. environmental justice b. planetary injustice c. environmental injustice d. civil disobedience Answer: c. environmental injustice Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q22.4.47 Seymour and his group buried land mines in a forested area scheduled for clear-cutting by a developer intending to build a new multiplex theater; Seymour and his group were engaging in __________ a. environmental injustice b. eco-sabotage c. environmental sociology d. environmental justice Answer: b. eco-sabotage Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q22.4.48 __________ examines human impact on the environment—and the impact of the environment on humans. a. Environmental sociology b. Eco-sabotage c. Environmental justice d. Harmony Answer: a. Environmental sociology Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth 326 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.4.49 One could say that, until recently, the Most Industrialized Nations have tried to __________. a. expand no matter what b. make sure the planet is still around for their children to benefit from it c. respect all forms of life d. put the environment first Answer: a. expand no matter what Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q22.4.50 The problem with acid rain is that it __________. a. creates flooding b. is depleting the world’s finite supply of sulfuric and nitric acid c. is not as damp as regular rain d. destroys living things Answer: d. destroys living things Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q22.1.51: What were the four social revolutions? Feedback: The first social revolution occurred when hunting and gathering societies became horticultural and pastoral societies. The second social revolution was the emergence of agricultural societies. The third social revolution was the Industrial Revolution. The fourth social revolution, still in progress, was stimulated by the invention of the microchip. Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.1.52: What are the four threats to G7? Feedback: (1) A bitter intrafamilial feud between Russia and the West. (2) The growing global power and influence of China. (3) The resurgence of ethnic rivalries and conflicts. (4) Smoldering embers of the Cold War. Learning Objective: LO 22.1 Summarize how social change transforms society; include the four social revolutions, Gemeinschaft and Gesellschaft, capitalism, social movements, and global politics. Topic/Concept: How Social Change Transforms Social Life Difficulty Level: Difficult Skill Level: Analyze It 327 Copyright © 2019, 2017, and 2014 by Pearson Education, Inc. All Rights Reserved.

TB_Q22.2.53: Central to all evolutionary theories of societal change is the notion of cultural progress. Tribal societies are assumed to have a primitive form of human culture and to evolve toward a supposedly advanced and superior form found in the Western world. However, the evolutionary theories have now been rejected. Why? Feedback: Evolutionary theories have been rejected because (1) there is a growing appreciation of the rich diversity and complexity of tribal cultures, and (2) Western culture is in crisis, plagued by poverty, racism, sexual assaults, unsafe streets, a fragile banking system, war, and terrorism. Learning Objective: LO 22.2 Summarize theories of social change, social evolution, natural cycles, conflict over power and resources, and Ogburn’s theory. Topic/Concept: Theories and Processes of Social Change Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.3.54: How did the development of the automobile affect courtship customs and sexual norms? Feedback: By the 1920s, the automobile was used extensively for dating. It removed young people from the watchful eye of parents. Couples parked their cars along country lanes at night. Two cars—the Jewett and the Nash—even came equipped with foldout beds. By the 1960s, about 40 percent of marriage proposals took place in cars. Learning Objective: LO 22.3 Use the examples of the automobile and the microchip to illustrate the sociological significance of technology; include changes in ideology, norms, human relationships, education, work, business, war, and social inequality. Topic/Concept: How Technology Is Changing Our Lives Difficulty Level: Difficult Skill Level: Analyze It TB_Q22.4.55: Scientists concur on two things about climate change: (1) the world’s climate is changing, and (2) human activity is part of the change. Give two examples of why there is disagreement beyond those two points. Feedback: Scientists predict the future using computer models. The models predict that as carbon dioxide increases, so does global warming, which is what actually happened during the last part of the 1900s. However, disagreement occurs because, as one example, carbon dioxide has continued to increase even more in the years since then, but the rate of warming has slowed. As another example, while the polar ice caps at the Arctic have been shrinking, as feared, the polar ice caps at the Antarctic have been growing, even reaching record thickness. Learning Objective: LO 22.4 Explain how industrialization is related to environmental problems; contrast the environmental movement and environmental sociology; discuss the goal of harmony. Topic/Concept: The Growth Machine versus the Earth Difficulty Level: Difficult Skill Level: Analyze It