Test Bank For Sociology: A Down-to-Earth Approach Fifteenth Edition. James M. Henslin

Test Bank For

Sociology: A Down-to-Earth Approach Fifteenth Edition James M. Henslin

Contents Chapter 1

The Sociological Perspective

Chapter 2

Culture

Chapter 3

Socialization

Chapter 4

Social Structure and Social Interaction

Chapter 5

How Sociologists Do Research

Chapter 6

Societies to Social Networks

Chapter 7

Bureaucracy and Formal Organizations

Chapter 8

Deviance and Social Control

Chapter 9

Global Stratification

Chapter 10

Social Class in the United States

Chapter 11

Sex and Gender

Chapter 12

Race and Ethnicity

Chapter 13

Aging and The Elderly

Chapter 14

The Economy

Chapter 15

Politics

Chapter 16

Marriage and Family

Chapter 17

Education

Chapter 18

Religion

Chapter 19

Medicine and Health

Chapter 20

Population and Urbanization

Chapter 21

Collective Behavior and Social Movements

Chapter 22

Social Change and the Environment

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

Topic/Concept: The Sociological Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.1.2 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 location in history and society are referred to by sociologists as __________. a. social location b. social affiliation c. social structures d. intersections Answer: a. social location Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective.

Topic/Concept: The Sociological Perspective Difficulty Level: Moderate

Skill Level: Remember the Facts TB_Q1.1.4 Sociologists are interested in examining both _______ and ________ considerations related to people‘s current reality of living conditions. a. physiological; anthropological b. global; local c. actual; imaginary d. psychodynamic; genetic Answer: b. global; local 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 Human relationships typically are examined by __________. a. the social sciences b. natural science c. all sciences 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_Q1.2.7

The social science closely related to sociology, which traditionally focuses on researching tribal peoples, is __________. a. economics b. political science c. psychology d. anthropology 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_Q1.2.8 Rico was home from his first year in college as an undeclared major, and was talking with his friends. ―Of the courses I‘ve taken so far, I really like the social sciences. I‘m really interested in politics and government, but I‘m also really interested in how those forces play out in a social and cultural context, and how that sociocultural context in turn affects people‘s behavior.‖ ―Well,‖ replied his friend Jolie, ―it sounds to me as though you should double major in: a. political science and sociology.‖ b. anthropology and psychology.‖ c. psychology and criminology.‖ d. economics and social work.‖ Answer: a. political science and sociology.‖ 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_Q1.2.9 Compared to the others, which of these 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_Q1.2.10

Bettina is a graduate student 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 former term for ―sociologist‖ c. she is focusing mainly on people in industrialized and postindustrialized societies d. she is focusing mainly on psychological variables impacting divorce Answer: c. sociologists focus mainly on people in 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_Q1.2.11 After a sociologist has been able to generalize from research findings, the next goal is to __________. a. publish the study b. predict what is likely to happen based on those findings c. prove why prior research in this area has been inaccurate d. question the validity of the findings Answer: b. predict what is likely to happen based on those findings 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_Q1.2.12 The first goal of science is to __________. a. contradict previous research findings b. explain why something happens c. document when and why ―commonsense‖ explanations are correct d. understand individual cases rather than the broader group or situation Answer: b. explain why something happens 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_Q1.3.13 Which attribute is a basic requirement of science? a. Identifying commonsense explanations for events b. Theories that can be tested by research c. Studying phenomena in a laboratory setting d. Receiving funding from impartial and unbiased sources

Answer: b. Theories that can be tested by research 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: Apply What You Know TB_Q1.3.14 Auguste Comte is credited as being the founder of __________. a. sociology b. economics c. psychology 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 the process of __________, Auguste 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 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. C. Wright Mills 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 Karl Marx, were the workers who were exploited by those who owned the means of production. a. capitalists b. communists c. proletariat d. bourgeoisie Answer: c. proletariat Learning Objective: LO 1.3 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 Despite not thinking of himself as a sociologist, Karl Marx nonetheless introduced one of today‘s major perspectives in sociology. What is that perspective called? a. Capitalism b. Conflict theory c. Feminism

d. Symbolic interactionism Answer: b. Conflict theory 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_Q1.3.21 Emile Durkheim‘s concept of __________ refers to how much people are tied to their social groups. a. social integration b. revolution c. conflict theory d. religion Answer: a. social integration Learning Objective: LO 1.3 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_Q1.3.23 Compared to the others, which theorist is MOST closely associated with the idea of the Protestant ethic? a. Karl Marx b. Arlie Hochschild c. Frances Perkins d. Max Weber Answer: d. Max Weber 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: Understand the Concepts TB_Q1.4.24 ________refers to the idea that another researcher can repeat someone else‘s study to compare the new results with the original findings. a. A hypothesis b. Replication c. Objectivity d. Validity Answer: b. Replication 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: Understand the Concepts 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 refer to how people interpret their situation in life, how they view what they are doing and what is happening to them. 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: Moderate Skill Level: Analyze It

TB_Q1.5.27 Rather than Verstehen, Emile Durkheim focused on a group‘s patterns of behavior, 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 Many clinical psychologists demonstrate particular skill at grasping a client‘s personal and social situation through the process of insight. In fact, the clinician may have greater insight into the client‘s situation than the client does; that‘s probably the basis for seeking therapy in the first place! Max Weber might summarize this observation by noting that clinicians have a good deal of ________. a. Verstehen b. Geld c. subjectivity d. Wahnsinn Answer: a: Verstehen 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: Apply What You Know TB_Q1.6.29 When did sociology first take root in the United States? a. the middle of the eighteenth century b. the late nineteenth century c. the middle of the twentieth century d. the early twenty-first century Answer: b. the late nineteenth century Learning Objective: LO 1.6 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 were women NOT more prominent among early sociologists? a. No women obtained advanced degrees in sociology until the 1950s. b. After sociology became a recognized academic discipline, men in academic positions decided that women engaged in social reform were not legitimate sociologists. c. In no field has sexism been more evident than in sociology. d. The field of sociology seemed neither rigorous enough nor relevant enough to attract women.

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

Learning Objective: LO 1.6 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 writings of W. E. B. Du Bois, an African American sociologist working at a time when racism and sexism were prominent in the field, __________. a. were recognized as an important part of the foundations of sociology from the earliest times b. were not published until after his death in 1937 c. were rejected by the National Association for the Advancement of Colored People (NAACP) d. are recognized as important by contemporary sociologists Answer: d. are recognized as important by contemporary sociologists Learning Objective: LO 1.6 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 TB_Q1.6.33 Early sociologist and social reformer Jane Addams __________.

a. fought against the American Civil Liberties Union b. won the Nobel Prize for Peace c. married W. E. B. Du Bois d. never joined the American Sociological Society Answer: b. won the Nobel Prize for Peace 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 C. Wright Mills was to _________ as Talcott Parsons was to _________. a. social theory; social reform b. symbolic interactionism; functionalism c. functionalism; symbolic interactionism d. social reform; social theory Answer: d. social reform; social theory Learning Objective: LO 1.6 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 (or ―pure‖) sociology? a. Policy makers b. Clients c. Fellow sociologists and anyone interested in the subject matter d. All social and natural scientists

Answer: c. Fellow sociologists and anyone interested in the subject matter Learning Objective: LO 1.6 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_Q1.6.37 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 benefit of the public. 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 Compared to the others, which sociologist is MOST closely associated with the symbolic interactionist perspective? a. George Herbert Mead b. Harriet Martineau c. Robert Merton d. Jane Addams Answer: a. George Herbert Mead 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 From the perspective of symbolic interactionism, as divorce became more common, divorce became __________. a. more stigmatized b. a symbol of failure c. associated with new beginnings d. a symbol of success Answer: c. associated with new beginnings Learning Objective: LO 1.7 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 Lionel was studying symbolic interactionism in his sociology class. He was surprised to find that sociologists who adopted this viewpoint thought that having love as the central reason for people to get married __________. a. prevents spouses from blaming each other b. actually may cause a weakening of the marriage c. makes divorce all but impossible d. actually may cause a strengthening of the marriage Answer: b. actually may cause a weakening of the marriage

Learning Objective: LO 1.7 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 __________ would argue that society consists of interrelated 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 describe the harmful consequences of people‘s actions as __________. a. functions b. dysfunctions c. latent variables d. balancing functions Answer: b. dysfunctions Learning Objective: LO 1.7 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 all over the world to communicate, trade, and travel much more freely; the resultant erosion of what were previously more impermeable national boundaries is known as __________. a. functionalism b. globalization c. the proletariat d. micro-analysis Answer: b. globalization Learning Objective: LO 1.8 Explain how research versus social reform and globalization are likely to influence sociology.

Topic/Concept: Trends Shaping the Future of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.8.50 Capitalism becoming the world‘s dominant economic system is also referred to 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 social 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: A key difference is in the focus of each group‘s theoretical and research interests.

Psychologists are primarily interested in explaining the mechanisms underlying thought and behavior, typically with the individual as the unit of analysis, although often with that individual acting within a sociocultural context. Sociologists are primarily interested in documenting factors external to individuals that can have an impact on their thoughts and behaviors, with the overall social structure as the unit of analysis.

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_Q1.3.52: Very broadly, where did Max Weber believe that capitalism was likely to flourish?

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

Learning Objective: LO 1.3 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: Describe two general perspectives on how research in sociology can be used. Do you have a preference between these two proposed uses? Identify your choice and explain why you think it is preferable.

Feedback: One argument is that the findings gathered from conducting social research should be used by anyone for any purpose. In this view, sociology‘s purpose is to understand human behavior, so the knowledge gained by social research belongs to both the scientific community and the world. The other argument is that findings gathered from conducting social research should be used to alleviate suffering and improve society. This perspective is consistent with a social reform agenda. This latter position 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 how conflict theory can be applied to feminism.

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

Learning Objective: LO 1.7 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, and the differential attention paid to these considerations can be seen in three historical phases of the discipline:

First phase: Goal: To improve society Timeframe: From the origins of the discipline until the 1920s Second phase: Goal: To develop abstract knowledge Timeframe: From the 1920s until the 1960s Third phase: Goal: To seek ways to apply sociological research findings Timeframe: From the 1960s to the present Learning Objective: LO 1.8 Explain how research versus social 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 material objects passed from one generation to the next make up a group‘s __________. a. identity b. ethnicity c. culture d. folkways Answer: c. culture Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

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

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

Topic/Concept: What Is Culture?

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

Topic/Concept: What Is Culture?

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

Topic/Concept: What Is Culture?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.5 Mārtiŋš believes that his Latvian ways are the best: ―In Latvia we greet each other with a quick, firm handshake; none of this kissing cheeks or patting backs. All cultures should use a firm handshake.‖ Mārtiŋš continued without prompting: ―Latvians have freedom of religion; any culture that doesn‘t allow religious freedom is bad, wrong, and misguided. Our people are quiet and reserved; we don‘t go much for excessive displays of emotion. People who do that shouldn‘t do that; they need some kind of cultural realignment!‖ As Mārtiŋš continued his Latvian list long into the night, it became clear that he was showing strong signs of _____________. a. ethnocentrism b. cultural relativism c. inclusiveness d. pluralism

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

Topic/Concept: What Is Culture?

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

Topic/Concept: What Is Culture?

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

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

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

Topic/Concept: What Is Culture?

Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.8 When he arrived at his ecotourism destination after a long plane ride from New York City, Morris found himself in a dizzying environment of sights, sounds, and smells. Children were badgering him to buy trinkets, while the pungent odor of some kind of tobacco blend filled his nostrils. Small groups of men wearing what appeared to be colorful wraps of cloth were either kissing each other‘s cheeks or speaking harshly and loudly, with forceful gestures…although no one seemed to be threatened. Some older women were kneeling and wailing, while others sat in the middle of walkways on rough mats made of thistles. As he worked to gather his wits, Morris was likely experiencing __________ . a. ethnocentrism

b. culture shock c. value contradictions d. cultural universals Answer: b. culture shock Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means.

Topic/Concept: What Is Culture?

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

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

Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.11 The primary way people communicate is through __________. a. gestures b. intermarriage c. language d. artwork

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

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

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

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

Topic/Concept: Components of Symbolic Culture

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

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

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.17 Roel loved to party during Mardi Gras, even if he was not involved in making a float or anything else. The atmosphere on Bourbon Street was just so different, so relaxed, so easy. He had a great time drinking in the morning and observing lots of public nudity. At such a __________, the rules were loosened. a. culture-free event b. police-free event c. free-for-all d. moral holiday Answer: d. moral holiday Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

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

TB_Q2.2.18 When someone is jogging on the left side of the sidewalk and you, running faster, overtake that person on the right, this runs counter to a __________ in the United States. a. taboo b. more c. tradition d. folkway Answer: d. folkway Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis.

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

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

Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.3.21 A distinct world within the larger world of the dominant culture is called a __________.

a. superculture b. subculture c. miniculture d. monoculture Answer: b. subculture Learning Objective: LO 2.3 Distinguish between subcultures and countercultures.

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

Topic/Concept: Many Cultural Worlds Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.3.23 Some of the values and norms of a __________ place it at odds with the dominant culture. a. subculture b. core culture c. counterculture d. sociologists‘ group Answer: c. counterculture Learning Objective: LO 2.3 Distinguish between subcultures and countercultures.

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

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

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

Topic/Concept: Values in U.S. Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.4.27 The core value of education has __________.

a. been easily pursued in the United States, because college students are uninhibited b. changed to the point where currently attaining a college education is thought to be an appropriate goal for most students in the United States c. not been held by most Americans since the 1960s d. changed over the years, such that currently a college education is considered an appropriate goal only for a small, select, elite group of Americans Answer: b. changed to the point where currently attaining a college education is thought to be an appropriate goal 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 culture versus real culture.

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

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

Skill Level: Apply What You Know TB_Q2.4.30 If you study hard to get a degree so you can get a good job and afford a nice home and car, you could be said to be bound up in __________. a. a confused approach to life b. a value contradiction c. a value cluster pertaining to success d. the value of democracy Answer: c. a value cluster pertaining to success Learning Objective: LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value clashes, how values are lenses of perception, and ideal culture 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 culture 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 culture 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 culture 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 culture 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 culture 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 culture 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 TB_Q2.5.38 Which statement about incest is TRUE? a. No society permits generalized incest for 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 generalized incest for 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 argue that __________. a. natural selection and biological factors are fundamental causes of human behavior b. the key to understanding human behavior is understanding culture c. as a result of natural selection, biological forces no longer play a role in human behavior d. the key to understanding human behavior is understanding religion Answer: a. natural selection and biological factors are fundamental causes of human behavior Learning Objective: LO 2.6 Explain why most sociologists consider genes to be an inadequate explanation of human behavior.

Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB Q2.6.40 Way back in 1975, when the tenets of sociobiology were first being worked out, __________ mused that sociobiology will eventually absorb sociology and other social sciences. a. Margaret Mead b. Edward Wilson c. William Ogburn d. Benjamin Lee Whorf Answer: b. Edward Wilson Learning Objective: LO 2.6 Explain why most sociologists consider genes to be an inadequate explanation of human behavior.

Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q2.6.41 Sociobiology emphasizes __________. a. the influence of genes and the forces of natural selection on human behavior b. classical sociology c. conflict theory d. sociologically informed genetics Answer: a. the influence of genes and the forces of natural selection on human behavior Learning Objective: LO 2.6 Explain why most sociologists consider genes to be an inadequate explanation of human behavior.

Topic/Concept: Sociobiology and Human Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.7.42 In a narrow sense, technology is associated with __________. a. culture b. history

c. tools d. sociology Answer: c. tools Learning Objective: LO 2.7 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 can be seen as a __________. a. group of people adopting things they find desirable from another culture b. one-way ―street‖ from the West to other parts of the world c. change in ―thinking‖ but not ―doing‖ d. distraction from technology Answer: a. 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 do not. 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 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 the typical nine-month school year common in the United States a living example of cultural lag? a. Material culture never caught up with nonmaterial culture. b. The length of the school year was determined by the farming culture of the late 1800s. c. The school year was not lengthened to nine months until the mid-1900s. d. The length of the school year was based on one-room schools, which have all but vanished.

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

Learning Objective: LO 2.7 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 Which sociologist coined the term ―cultural lag‖? a. C. Wright Mills b. Frances Perkins c. William Ogburn d. Agnes Moorhead Answer: c. William Ogburn

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: Remember the Facts TB_Q2.7.49 In the process of cultural leveling, __________. a. cultures become more and more dissimilar to one another b. the least advanced culture dominates the economic marketplace c. culture is leveled or destroyed, as in a single assault during wartime d. cultures become more and more similar to one another Answer: d. cultures become more and more similar to one another Learning Objective: LO 2.7 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_Q2.7.50 It would be fair to say that in the cultural leveling process taking place today, __________. a. traditional cultures have all but disappeared b. certain qualities are lost forever c. sociobiology is the driving force d. we are producing a more distinctive, less bland way of life Answer: b. certain qualities are lost forever Learning Objective: LO 2.7 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 aspects of ethnocentrism?

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

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

Topic/Concept: What Is Culture?

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

Feedback: Any three of these five effects could be described: Language allows human experience to be cumulative. It provides a social or shared past. It provides a social or shared future. It allows shared perspectives. It allows shared, goal-directed behavior.

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

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

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

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

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

Feedback: Technology sets the framework for a group‘s nonmaterial culture. It influences how people think and how people relate 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: Difficult Skill Level: Analyze It

Chapter 3: Socialization

Multiple-Choice Questions TB_Q3.1.1 Reports describing __________ children consistently note that they walked on all fours, growled, and showed no sensitivity to cold. a. prehistoric b. feral c. isolated d. institutionalized Answer: b. feral Learning Objective: LO 3.1 Explain how feral, 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 sociologists, 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 Children require __________ to develop in any kind of typical or expected fashion. a. parents b. siblings c. solitary time d. language Answer: d. language Learning Objective: LO 3.1 Explain how feral, 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 ―high‖ level of __________ depends on early, close relations with other people. a. artistic ability b. intelligence c. health d. physical coordination Answer: b. intelligence 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 living with foster families, formerly institutionalized children studied in Bucharest, Romania, had __________ brain cells compared to children who remained in orphanages. 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 Harry and Margaret Harlow observed that frightened baby monkeys preferred a fake terrycloth ―mother‖ to one that provided food (but was constructed of wire). Their conclusion was that __________. a. frightened mammals will seek any form of defense available to them b. fear is the primary elicitor of caregiving instincts in humans c. infant-caregiver bonding was based on intimate physical contact rather than the provision of food d. institutionalized children need food and shelter, but not much more in order to thrive Answer: c. infant-caregiver bonding was based on intimate physical contact rather than the provision of food Learning Objective: LO 3.1 Explain how feral, 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 completed? a. Childhood b. Adolescence c. Middle adulthood d. Never Answer: d. Never Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

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

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.2.10

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

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

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

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.2.13 The first of Jean Piaget‘s cognitive developmental stages is called the __________ stage. a. preoperational

b. sensorimotor c. concrete operational d. formal operational Answer: b. sensorimotor Learning Objective: LO 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

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

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

a) Eero is id, Ingo is superego, Shlomo is ego b) Eero is superego, Ingo is ego, Shlomo is id c) Eero is ego, Ingo is id, Shlomo is superego d) Eero is ego, Ingo is superego, Shlomo is id Answer: a. Eero is id, Ingo is superego, Shlomo is ego Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.3.17 In Freud‘s terms, the internalized norms and values of a social group are represented by the __________. a. alter ego b. super-id c. psychosis d. superego Answer: d. superego Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.3.18 According to Lawrence Kohlberg, when children have learned ―right‖ from ―wrong‖ and cooperate to avoid punishment or get rewards, they are in the __________ stage of moral development. a. preconventional b. amoral c. conventional d. complicit Answer: a. preconventional Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q3.3.19 In Lawrence Kohlberg‘s opinion, children in the __________ stage are basically concerned just with themselves and do not seem to know the difference between right and wrong.

a. id b. preconventional c. postconventional d. amoral Answer: d. amoral Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q3.3.20 According to a substantial amount of research conducted by Paul Ekman and many other experimental psychologists, which emotion has a universal facial expression? a) Confusion b) Thoughtfulness c) Disgust d) Shame Answer: c. Disgust Learning Objective: LO 3.3 Explain how the development of personality and morality and socialization into emotions are part of how ―society makes us human.‖ Topic/Concept: Learning Personality, Morality, and Emotions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.4.21 Learning the paths in life set out for us according to cultural ideals of sex-linked behaviors and attitudes is known as __________. a. socialization out of gender b. gender socialization c. the preconventional stage d. cultural imposition Answer: b. gender socialization Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

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

Such a division in toys and play give children __________ lessons.

a. biological b. ethical c. gender d. gender-neutral Answer: c. gender Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.4.23 Sasha is a sworn virgin living in northern Albania. Therefore, Sasha is treated by people in that region as __________. a. a woman b. a being without gender c. a clergy member d. a man Answer: d. a man Learning Objective: LO 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society‘s gender map.

Topic/Concept: Socialization into Gender Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q3.4.24 Individuals more or less the same age who share common interests make up a __________. a. peer group b. society c. gender d. 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 Lexie is experiencing a dilemma because she sees fashion models in __________ whose shape and looks are almost impossible to replicate in real life. a. the church b. the mass media c. school

d. the government 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: Easy Skill Level: Apply What You Know TB_Q3.4.26 Which statement about video games is true? a. Few portrayals of women in video games are sexist. b. Most parents think these games are useful for their children. c. Females are vastly underrepresented in video games. d. Video games are regarded as sports by most colleges.

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

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

Topic/Concept: Socialization into Gender Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.5.27 Individuals and groups that affect our self-concept, attitudes, behaviors, or other orientations toward life are called __________. a. the looking-glass crowd b. agents of socialization c. the ego d. nature 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 __________ when asked their opinions through polling and surveys. a. virtually everyone b. only people who define themselves as morally advanced c. everyone except people who report being on ―a spiritual quest‖ d. people other than immigrants and children 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 on the development of children, researchers have found that __________. a. children who have gone to day care have stronger bonds with their caregivers b. we may be producing a generation of kids who are smart, 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 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 Alonso is in sixth grade. Some of the stories that his teachers tell when teaching English, history, and math include lessons in patriotism and honesty, which are part of the school‘s __________. a. hidden curriculum b. explicit curriculum c. corridor curriculum d. manifest function Answer: a. hidden curriculum Learning Objective: LO 3.5 Explain how the family, the neighborhood, 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 Zorba 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 TB_Q3.5.35 Compared to the others, which statement would be MOST likely to be uttered by a sociologist adopting the conflict theory perspective? a. ―To understand what terms such as ‗education,‘ ‗peers,‘ or ‗instruction‘ mean to an individual, we must first examine their symbolic use in the greater context of the folkways and mores of the social setting in which they occur.‖ b. ―Each person has an innate ability to attain the highest levels of success possible; the school system is designed to help those goals to be achieved.‖ c. ―Social class separates children into different educational worlds; children of wealthy parents go to private schools, children of middle-class parents go to public schools, and children from blue-collar families learn that not many of ‗their kind‘ will become professionals or leaders.‖ d. ―Universal education levels the playing field for all concerned; the roles of teacher, peer, caregiver, or administrator are all carefully spelled out and agreed upon by the various actors in the educational arena.‖ Answer: c. ―Social class separates children into different educational worlds; children of wealthy parents go to private schools, children of middle-class parents go to public schools, and children from blue-collar families learn that not many of ‗their kind‘ will become professionals or leaders.‖ Learning Objective: LO 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization.

Topic/Concept: Agents of Socialization Difficulty Level: Moderate Skill Level: Analyze It TB_Q3.5.36 When a person learns to play a role before entering it, it is known as __________. a. sink or swim b. disengagement c. anticipatory socialization d. resocialization Answer: c. anticipatory socialization Learning Objective: LO 3.5 Explain how the family, the neighborhood, 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 the process of learning new norms, values, attitudes, and behaviors to match a new situation in life. a. Conflicting socialization

b. Pseudosocialization c. Anticipatory socialization d. Resocialization Answer: d. Resocialization Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people.

Topic/Concept: Resocialization Difficulty Level: Easy Skill Level: Remember the Facts TB_Q3.6.38 An example of a total institution is a __________. a. school b. family c. law firm d. maximum-security prison Answer: d. maximum-security prison Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people.

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

Topic/Concept: Resocialization Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.6.40 A total institution leaves an indelible mark on a person‘s self. The mark can be imposed quickly or in a more prolonged process. In __________, the process is not only incredibly harsh, but also long term. a. prison b. boot camp c. jail d. a conventional school

Answer: a. prison Learning Objective: LO 3.6 Explain what total institutions are and how they resocialize people.

Topic/Concept: Resocialization Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.7.41 A significant sociological point about the life course is that it __________. a. is the same for people across the socioeconomic spectrum b. affects the way a person acts and faces life c. is unaffected by gender identity d. has no impact on a person‘s current behavior Answer: b. affects the way a person acts and faces life Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

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

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

Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_Q3.7.44 Transitional adulthood refers to ages __________. a. 14–17 b. 16–18 c. 17–25 d. 18–29 Answer: d. 18–29 Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

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

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

Topic/Concept: Socialization through the Life Course Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q3.7.47

The stage of life most recently emerging, given people‘s changing attitudes toward health, wellness, and the aging process itself, encompasses the __________ years. a. transitional childhood b. early middle c. transitional middle d. transitional older Answer: d. transitional older years Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

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

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

Topic/Concept: Socialization through the Life Course Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.7.50 __________ factors influence our life course. a. Few external b. Social

c. Only biological d. No individual Answer: b. Social Learning Objective: LO 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

Topic/Concept: Socialization through the Life Course Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q3.1.51: How does ―society make us human‖?

Feedback: Infants do not develop naturally into social adults. Language provides concepts to grasp relationships between people. Bonding requires warm, friendly interactions. Through human contact, we learn the ways of society or of particular groups—this is called socialization.

Learning Objective: LO 3.1 Explain how feral, 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 the idea of the looking-glass self in a rhymed couplet.

What was the couplet, and what does it mean?

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

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

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

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

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

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

Topic/Concept: Socialization into the Self and Mind Difficulty Level: Difficult Skill Level: Analyze It TB_Q3.4.54: How do parents and caregivers do most of their gender teaching?

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

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

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

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

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

Topic/Concept: Are We Prisoners of Socialization?

Difficulty Level: Difficult Skill Level: Analyze It

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

Topic/Concept: Levels of Sociological Analysis Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q4.1.2 Sociologists use rely on __________ to analyze social interactions. a. microsociology b. behavioral sociologyecology 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 wasReiko endorses to the __________ perspective in a __________, so she wassociology, so her interests are most likely focused on 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 streetMonique has been experiencing homelessness for almost a year.

His Her days were are kept busy with pursuing doing thingstasks necessary to survive at a basic level—finding shelter, keeping safe, panhandling for money, getting foraging for food and drink, washing, and finding dry clothes. Richard knew that he did not have many chances. A __________ would focus on where Richard Monique 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 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 typical patterns between elementary school students and their teachers, for example, or between men older people and womenyounger people in a given social context; these patterns usually were laid outestablished 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.guides our behavior. b. Understanding it helps to prove demonstrate the randomness of human behavior. c. It is a synonym for the term ―microsociology.‖ d. Our behavior guides itit is usually in opposition to a particular social structure.

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

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

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

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

Topic/Concept: The Sociological Significance of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.2.8

People‘s __________ the social structure will teach them which behaviors and attitudes are appropriate for them. a. attitude toward b. willingness to be part of c. location in d. number of friends within Answer: c. location in Learning Objective: LO 4.2 Explain the significance of social structure.

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

That would be….that would be…‖ Suddenly his roommate, Judd, blurted out the correct answer: ―Easy! That‘s the definition of: a. culture!‖ b. microsociology!‖ c. social structure!‖ d. dramaturgy!‖ Culture has a(n) __________ effect on people‘s lives. a. profound b. moderate c. occasional d. no Answer: a. profoundculture 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 Apply What You Know TB_Q4.3.10 The __________ framework that determines what kind of people we become is culture. a. biological b. narrowest c. only d. most overarchingbroadest Answer: d. most overarchingbroadest 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 streetexperiencing homelessness share __________. a. the same social class b. comparable status c. the influence of social class on their lives d. a comparable level of privilege Answer: c. the influence of social class on their lives Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

Topic/Concept: Components of Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.3.13 Girish Ashok is a husband, a son, an entrepreneur, and an amateur taxidermist. A sociologist would say that these statuses or positions make up Girish‘s Ashok‘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. involuntary, neither asked for nor chosen, but simply received. a. achieved b. ascribed c. earned d. marital Answer: b. ascribed Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

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

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

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.3.17

Emily had an accident in which she fell headlong into a large vat of hot cooking grease. Despite many operations and treatments, her face, neck, and hands were forever altered. Regardless of her accomplishments or occupation, many others people viewed Emily‘s disfigurement as her __________. a. ascribed status b. master status c. status symbol d. status set Answer: b. master status Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

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

Topic/Concept: Components of Social Structure Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q4.3.19 __________ indicate what is expected of peopleare the behaviors, obligations, and privileges attached to a status. a. Roles b. SociologyCustoms c. PartsObligations d. Master statusStatus sets 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 hasto whom do we yield the right to judge our behavior? a. No one b. Only a court of law c. No one but ourselves d. The group Answer: d. The group Learning Objective: LO 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions.

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

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

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

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

Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.26 Mathilde owns her own grocery. She buys items in bulk and sells each item for more than she paid for it so she can make some money. To encourage repeat business, she is always very polite to her customers and will, for example, give someone a new carton of milk for free if he or

shethe customer claims there was a problem with the last carton bought—no questions asked!

Mathilde‘s ways exemplify the norms associated with which social institution? a. Medicine b. Economy c. Family d. Politics Answer: b. Economy Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

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

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

Topic/Concept: Social Institutions Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.4.29

Who believesWhich group of sociologists would argue that social institutions were originally designed to meet basic survival needs? a. Conflict theorists b. Functionalist theorists c. Both conflict and functionalist theorists d. The status set Answer: c. Both conflict and functionalist theorists Learning Objective: LO 4.4 Explain the significance of social institutions, and compare the functionalist and conflict perspectives on social institutions.

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

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

Topic/Concept: Changes in Social Structure Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.5.32 In the absence of __________, the same person will catch a fish, drive bring it to market, and sell it. a. common sense

b. a division of labor c. basic capitalism d. mechanical solidarity Answer: b. a division of labor Learning Objective: LO 4.5 Explain what holds society together.

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

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

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

Topic/Concept: Symbolic InteractionThe 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 LifeSymbolic Interaction 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: Symbolic InteractionThe 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: Symbolic InteractionThe Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.6.39

While investigating ―distance zones,‖ anthropologist Edward T. Hall found that North Americans use __________ distance for business relationships. a. tribalintimate b. stereotypicalpersonal c. social d. aggressivepublic Answer: c. social Learning Objective: LO 4.6 Discuss what symbolic interactionists study.

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

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. misinterpreted, depending on the social, cultural, or interpersonal context in which it occurs.creating discomfort in some cultures Learning Objective: LO 4.6 Discuss what symbolic interactionists study.

Topic/Concept: Symbolic InteractionThe Microsociological Perspective: Social Interaction in Everyday Life Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.7.42 Sociologist Erving Goffman used the term __________ to mean propose that social life is like a drama or a stage play. a. ―proscenium‖ b. ―dramaturgy‖ c. ―moviedocu-drama‖ 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 people‘s efforts to control the impressions that others receive of themour efforts to manage the impressions that others receive of us. a. Dramaturgy b. Back stage c. Impression management d. Center stage Answer: c. Impression management Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play.

Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Easy Skill Level: Remember the Facts TB_Q4.7.44 According to sociologist Erving Goffman‘s schemenotions, 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 refers to __________. a. conflict between roles b. conflict occurring within the same role c. compatibility between roles d. a vain attempt to find a role Answer: b. conflict occurring within the same role Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play.

Topic/Concept: Dramaturgy: The Presentation of Self in Everyday Life Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q4.7.46 Your sign-vehicles include __________. a. the appearance of others b. written scripts c. role conflict d. your way of presenting yourself Answer: d. your way of presenting yourself Learning Objective: LO 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign-vehicles, teamwork, and becoming the roles we play.

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

Topic/Concept: Ethnomethodology: Uncovering Background Assumptions Difficulty Level: Moderate Skill Level: Understand the Concepts

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

Topic/Concept: The Social Construction of Reality Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q4.9.49 The social construction of reality theory states proposes 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 In a study of male gynecologists, during 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 that 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 a lot of prestige, as is associated with a judge. A; a little prestige, such as that associated as with a waiter. N; or no prestige, as with a criminal.

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

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

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

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

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

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

Learning Objective: LO 4.5 Explain what holds society together.

Topic/Concept: Changes in Social Structure Difficulty Level: Difficult Skill Level: Analyze It TB_Q4.7.54: What does it mean to say that we ―become the roles that we play‖?‖ Feedback: Dramaturgy The sociological perspective of dramaturgy likens social life to a drama or stage play. The roles that we play in the drama of our lives –— romantic partner, occupational worker, family member --— become incorporated into our self-concept. In this way, we tend to become the roles 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 for a researcher to investigate? a. Anything involving psychological processes b. Unusual or troublesome human behavior c. All human activity d. Only subject matter that can be quantified 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 subject matter is a macro-level topic of sociological research? a. Racism occurring on a societal level b. Shyness c. How two individuals interact on street corners d. Pelvic examinations Answer: a. Racism occurring 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 Why is common sense an insufficient explanation for understanding social behavior? a. The vast variety of people and their opinions means that ―common sense‖ can never emerge. b. Sociologists insist on replicating their findings, and common sense cannot be replicated.

c. Common sense explains, but does not describe, what occurs during social interactions. d. Commonsense ideas may or may not be true.

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

Learning Objective: LO 5.2 Explain why common sense can‘t replace sociological research.

Topic/Concept: Common Sense and the Need for Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.3.4 In the sociological research model, specifying what 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 Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q.5.3.5 During which stage of the sociological research model might an investigator discover that their question of interest 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) __________ is a statement of how variables are expected to be related to one another. 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 a research topic, an investigator needs to select, early in the process, the appropriate __________. a. journal or book publisher for disseminating the findings b. pattern of findings they would like to nudge the data toward c. collaborators who will be supportive of the main investigator‘s biases d. research method for answering their question of interest Answer: d. research method for answering their question of interest Learning Objective: LO 5.3 Know the eight steps of the research model.

Topic/Concept: A Research Model Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q.5.3.8 In the sociological research model, collecting data is necessary before __________. a. formulating a hypothesis b. analyzing the results c. defining the problem d. reviewing the literature Answer: b. analyzing the results Learning Objective: LO 5.3 Know the eight steps of the research model.

Topic/Concept: A Research Model Difficulty Level: Difficult Skill Level: Analyze It TB_Q.5.3.9 Assunta had spent months conducting her sociological study of dietary habits on Pitcairn Island, and had amassed two hundred hours of first-person narrative accounts. What is Assunta‘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 sociological 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 A statement of what a researcher expects to find according to predictions derived 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 Raven tells her sociology professor that she wants to study why similarity leads to attraction. ―That‘s great,‖ her professor replies, ―but what do you mean, exactly, by ‗similarity‘ and ‗attraction‘?‖ What is Raven‘s professor urging her to do? a. Propose a theory to explain why similarity is related to attraction b. Create operational definitions of the variables she wants to study c. Compute a correlation coefficient between her variables d. Formulate a hypothesis about the relationship between her variables of interest Answer: b. create operational definitions of the variables she wants to study Learning Objective: LO 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.5.3.13 __________ provides 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 activity qualifies as a research method? a. Ensuring validity b. Operationalizing the definition c. Divining an answer d. Using unobtrusive measures Answer: d. Using unobtrusive measures Learning Objective: LO 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 __________ refers to 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. the consistency of a measurement process b. performing secondary analyses c. how close the data come to proving what a researcher wants to prove d. the way in which a researcher measures a variable Answer: a. the consistency of a measurement process

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.5.4.17 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 known as 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 composed of people who are intended to represent the population being studied. a. sample b. control group c. respondent d. average Answer: a. sample Learning Objective: LO 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 a researcher selects a sample for a sociological study, the aim is to get __________. a. everyone in the population b. friends, colleagues, or other readily available people to be the sample c. a representative sample d. a different individual to answer each item on the questionnaire Answer: c. a representative sample Learning Objective: LO 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 asked during a study are not __________, there is a high probability the researcher will end up gathering 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 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 Abdullah spent some time constructing the questions for a __________, 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 a(n) __________.

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 TB_Q.5.4.28 Reggie, an undergraduate majoring in sociology, 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 questions the interviewer asked were embarrassing. Reggie chose answers that weren‘t quite true—in fact, they weren‘t true at all—to save face for himself and to please the interviewer. This scenario illustrates 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 phrase illustrates an example of an open-ended question? a. Should public officials who accept bribes be jailed? b. In your opinion, should public officials who accept bribes be required to perform community service? c. Should public officials who have been convicted for accepting bribes be registered in a public list, in the same manner that sex offenders are registered? d. What do you think should happen to a public official who accepts bribes?

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

Learning Objective: LO 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 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 are followed by a list of possible answers to be selected by the respondent 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 the interview 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‖ 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 __________ participant observation research. a. generalize from b. establish rapport in c. understand alternative lifestyles encountered in d. get a feel for the real life of the respondents studied in Answer: a. generalize from 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 algorithms b. their own interviews c. others d. the research participants 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 __________ that might be used by researchers conducting secondary analyses. 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 great deal 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 rely on __________ 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 research participants exposed to an independent variable in an experiment are in the __________. a. experimental group b. population c. sources of potential bias d. control group Answer: a. experimental group Learning Objective: LO 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: Understand the Concepts TB_Q.5.4.42 The control group participants are __________ in an experiment. 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) Difficulty Level: Difficult Skill Level: Understand the Concepts TB_Q.5.4.43 Dr. Hwang asks individuals to run on a treadmill for zero, fifteen, or thirty minutes and then measures their self-reported mood. In this hypothetical study, the independent variable is: ____________. a. the self-reported mood b. the individuals who run for fifteen or thirty minutes c. the individuals who run for zero minutes d. the number of minutes individuals run on the treadmill Answer: d. the number of minutes individuals run on the treadmill.

Learning Objective: LO 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.5.4.44 __________ 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 Sociologists trained in the use of __________ research methods often rely on __________. a. qualitative; surveys b. qualitative; participant observation c. quantitative; participant observation d. quantitative; qualitative measures 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 __________. a. is a survey b. depends on the type of question being asked c. is an experiment d. is document analysis Answer: b. depends on the type of question being asked 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 research participants 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 when conducting controlled experiments b. is virtually unavoidable c. violates research ethics d. is acceptable when conducting 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 after the researcher has had time to draw conclusions from them c. publishing them online so anyone can read them 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 research 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: Describe the eight steps of the research model.

Feedback:

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

2. Define the problem.

3. Review the literature.

4. Formulate a hypothesis.

5. Choose a research method.

6. Collect the data.

7. Analyze the results.

8. Share the results.

Learning Objective: LO 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 researchers can compute an ―average‖ response in a set of data, and how do they differ?

Feedback: The three ways researchers compute an average are the mean, median, and mode. The mean is calculated by adding a group of numbers and then dividing by the number of cases that were added. The median is the middle case in an ordered range of cases. The median separates the upper 50 percent of distribution of scores from the lower 50 percent of the distribution. The mode is the number of cases that occurs 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 establishing a causal relationship between two variables?

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

Learning Objective: LO 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 sociologists 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 interact with one another, have something in common, and believe that what they have in common is significant, form a __________. a. hunting and gathering society b. group c. domestication revolution d. pastoral society Answer: b. group Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and information.

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. strata d. socioeconomic status 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 information.

Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.3 Compared to the others, which level of social organization represents the largest and most complex type of group? a. crowd b. mob c. society d. interest group 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 information.

Topic/Concept: Societies and Their Transformation Difficulty Level: Easy 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 Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and information.

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 an information society b. spirits thought to cause a disease c. transition to an industrial society d. wind and rain, using mental powers 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 information.

Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.1.6 Across different types of societies, __________ most seem to value women as highly as men. a. hunters and gatherers b. those in a pastoral 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 information.

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 information.

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 Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and information.

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 information.

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 information.

Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.11 One 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 information.

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.

Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and information.

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 information.

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. the 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 information.

Topic/Concept: Societies and Their Transformation Difficulty Level: Easy Skill Level: Remember the Facts

TB_Q6.1.15 During 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 information.

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 Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and information.

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 information.

Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.1.18

__________ was the first country to have more than half of its workers in service industries: banking, counseling, education, entertainment, government, health, insurance, law, mass media, research, and sales. a. Sweden b. India c. China d. The United States Answer: d. The United States Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and information.

Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q6.1.19 Continuing advances in artificial intelligence (AI) have led to machine intelligence that outstrips human intelligence, leading some sociologists and other thinkers to muse about the deep and nagging fear that ____________. a. the social sciences will be rendered obsolete b. they might have to revise all their theories about what a ―society‖ is c. AI might go rogue and come to rule humans d. a rapid and irreversible decline in human intelligence will take place Answer: c. AI might go rogue and come to rule humans Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and information.

Topic/Concept: Societies and Their Transformation Difficulty Level: Moderate Skill Level: Analyze It 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 c. in-group d. clique Answer: a. aggregate Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society

Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.2.21 A(n) __________ consists of people who share similar characteristics and are classified together, but who do not think of themselves as belonging together. a. out-group b. reference group c. category d. primary group Answer: c. category Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.2.22 As she was walking through the park, Marisol 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 Marisol 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, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q6.2.23 When __________ groups are dysfunctional and fail to meet the basic needs of their members, they produce dysfunctional adults, wounded people who make life difficult for others. a. secondary b. reference c. primary d. aggregate Answer: c. primary Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.24 A small group characterized by intimate, long-term, face-to-face association and cooperation is called 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, in-groups 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 __________, compared to a primary group, has a greater number of members whose relationships are more distant; relatively speaking, this kind of group does not last as long as a primary group and is based on some shared pursuit. a. society b. secondary group c. tertiary group d. categorical group Answer: b. secondary group Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_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, in-groups 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 A person feels loyalty toward a(n) __________. a. in-group b. aggregate c. out-group d. category Answer: a. in-group Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.28 A person generally feels antagonism toward a(n) __________. a. out-group b. primary group c. aggregate d. in-group Answer: a. out-group Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Easy Skill Level: Remember the Facts TB_Q6.2.29 The standards we refer to as we evaluate ourselves come primarily from our __________. a. reference groups b. categories c. out-groups d. primary groups Answer: a. reference groups Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.30 __________ are the links generating outward from a person that ties the person to others.

a. Cliques b. Reference groups c. All groups d. Social networks Answer: d. Social networks Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_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 Answer: c. clique Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.2.32 Stanley Milgram investigated the __________, among many other topics. 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, in-groups 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, in-groups 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 in which individuals affect groups, and the ways in which groups influence individuals. a. Dyads b. Group dynamics c. Leadership styles d. Groupthink Answer: b. Group dynamics Learning Objective: LO 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 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. clique 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 Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q6.3.39 Arbitration and coalitions are common characteristics found in __________. 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 Numerous carefully controlled laboratory experiments conducted by experimental social psychologists can illuminate general principals of human behavior, such as the tendency to ignore people in need or foster an environment that promotes groupthink. Anecdotal one-shot sociological case studies can ___________. a. contradict these findings in almost every instance b. sometimes make it appear that these general principals have understandable exceptions c. support these findings in almost every instance d. highlight the larger anthropological significance of this research

Answer: b. sometimes make it appear that these general principals have understandable exceptions Learning Objective: LO 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_Q6.3.43 People who are __________ are more likely to become 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 and who keeps the group working toward its objectives is known as a(n) __________ leader. a. expressive b. instrumental c. laissez-faire d. authoritarian Answer: b. instrumental Learning Objective: LO 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 __________ leader serves to increase harmony and minimize conflict in a group. a. expressive b. authoritarian c. aggressive

d. instrumental Answer: a. expressive Learning Objective: LO 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 among group members, but the style most likely to do so is the __________ leadership style. a. democratic b. expressive c. authoritarian d. instrumental Answer: c. authoritarian Learning Objective: LO 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. Sheila shouted orders to everyone 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 Compared to the others, the most permissive leadership style is the __________ leader. a. instrumental b. laissez-faire c. authoritarian d. democratic Answer: b. laissez-faire Learning Objective: LO 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 say what they know to be false in order to go along with their peers b. are much stronger than the group itself c. couldn‘t care less about conformity d. will not say things they know are not true Answer: a. will 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: List and describe the major social transformations of society.

Feedback: The social transformations of society were (1) domestication, (2) agricultural, (3) industrial, and (4) information. Domestication led to a dependable food supply and the division of labor. The Agricultural Revolution meant that larger societies could develop. The Industrial Revolution replaced human-powered effort with that of machines, leading to an abundance of goods and greater equality among people (i.e., some people were no longer consigned to a life of working twelve-hour days under dangerous conditions). The Information Revolution represents developments in everything from applying, and controlling information from the genome systems of living things to the discoveries made by artificial intelligence.

Learning Objective: LO 6.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural, agricultural, industrial, postindustrial, and information.

Topic/Concept: Societies and Their Transformation Difficulty Level: Difficult Skill Level: Analyze It TB_Q6.2.52: Describe one example of an aggregate and one example of a category.

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

Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Difficult Skill Level: Analyze It TB_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 confounds in Milgram‘s research protocol that may have influenced the results, suggesting (to her) that the small-world phenomenon was illusory. However, more recent experiments have had findings similar to Milgram‘s. It has been shown that 250 million people who exchanged chat messages showed a link of less than seven, and 700 million people on Facebook showed a connection of less than five.

Learning Objective: LO 6.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups, and social networks.

Topic/Concept: Groups within Society Difficulty Level: Difficult Skill Level: Analyze It TB_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. For example, the number of connections possible in a dyad (two people) is one. Those connections grow to ten in a group of five people, and to twenty-one in a group of seven; that is, only two more people added to the group doubles the possible connections.

Learning Objective: LO 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: Describe the central features of groupthink, and illustrate them with a historical example.

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

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 __________ societies, 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 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. The military c. Prisoners of war d. Family members Answer: d. Family members 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 Relationships are __________-term in a traditional society and __________-term in a nontraditional society, in the context of production of goods. 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 Karl 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 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 Investment of capital in the hope of making a profit 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: Easy Skill Level: Understand the Concepts TB_Q7.2.10 A(n) __________ is a secondary group designed to achieve explicit goals. 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 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 Max Weber, in a bureaucracy the task assignments flow __________ and accountability flows __________. a. upward; upward b. upward; downward c. downward; downward d. downward; upward Answer: d. downward; upward Learning Objective: LO 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. divided into components, with individuals assigned only specific tasks d. generalized, so one worker would be responsible for the same item from beginning to end Answer: c. divided 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 Bureaucracies have written rules, communications, and records; an emphasis on impersonality of positions; and __________ . a. a single person in a management position b. a diagonal structure c. a clear division of labor d. communally agreed-upon leaders Answer: c. a clear division of 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_Q7.2.16 Communications in a bureaucracy are __________. a. recorded in written form and retained b. not recorded c. written down, but must be discarded after thirty days d. always a matter of public record Answer: a. recorded in written form and retained Learning Objective: LO 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. hired based on previous experience 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 The bureaucratic structure of an organization typically has _________. a. fifteen (or sometimes sixteen) people employed at the presidential (or highest) level b. a single, long, horizontal ―layer‖ c. a three-dimensional representation d. several layers, designating different roles and responsibilities of workers at each layer Answer: d. several layers, designating different roles and responsibilities of workers at each layer Learning Objective: LO 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: 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 TB_Q7.2.20 The characteristics of bureaucracies that Max Weber identified are __________. a. universally true b. ideal types c. nonexistent fictions d. outdated Answer: b. ideal types 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

The organizational structure of the School of Fine Arts at Hudson University has this ascending structure: Faculty, Chairperson, Associate Dean, Dean, Provost. Salvador, a faculty member in the School, has some concerns that he would like to discuss with a person in authority. Based on the organizational structure, Salvador should first talk to _________. a. the provost b. the dean c. the chairperson d. the associate dean Answer: c. the chairperson Learning Objective: LO 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_Q7.2.22 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 Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.2.24

Koko is in charge of the town‘s construction unit, and Casey is in charge of the town‘s eventplanning unit; if they are typical for separate units of a bureaucracy, they will find their units __________ communicate very well in scheduling. a. always b. do not always c. never try to d. have no mandate to Answer: b. do not always Learning Objective: LO 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 inefficient b. there is no other form of social organization c. they work well on the whole d. they are required by federal law Answer: c. they work well on the whole Learning Objective: LO 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 Karl Marx, workers feel alienation because they are __________.

a. not connected to the finished products of their labor b. spoiled by previous employers who were more accommodating c. tired of using their own tools to make the finished product d. overstimulated by their jobs Answer: a. not connected to the finished products of their labor Learning Objective: LO 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 Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q7.3.31 Voluntary associations offer people a(n) __________, often resulting from a feeling of belonging, and for many members, a sense of doing something worthwhile.. a. sense of alienation b. identity c. lot of work and no rewards d. means to dismantle 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 to them 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 Black Lives Matter Network and Greenpeace __________. a. preserve the societal status quo b. encourage society to change c. are primarily interested in gaining publicity rather than promoting social change d. do not challenge the established ways of doing things Answer: b. encourage society to 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: Moderate Skill Level: Understand the Concepts TB_Q7.3.35 People‘s 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 Sociologist Robert Michels thought 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 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 workers advancing a contemporary corporate fad c. develop human potential d. keep people from working at home Answer: c. develop human potential Learning Objective: LO 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 compared to individual workers b. able to adapt more quickly to changing circumstances c. absent more often than middle managers d. less productive compared to non-team workers 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 Reiko‘s daycare provider called at the last minute and told her not to drop off her daughter Michi because the facility‘s heat was broken. Fortunately, Reiko 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: b. 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 From the __________ perspective, humanizing the workplace is a way to disguise what is really happening: the capitalists‘ goal of exploiting workers. 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

Working both from home and at traditional work settings is known as _________. a. hybrid work b. switch-typing c. self-paced labor d. monetary inversion Answer: a. hybrid work 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 faded 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 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 TB_Q7.4.46 __________ refer(s) to stereotypes of the traits that make for successful and unsuccessful workers, which end up producing both types of workers. a. Self-fulfilling stereotypes b. Quality circles

c. ―Hidden‖ corporate culture d. The conflict perspective Answer: c. ―Hidden‖ corporate culture Learning Objective: LO 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; 36 percent d. 56 percent; 41 percent Answer: c. 47 percent; 36 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 Sociologists who have investigated the impact of diversity training on corporate culture have concluded that _______. a. very little is known about the actual results of these training efforts b. aggressive, demeaning training—calling coworkers derogatory names and insulting them—is the most effective method for enacting meaningful and lasting change c. older workers are more responsive to training efforts, compared to younger workers d. mild forms of training, such as asking workers to simply meditate on the concept of ―unity‖ or ―equality,‖ are most effective Answer: a. very little is known about the actual results of these training efforts Learning Objective: LO 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 __________ holds substantial potential for producing more effective diversity training. a. McDonaldization b. The ―hidden‖ corporate culture

c. Virtual humanization d. Virtual reality Answer: d. Virtual reality Learning Objective: LO 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_Q7.5.50 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 control our behavior.

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

Learning Objective: LO 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: List and describe some of the dysfunctions of bureaucracies.

Feedback: The dysfunctions of bureaucracies include red tape, lack of communication between units, and bureaucratic incompetence. ―Red tape‖ refers to bureaucracies being bound by rules, some of which are contradictory, outdated, or incomprehensible in such a way as to foul any progress or ensnare workers in endless loops of inertia. A lack of communication is just that; especially in large bureaucracies, different divisions or departments may lack coordination and communication between themselves. Bureaucratic incompetence was enshrined in the somewhatfacetious Peter Principle: ―Members of an organization are promoted for their accomplishments until they reach their level of 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 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 consequently to increase productivity)?

Feedback: Some of the fads corporations have used are quality circles, and more recently, team building, which includes the subfads of cooking classes, Lego play, 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 __________ refers to the violation of norms (or rules or expectations). 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 __________ is the violation of norms that are written into law. a. Crime b. Deviance c. Stigmatization d. Social discomfort Answer: a. Crime

Learning Objective: LO 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 usual and customary social arrangements, is brought about by norms. a. social order b. deviance c. crime d. stigma Answer: a. social order Learning Objective: LO 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 Aldo gave a presentation to his high school history class that was laden with humor and understanding and showed that he really grasped the important points of the First Boer War, which was the topic his class was studying. When he was finished, Aldo 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 A highway patrol car appeared out of nowhere and the officer pulled Agnetha over for speeding.

The officer was respectful and businesslike as she stood by Agnetha‘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 __________ tend to explain deviance by looking for answers within individuals, such as a possible genetic predisposition to deviance. a. All sociologists b. Conflict theorists c. Sociobiologists d. Economists Answer: c. Sociobiologists Learning Objective: LO 8.2 Contrast sociobiological, psychological, and sociological explanations of deviance.

Topic/Concept: Competing Explanations of Deviance: Sociobiology, Psychology, and Sociology 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: Competing Explanations of Deviance: Sociobiology, Psychology, and Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.2.10 Psychologists often associate a diagnosis of __________ as a possible cause of deviance. a. posttraumatic stress disorder b. seasonal affective disorder c. personality disorders d. anxiety Answer: c. personality disorders Learning Objective: LO 8.2 Contrast sociobiological, psychological, and sociological explanations of deviance.

Topic/Concept: Competing Explanations of Deviance: Sociobiology, Psychology, and Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.11 Edwin Sutherland used the term __________ to indicate that people who associate with some groups learn 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.

Topic/Concept: The Symbolic Interactionist Perspective Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q8.3.12 According to the assumptions of differential association theory, developed one hundred years ago

by Edwin Sutherland, living in a family represents a kind of __________ differential association. a. preordained b. voluntary c. involuntary d. unwanted Answer: c. involuntary Learning Objective: LO 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 Among families living in dangerous neighborhoods, parents want to move because they feel that if their children have delinquent friends, they will also be likely to become delinquents.

Sociological research __________ this belief. a. rejects b. supports c. has not addressed d. is mixed in its findings on Answer: b. supports Learning Objective: LO 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 propose that people __________. a. are prisoners of socialization b. are pawns in the hands of manipulative others, so to speak c. contribute to the formation of their own lives d. are predestined to think and act as their primary groups dictate Answer: c. contribute to the formation of their own lives Learning Objective: LO 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 From the control theory perspective, how many control systems are in place to work against our tendencies to deviate? a. None b. One c. Two d. Six Answer: c. Two Learning Objective: LO 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 sociologist Travis Hirschi, if our bonds with society are __________, our inner controls will be __________. a. weak; strong b. weak; working harder c. strong; strong d. strong; ineffective Answer: c. strong; strong Learning Objective: LO 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 Sociologist Harold Garfinkel mused that during a(n) __________, people answer to a group, hear testimony against themselves, are found guilty, and have their statuses as group members removed. a. internal mental conflict b. degradation ceremony c. positive sanction d. absence of self-control Answer: b. degradation ceremony Learning Objective: LO 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: Understand the Concepts TB_Q8.3.20 __________ argues that the labels people are given affect their own and others‘ perceptions of them, thus channeling their behavior into either deviance or conformity. a. Deviance theory b. Control theory c. Labeling theory d. Neutralization Answer: c. Labeling theory Learning Objective: LO 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 or rationalizing that help people deflect society‘s norms. a. neutralization b. deviance 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 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 Dee Dee cut his hair into a bowl cut, put on a pair of ratty blue jeans full of holes, and donned a Perfecto leather motorcycle jacket as he boarded the subway to the tattoo parlor. There he got a tattoo on his bicep that said ―Vera Forever‖ and a pair of scorpions on his abdomen. Pleased with the day‘s events, Dee Dee scored some heroin on the street corner and spent the evening in a relaxed stupor. By all accounts, Dee Dee has fully embraced a(n) _________. a. appeal to higher loyalties b. degradation ceremony c. condemnation of a victim d. deviant identity Answer: d. deviant identity Learning Objective: LO 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 Reinhold sentenced Mo‘Nique, a thirteen-year-old shoplifter, to a diversion program consisting of counseling, rather than sending her to reform school or jail. The judge did not want Mo‘Nique to be saddled with a reputation as a thief so early in life. This exemplifies a practice influenced by __________. a. labeling theory b. neutralization c. shaming d. degradation ceremonies Answer: a. labeling theory Learning Objective: LO 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 to deviance 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 the functionalist perspective, deviance __________ a feeling of solidarity in a group. a. promotes b. has no discernible impact upon c. virtually destroys d. discourages Answer: a. promotes Learning Objective: LO 8.4 Apply the functionalist perspective to deviance 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 Quinn was adamant that her sorority‘s practice of hazing should end. Although her attitude was considered __________ in the sorority at the time, it caused her sorority sisters to reconsider the morality of their hazing practice, move forward in changing with the times, and suspend all hazing activities. a. deviant b. strained c. normative d. differential

Answer: a. deviant Learning Objective: LO 8.4 Apply the functionalist perspective to deviance 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 to deviance 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 the context of strain theory, institutionalized means are __________. a. rejected b. approved ways of reaching cultural goals c. unapproved ways of reaching cultural goals d. outmoded Answer: b. approved ways of reaching cultural goals Learning Objective: LO 8.4 Apply the functionalist perspective to deviance 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 to deviance 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 woven into the texture of life. a. illegitimate opportunity structure b. strain theory c. legitimate opportunity structure d. social disorder theory Answer: a. illegitimate opportunity structure Learning Objective: LO 8.4 Apply the functionalist perspective to deviance 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 one that is committed by people of respectable and high social status in the course of their occupations. a. street crime b. white-collar crime c. victimless crime d. crime that results in society‘s most severe punishments Answer: b. white-collar crime Learning Objective: LO 8.4 Apply the functionalist perspective to deviance by explaining how deviance can be functional for society, how mainstream values can produce deviance (strain theory), and how social class is related to crime (illegitimate opportunities).

Topic/Concept: The Functionalist Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_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 to deviance 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 years from 1992 to 2019, the percentage of people arrested for burglary who were women __________. a. decreased dramatically b. decreased slightly c. increased slightly d. increased dramatically Answer: d. increased dramatically Learning Objective: LO 8.4 Apply the functionalist perspective to deviance 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: Understand the Concepts TB_Q8.5.35 The __________ system as a whole consists of several components, such as police departments and officers, the court system, and jails and prisons. a. social service b. criminal justice c. halfway house d. debt relief Answer: b. criminal justice Learning Objective: LO 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

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. spend a modest amount of time in jail b. bypass the courts altogether c. enter the witness protection program d. know her corporation will not have to pay any fines Answer: b. bypass the courts altogether Learning Objective: LO 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 but about __________ of the world‘s prisoners. a. 3 percent b. 5 percent c. 13 percent d. 21 percent Answer: d. 21 percent Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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 in the U.S. prison system, __________ are incarcerated. a. fewer high school dropouts than college graduates b. fewer never-marrieds than ever-marrieds c. more men than women d. more women than men

Answer: c. more men than women Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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 Among the U.S. prison population, __________ are underrepresented compared to their representation in the general U.S. population. a. Latino Americans b. Black Americans c. Native Americans d. Asian Americans Answer: d. Asian Americans Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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: Remember the Facts TB_Q8.6.41 Who did the spate of ―three-strikes‖ laws actually end up convicting? a. People who hadn‘t necessarily committed a violent crime b. Murderers c. Rapists d. Arsonists Answer: a. People who hadn‘t necessarily committed a violent crime Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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. restoring lead to gasoline

Answer: b. multiple factors Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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 prisoners who are rearrested, is __________ within two years of release. a. 15 percent b. 38 percent c. 54 percent d. 71 percent Answer: c. 54 percent Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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 crime and imprisonment, the three-strikes laws, the changing rate of 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 crime and imprisonment, the three-strikes laws, the changing rate of 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 shows a social-class bias is that __________ of all the prisoners on death row have not finished high school. a. a quarter b. almost half c. a tenth d. almost all Answer: b. almost half Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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_Q8.6.47 Although women represent about __________ of people sentenced to prison for murder, they make up only about __________ of death row inmates. a. 6 percent; 2 percent b. 10 percent; 4 percent c. 18 percent; 11 percent d. 22 percent; 13 percent Answer: a. 6 percent; 2 percent Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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 prisoners put to death have been White and __________ have been Black. a. 21 percent; 49 percent b. 38 percent; 44 percent

c. 56 percent; 34 percent d. 73 percent; 24 percent Answer: c. 56 percent; 34 percent Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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 overlook a matter, is a routine part of police work. a. Police corruption b. Police discretion c. Recidivism d. Medicalization of deviance Answer: b. Police discretion Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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 According to the medicalization of deviance, deviance becomes a symptom of some underlying illness that needs to be treated by __________. a. the court b. sociologists c. physicians d. the police Answer: c. physicians Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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 and to play the basic roles that society assigns to us. Without norms we would have social chaos; therefore, norms bring about social order.

Learning Objective: LO 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: Explain the central tenets of differential association theory.

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

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

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

Learning Objective: LO 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 proposed by sociologists Gresham Sykes and David Matza based on their opinions about a group of boys who were engaged in acts of juvenile delinquency?

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

Learning Objective: LO 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: Describe three ways that functionalists such as Emile Durkheim say deviance contributes to the social order.

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

Learning Objective: LO 8.4 Apply the functionalist perspective to deviance 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_Q8.6.55: Describe the relationship between homelessness and mental illness. Is the relationship causal or correlational?

Feedback: There is an association between being homeless and developing (or having) some form of mental illness, so on that basis there is a correlation between these two variables. Living on the streets can cause unusual thinking and behaviors, which are often (but not always) indicators of some forms of mental illness, so there is evidence that the causal direction moves from homelessness to illness. However, having a mental illness can also result in homelessness in many cases, especially if the person is unable to pay bills, maintain a property, hold a job, and so on. The causal arrow would now point from illness to homelessness. Because causation can move in either direction with these broad variables, it makes the most sense to say that a reciprocal relationship exists: homelessness can be a contributing factor to the onset of mental illness, and mental illness can be a contributing factor to experiencing homelessness.

Learning Objective: LO 8.6 Be able to discuss street crime and imprisonment, the three-strikes laws, the changing rate of 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 __________ refers to the division of large numbers of people into layers according to their relative property, power, and prestige. a. Social stratification b. Bonded labor c. Ideology d. A caste system Answer: a. Social stratification Learning Objective: LO 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 statement about slavery is true? a. It is a product of modern times. b. Racism is the usual basis for it. c. It has been practiced since ancient times. d. All slaves were powerless and poor.

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

Learning Objective: LO 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. a social arrangement sought by the slaves c. not a case of people owning other people d. due to the slave owners being in debt to the slaves Answer: a. not a permanent situation Learning Objective: LO 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 merely different terms for the same social situation. b. People agree to become bonded laborers (or their parents make the agreement for them). c. Some people own other people in a bonded labor arrangement. d. People enter into slavery voluntarily; bonded labor is always involuntary.

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

Learning Objective: LO 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 In __________, a person‘s status is a lifelong condition determined by birth. a. a social democracy b. bonded labor c. a caste system d. all forms of social stratification Answer: c. a caste system Learning Objective: LO 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 The practice of endogamy involves a person __________. a. marrying within their own group b. being morally and legally forbidden to marry within their own group c. who has multiple legally recognized spouses d. who does not marry at all, taking a lifelong vow of celibacy Answer: a. marrying within their own group Learning Objective: LO 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 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, _________ constituted 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. The ability to identify one‘s ancestors through seven past generations b. Money or material possessions c. Appearance and conformity to traditional standards of beauty d. Kindness and a demonstrated willingness to help others in need Answer: b. Money or material possessions Learning Objective: LO 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 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_Q9.2.13 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 Karl Marx described the bourgeoisie as __________. a. members of the proletariat b. capitalists who owned the means of production c. socialists d. having little social prestige Answer: b. capitalists who owned the means of production Learning Objective: LO 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 Karl Marx‘s opinion, people who were taken advantage of because they did not own the means of production were called the __________. a. bourgeoisie b. proletariat c. clergy

d. superclass Answer: b. proletariat Learning Objective: LO 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 Karl Marx used the term ―class consciousness‖ to refer to awareness of a common identity based on one‘s __________. a. race b. caste c. position in the means of production d. education level Answer: c. position in the means of production Learning Objective: LO 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, Karl 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 Lucretia, a sociology student, views property as significant in determining a person‘s standing in society; Lucretia is therefore aligned with the thinking of __________. a. neither Max Weber nor Karl Marx b. both Max Weber and Karl Marx c. Max Weber, but not Karl Marx d. Karl Marx, but not Max Weber

Answer: b. both Max Weber and Karl 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 Winston, a graduate student in sociology, views property as the only real source of power; that kind of thinking is aligned with __________. a. neither Max Weber nor Karl Marx b. both Max Weber and Karl Marx c. Max Weber, but not Karl Marx d. Karl Marx, but not Max Weber Answer: d. Karl Marx, but not Max 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 Max Weber believed that __________. a. property could bring prestige, but prestige could not bring property b. property could not bring prestige, but power could bring prestige c. prestige could not bring property, and prestige could not bring power d. property could bring prestige, and prestige could bring property Answer: d. property could bring prestige, and prestige could bring property Learning Objective: LO 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 conducted by Kingsley Davis and Wilbert Moore suggested that stratification of society is inevitable because __________. a. no positions are more important than other positions b. qualified people are most important at the lower levels c. a society‘s positions must be occupied for it to work well d. smaller rewards at the top will motivate qualified people Answer: c. a society‘s positions must be occupied for it to work well Learning Objective: LO 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 awarded 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 current century d. Symbolic interactionists 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: Easy Skill Level: Understand the Concepts TB_Q9.3.25 In the 1800s, sociologist Gaetano Mosca said that __________. a. leadership requires inequalities of power b. it is possible for societies to exist without any organization c. people in power can be trusted not to use their positions to seize greater rewards for themselves d. in a just society, anyone can be a follower or a leader Answer: a. leadership requires inequalities of power Learning Objective: LO 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, Gerhard Lenski suggested that the concept of __________ is the key. a. civility b. surplus c. merit d. greed Answer: b. 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 by using __________. 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 a sovereign‘s authority comes from __________. a. that sovereign‘s forebears b. God c. the people d. the sovereign‘s superior intellectual ability Answer: b. God Learning Objective: LO 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 Compared to the others, which tactic is most effective in maintaining society‘s stratification? a. Use of brute force b. Control of people‘s ideas c. Control of people‘s food d. Installing elites without term limits Answer: b. Control of people‘s ideas Learning Objective: LO 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 that country b. imprisoned for life c. considered a distant relative of the ruling family d. protected by free speech laws

Answer: b. imprisoned for life Learning Objective: LO 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 Ingo Larsen is a member of the power elite. Which statement regarding this person and new technology would most likely be true? a. New technology is irrelevant to Ingo. b. New technology does not give the elite power tools for monitoring citizens like the old technology did. c. New technology makes it harder for the elite to control information. d. As is the case with most of the elite, Ingo Larsen is probably unfamiliar with new technology.

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

Learning Objective: LO 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. formally declaring that socialism was dead b. to be a member of the Communist party c. to secretly amass great private wealth d. via the social class structure Answer: b. to be a member of the Communist party

Learning Objective: LO 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 world‘s billionaires—_________ people—own as much of the world‘s wealth as the bottom 60 percent of the entire world‘s population, or roughly ___________ people. a. 800; 5.8 billion b. 5,104; 328 million c. 128; 7.2 billion d. 2,200; 4.6 billion Answer: d. 2,200; 4.6 billion Learning Objective: LO 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: Difficult 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 into conceptual groups, are __________. a. First, Second, and Third Worlds b. Most Industrialized, Industrializing, and Least Industrialized c. Superb, Adequate, and Subpar d. Developed, Developing, and Underdeveloped Answer: b. Most Industrialized, Industrializing, and Least Industrialized Learning Objective: LO 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 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, such as Kuwait, __________. a. are among the Least Industrialized Nations b. are distinguished from the Least Industrialized Nations because of their great wealth c. are among the Most Industrialized Nations d. are among the Industrializing Nations Answer: b. are distinguished from the Least Industrialized Nations because of their great wealth Learning Objective: LO 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 that country‘s 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?

Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q9.7.44 ―Core nations‖ and the ―periphery‖ are defined in the context of a __________. a. neocolony b. colony c. world system d. culture of poverty Answer: c. 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 Some sociologists have argued that when colonialism became unfavorable, it was replaced by __________. a. functionalism b. conflict theory c. multinational corporations d. neocolonialism Answer: d. neocolonialism Learning Objective: LO 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 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 __________ sustain stratification merely through their typical ways of conducting business. a. Local small businesses b. Multinational corporations c. Industrializing Nations d. Small farmers Answer: b. Multinational corporations Learning Objective: LO 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 Global domination currently __________, with more pronounced changes evident as we enter the twenty-second century. a. remains in the hands of the East b. may be moving from West to East c. is shared democratically by the East and the West d. may be moving from East to West Answer: b. may be moving from West to East Learning Objective: LO 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. About the wealthiest 1,000 members of this group have more wealth than the 2.5 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 Ps‖ are property, prestige, and power. (Weber actually used the terms ―class,‖ ―power,‖ and ―status.‖) Property leads to power, which leads to prestige; prestige can lead to power, which can lead to property; power leads to property, which leads to prestige.

Learning Objective: LO 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: Which groups receive the most and the least resources under the functionalist perspective? Does this arrangement change according to the conflict theory perspective?

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

Learning Objective: LO 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 viewpoint that colonialism explains how the world‘s nations became stratified.

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

Learning Objective: LO 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 Max Weber defined _________ as a large group of people who rank close to one another in property, power, and prestige. a. status consistency b. social class c. the proletariat d. capitalists Answer: b. social class

Learning Objective: LO 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, minus the debts of that person, yields__________. 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 Any money a person receives, whether it comes from a paycheck or from assets is considered __________. a. capital b. property c. wealth d. income Answer: d. income

Learning Objective: LO 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. different concepts c. related in the same way that output is related to input d. related in that if a person has a lot of one, they are certain to have a lot of the other Answer: b. different concepts Learning Objective: LO 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?

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q10.1.8 Applying the analogy that some U.S. families have an income that could be represented by the height of Mount Everest, then the average American family has an income that is about __________ feet off the ground. a. 3 b. 20 c. 700 d. 4,000 Answer: b. 20 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: Remember the Facts TB_Q10.1.9 In 2022, the highest-paid U.S. chief executive officer (CEO) received __________. a. $950,000 b. $36 million c. $102 million d. $372 million Answer: d. $372 million Learning Objective: LO 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 decreased dramatically since 1970 b. decreased from 1935 to 1970, and increased thereafter c. has not changed since 1970 d. has steadily increased since 1935 to the present

Answer: b. decreased from 1935 to 1970, and increased thereafter Learning Objective: LO 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 their will even in the face of opposition. a. Social class b. Status 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 Compared to the others, which occupation has the most prestige in the United States? a. Physician b. Banker c. Actress d. Plumber

Answer: a. Physician Learning Objective: LO 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 an occupation refers specifically to how highly people think of it. a. status consistency b. power c. prestige d. status inconsistency Answer: c. prestige Learning Objective: LO 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_Q10.1.15 Sofia is the president of her neighborhood association, which in that group affords her a high __________. a. status inconsistency b. status c. degree of wealth d. status consistency Answer: b. status Learning Objective: LO 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 would constitute __________. 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 Emile Durkheim used the term __________ to describe the situation in which people become separated from the usual norms that are expected to guide their behavior. a. ―frustration‖ b. ―the underclass‖ c. ―politics‖ d. ―anomie‖ Answer: d. anomie Learning Objective: LO 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 anecdotal musings about lottery winners, sudden wealth often seems to bring __________. a. only pleasant consequences b. trouble c. many genuine offers of friendship d. guaranteed happiness

Answer: b. trouble Learning Objective: LO 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 Sociologist Erik Wright characterized a position in the class structure that contains inherently contradictory interests as a(n) __________. a. contradictory class location b. proletariat c. inconsequential other d. capitalist Answer: a. contradictory class location Learning Objective: LO 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 Karl Marx‘s model of the social classes specifically included __________. a. managers b. workers c. petty officers d. royalty Answer: b. workers Learning Objective: LO 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 Erik Wright‘s modification of Karl Marx‘s model of social classes? a. Workers b. Petty bourgeoisie c. Managers d. Capitalists Answer: d. Capitalists Learning Objective: LO 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, Erik Wright felt it necessary to modify Karl Marx‘s model of social classes to include __________ . a. clergy b. capitalists c. managers d. royalty Answer: c. managers Learning Objective: LO 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 __________ of his wealth to a variety of causes and organizations. a. $50 billion b. $100 million c. $3 billion d. $30 billion Answer: d. $50 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 social class members most clearly shaped by education are those in the __________ class. a. upper-middle b. lower-middle

c. working 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 social class members likely consider themselves the real workers, and those above them practically inexperienced? a. The underclass b. The working poor c. The working class d. The upper-middle class Answer: c. The working class Learning Objective: LO 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 Sara did menial work—mostly housecleaning—when she could find it. She had been homeless for a year, and since then simply did not have a good enough employment record to find a regular job. She relied on welfare, a subsidized rental, food stamps, and even the occasional visit to a food pantry to supplement her meager work income. In terms of class, Sara belonged to the __________. a. working poor b. underclass c. working class d. lower-middle class Answer: b. underclass Learning Objective: LO 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 The __________ includes 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 a person moves up the social class ladder, what generally happens to their health? a. It improves. b. It stays the same. c. There is no change. d. It worsens.

Answer: a. It improves.

Learning Objective: LO 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 people move down the social class ladder, what typically happens to their mental health? a. It improves. b. It stays the same. c. There is no change. d. It worsens.

Answer: d. It worsens.

Learning Objective: LO 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 In the context of raising children, parents occupying the social lower class tend to __________. a. develop their children‘s creative skills b. encourage their children to question authority c. encourage their children to obey and conform d. develop their children‘s leadership skills Answer: c. encourage their children to obey and conform Learning Objective: LO 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 In the context of religion, people occupying the social lower classes tend to be attracted to __________. a. quieter services b. a more expressive forms of worship c. the Episcopalian denomination d. the nearest church Answer: b. a more expressive forms 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 addressed __________. a. by police b. by courts c. outside the purview of the criminal justice system d. by prison sentences Answer: c. outside the purview of the criminal justice system Learning Objective: LO 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: c. 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 Marcello‘s first job out of college was as a bank teller, and fifteen years later he ended up running the bank. This is an example of __________ mobility. a. upward social b. intergenerational c. downward social d. lateral Answer: a. upward social Learning Objective: LO 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 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 overall 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 currently? a. One-quarter b. More than half c. Two-thirds d. More than three-quarters 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 used by the U.S. government is __________. a. the poverty line b. kept secret c. five times a low-cost food budget d. nine times a low-cost food budget Answer: a. the poverty line

Learning Objective: LO 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 correct? a. Poverty is rare in the United States. b. Most of the people who are poor do not want to get a job. c. More children than adults live in poverty. d. There is more poverty in urban areas than in rural areas.

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

Learning Objective: LO 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 greatest amount of 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, whereas approximately __________ of those with college degrees are poor. a. 25 percent; 75 percent b. 75 percent; 25 percent c. 5 percent; 20 percent d. 25 percent; 5 percent Answer: d. 25 percent; 5 percent Learning Objective: LO 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_Q10.6.49 The Horatio Alger myth __________. a. challenges the geography of poverty b. encourages limitless deprivation for its own sake c. contributes to maintaining society as it is d. supports getting ahead 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 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 into 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: Jobs that command the greatest prestige have four elements in common: they pay more, they require more education, they involve more abstract thought, and they offer greater autonomy.

Learning Objective: LO 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 characteristics of the underclass.

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

Learning Objective: LO 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: Describe three effects of social class on family life.

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

Learning Objective: LO 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 investigating women and social mobility.

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

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

Learning Objective: LO 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 females and males are known as __________. a. primary sex characteristics b. sex c. gender stratifications 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 females and males to property, power, and prestige is referred to by sociologists as __________. a. gender stratification b. sex c. gender d. a secondary sex characteristic 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 a person‘s __________. a. secondary sex characteristics b. sociological abstraction of gender 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 Lothar, a male, and Broņislava, a female, both live in Pottsylvania, a small Eastern European country located between Latvia and Lithuania. As is true in many countries around the world, Lothar has greater access to prestigious jobs, greater ability to attain positions of social or political power, and an easier time securing property to buy or rent, compared to Broņislava. This situation represents __________. a. Broņislava‘s masculinities b. biology as a social construct c. gender stratification d. Lothar‘s femininities Answer: c. 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: Difficult Skill Level: Apply What You Know TB_Q11.1.6 The dominant sociological position is that _________, rather than _________, provide a more compelling explanation of why people do what they do. a. biological forces; social factors

b. masculinities; femininities c. femininities; masculinities d. social factors; biology Answer: d. social factors; biology Learning Objective: LO 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_Q11.1.7 A large-scale study of Vietnam veterans found that men with higher levels of testosterone were more likely to use hard drugs, get into fights, end up in lower-status jobs, and have more sexual partners, compared to those with lower levels of testosterone. However, this was especially true for _________, illustrating a not-unexpected effect of a moderating variable. a. men who remained in the military after their conscription was finished b. men from lower social classes c. veterans who served five or more tours of duty d. veterans who reported having struggled with their gender identity throughout life Answer: b. men from lower social classes Learning Objective: LO 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: Understand the Concepts TB_Q11.2.8 In ancient hunter-gatherer societies, it is speculated 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 The first sociological theory to attempt to explain the origins of patriarchy emphasized the central role of _________. a. traditional values 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 The second sociological theory to attempt to explain the origins of patriarchy emphasized the central role of _________. a. sexuality b. physical strength and fighting c. a psychological battle of the sexes d. trial and error in agricultural methods 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 Skill Level: Understand the Concepts TB_Q11.2.12 Based on anthropologist George 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 George Murdock‘s cross-cultural observations made in 1937 revealed 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 women and men 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 current data compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), about __________ percent of illiterate adults in the world are women. a. 18

b. 39 c. 63 d. 92 Answer: c. 63 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 one of very few countries in which women outnumber men legislators in the political arena. a. Rwanda b. New Zealand c. Denmark 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 countries such as Afghanistan, India, Pakistan, Syria, and Jordan, a woman thought to have brought disgrace on her family may be __________. a. condemned to go without speaking for a year b. killed by a male relative in a so-called honor killing c. forced to emigrate abroad d. forbidden to marry Answer: b. killed by a male relative in a so-called honor killing Learning Objective: LO 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 __________ is the philosophy that women and men should be politically, economically, and socially equal. a. Gender stratification b. Gender tracking 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 Henrietta was involved in the first wave of feminism. She was thrilled when women received the right to vote in the United States, which is the goal she had sought. Henrietta was part of the __________. a. radical branch of the first wave of feminism b. conservative branch of the first wave of feminism c. losing branch of the women‘s movement d. the focused branch, as it is known, of the women‘s movement Answer: b. the conservative branch of the first wave Learning Objective: LO 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 summarized 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 A focus on the problems of women found in Least Industrialized Nations is characteristic of __________ feminism. a. the first wave of b. the second wave of c. the third wave of d. all waves of Answer: c. the third wave of Learning Objective: LO 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: Understand the Concepts TB_Q11.3.26 An example of surgical sexism is __________. a. downplaying the real danger of cancer b. performing unnecessary hysterectomies c. remaining neutral as to the need for hysterectomies d. refusing to perform hysterectomies that are necessary Answer: b. performing 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 Currently in higher education, women earn ________ percent of all bachelor‘s degrees and _______percent of all master‘s degrees. a. 14; 33 b. 38; 46 c. 57; 61 d. 63; 72 Answer: c. 57; 61 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: Remember the Facts 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 __________ is evident at the community college level, where men earn 93 percent of the associates‘ degrees in the ―masculine‖ field of construction trades, whereas women are awarded 95 percent of the associates‘ degrees in the ―feminine‖ field of ―family and consumer sciences.‖ a. The glass ceiling b. Inequity c. Gender tracking d. Gender stratification Answer: c. Gender tracking Learning Objective: LO 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_Q11.3.30 Across years of enrollment in various science doctoral programs, the completion rate for 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 As a female, Gail is statistically more likely to earn a doctorate in __________ than in __________. a. psychology; information sciences b. physical sciences; biological sciences c. engineering; psychology d. computer sciences; information sciences Answer: a. psychology; information sciences Learning Objective: LO 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 approximately 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 68 percent in Washington, DC d. peaks at about 54 percent in Alabama Answer: c. 68 percent in Washington, DC 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 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. Some portion c. None d. No one knows if any Answer: b. Some 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 that women can take immediately in closing the pay gap 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 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 The feminist perspective highlights that sexual harassment in the workplace is __________, based in people‘s differential positions of authority. a. an abstraction b. a structural problem c. a case-by-case problem d. primarily related to cracking the glass ceiling Answer: b. a structural problem 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_Q11.4.40 Today, __________ can be found guilty of sexual harassment. a. virtually no one b. only men

c. both women and men d. only women Answer: c. both women and men 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 statement 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 Typically, women who are victims of sexual assault are in the __________ age group. a. 15 to 24 b. 25 to 34 c. 50 to 64 d. 65 and older Answer: a. 15 to 24 Learning Objective: LO 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 statement about sexual violence is true? a. Few people who have been victimized by rape are acquainted with the perpetrator. b. Rape does not occur on college campuses. c. Only strangers commit sexual assault. d. Most people victimized by rape are acquainted with the perpetrator.

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

Learning Objective: LO 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 Given the number of women college students in the United States, and an estimated sexual assault rate of 6.8 per 1,000 among women ages 18 to 24, approximately __________ college women statistically would have been the victims of rape or attempted rape during the past year. a. 43,000 b. 76,000 c. 91,000 d. 107,000 Answer: b. 76,000 Learning Objective: LO 11.5 Summarize violence against women: rape, murder, and violence in the home.

Topic/Concept: Gender and Violence Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q11.5.45 In the United States, most murderers 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 Females of voting age __________ males of voting age. a. are greatly outnumbered by b. are slightly outnumbered by c. are about the same in number as d. greatly outnumber 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; 58 Answer: d. 2,000; 58 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 Currently, about how many women serve in the U.S. House of Representatives? a. 5 b. 55 c. 121 d. 205 Answer: c. 121 Learning Objective: LO 11.6 Discuss changes in gender and politics.

Topic/Concept: The Changing Face of Politics Difficulty Level: Difficult Skill Level: Analyze It TB_Q11.6.49 The first Latina was sworn into the U.S. Senate in __________. a. 1986 b. 2017 c. 1992 d. 2001 Answer: b. 2017 Learning Objective: LO 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 Learning Objective: LO 11.7 Explain why the future looks hopeful.

Topic/Concept: Glimpsing the Future—with Hope Difficulty Level: Moderate Skill Level: Analyze It Essay Questions TB_Q11.1.51: Does the concept of gender have sociological significance? If so, explain that significance.

Feedback: Yes, gender does have sociological significance: it is a device by which society controls its members; it can lead to different life experiences; and it often differentially opens and closes doors to property, power, and prestige.

Learning Objective: LO 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 in the general population, how can females be considered a minority group?

Feedback: The term ―minority group‖ refers to people who are discriminated against, regardless of their numbers. In some cases (e.g., women), the minority group is actually the majority in number.

Learning Objective: LO 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 this viewpoint fit into?

Feedback: Girlie feminism is part of the third wave of feminism. Adherents of this position argue that the battle for equality is won, and they advocate moving on to enjoy the ―pink things‖ of childhood, whatever those may be. The focus of this perspective includes self-fulfillment and

sexual pleasure, and the legitimacy of using sexual attractiveness and seductiveness to get ahead in the workplace.

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 76 percent of what men are paid. What are some of the reasons for this pay gap?

Feedback: Gender discrimination and career choices are among the many reasons for a pay gap, including the fact that women are more likely to choose lower-paying jobs (such as teaching primary school), whereas men are more likely to enter better-paying fields (such as business and engineering). Sociological concepts such as the ―testosterone bonus‖ or the ―child penalty‖ also play a role.

Learning Objective: LO 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: Sociologists have interviewed women who had reached top positions in their companies. Five attributes that these people happened to have in common that helped them to break the glass ceiling seemed to emerge from these conversations. What were those five attributes?

Feedback: Women who had reached top positions in their companies reported that 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 (5) identified a need in the company 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 Given the vast variety of skin colors, hair types, eye shapes and colors, lip shapes, and other attributes that humans display, contrasted with the biological reality of the human genome underlying all people, perhaps the most sensible conclusion to reach is that _______________. a. there are two fundamental ―races‖ and no more b. ―race‖ has no meaning in any sociological sense c. there are as many ―races‖ as there are humans; so, about eight billion d. there is only one ―race‖; the human race Answer: d. there is only one ―race‖; the human race Learning Objective: LO 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_Q12.1.3 Which of the following statements about race is true? a. ―Race‖ is a concept that biologists and anthropologists agree upon. b. Physical anthropologist Ashley Montagu thought there were only two verifiable ―racial‖ groups. c. Physical anthropologist Ashley Montagu classified humans into forty ―racial‖ groups. d. Sociologists and anthropologists agree that there are two thousand ―races.‖ Answer: c. Physical anthropologist Ashley Montagu classified humans into forty ―racial‖ groups.

Learning Objective: LO 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 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 refers to __________ characteristics to distinguish one group of people from another. a. cultural; biological b. inherited biological; cultural c. dominant group; minority group d. minority group; dominant group Answer: a. cultural; biological Learning Objective: LO 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 People who are singled out for unequal treatment and who regard themselves as objects of collective discrimination constitute a __________. a. dominant-recessive group b. smaller group c. minority group d. majority group

Answer: c. minority group Learning Objective: LO 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 has the most power, greatest privileges, and highest social status. a. racial b. established minority c. ethnic d. dominant Answer: d. dominant Learning Objective: LO 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. geography Answer: d. geography 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 Clíodhna has a strong sense of ethnic identity. This identity should be __________ by Clíodhna‘s group having smaller numbers in society and being the object of discrimination. a. somewhat lessened b. heightened c. unaffected d. pretty well eliminated Answer: b. heightened

Learning Objective: LO 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 to thought as _________ is to behavior. a. Minority; majority b. Prejudice; discrimination c. Majority; minority d. Discrimination; prejudice Answer: b. Prejudice; discrimination Learning Objective: LO 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: Apply What You Know TB_Q12.2.12 Usually negative, but occasionally positive, __________ is an attitude or prejudgment. a. prejudice b. racism 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 discrimination based on race. a. Ethnicity 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 Like most attitudes that people hold, prejudice is __________. a. largely genetic b. a tangible quality c. learned d. inevitable Answer: c. learned Learning Objective: LO 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 Sociologists who interviewed some members of extremist groups, such as neo-Nazi skinheads or members of the Ku Klux Klan, found that in many cases __________. a. members‘ racism was not the cause of their joining an extremist group; rather, joining was the cause of their racism b. potential members held no opinion one way or another regarding prejudice or discrimination directed toward a particular racial group c. extremist groups have a kind of ―standardized test‖ they administer to new members, to identify their existing level of racial prejudice d. members‘ existing racist attitudes led them to seek groups whose members shared similar beliefs Answer: a. members‘ racism was not the cause of their joining an extremist group; rather, joining was the cause of their racism Learning Objective: LO 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

In the 1940s, Eugene Hartley made up the names of three ethnic groups—Wallonians, Pireneans, and Danireans—and found that people who were prejudiced against Jews and Black people __________. a. expressed global admiration for the nonexistent Wallonians, 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 Raphael Ezekiel‘s sociological investigations found that Ku Klux Klan and neo-Nazi leaders __________. a. are motivated primarily by hunger for power b. have a deep, underlying psychological insecurity brought on by poverty c. believe all people are the same in the eyes of God d. are motivated primarily by hate Answer: a. are motivated primarily by hunger for power Learning Objective: LO 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 Carefully controlled psychological experiments employing the Implicit Association Test reveal that, in many cases, people in the minority __________ the norms of the dominant group and learn to be __________ people in their own group. a. are prejudiced against; always tolerant of b. internalize; prejudiced against c. externalize; critical of d. reject; accepting of Answer: b. internalize; prejudiced against Learning Objective: LO 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 __________ refers to person-to-person or face-to-face discrimination. a. Institutional discrimination b. Individual discrimination c. Racism d. Prejudice Answer: b. Individual discrimination Learning Objective: LO 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 __________ is negative treatment of a minority group built into society‘s institutions. a. Institutional prejudice b. Unintentional discrimination c. Institutional discrimination d. Sexism Answer: c. Institutional discrimination Learning Objective: LO 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 Compared to the others, which group of applicants statistically are most frequently offered unfavorable mortgage loans? a. White applicants b. African American applicants c. Wallonian applicants d. Asian American applicants Answer: b. African American applicants Learning Objective: LO 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 approximately __________ years, and for White American females it is approximately __________ 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 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 called a(n) __________. a. scapegoat b. symbolic interactionist c. authoritarian personality d. target of nonselective 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 Gustavo is someone whom Theodor Adorno, back in the 1940s and 1950s, would likely have said has an authoritarian personality. As a prime example, Gustavo 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 counterintuitive perspective on prejudice is that it is __________ for groups because of the way it creates bonding, cohesion, and unity. a. interactionist b. functional c. dysfunctional d. a product of a split labor market Answer: b. functional 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 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 argue that capitalists use the __________ to increase production during good economic times and then lay them off during 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 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 Siobhan‘s mind, members of a group other than her own are always given the best grades in class; however, she doesn‘t realize it is because they work so hard to get those grades. Siobhan‘s tendency of seeing certain aspects of the situation, but not being able to see other aspects of that situation, is __________. a. normal perception b. a route to greater tolerance if we apply labels to groups c. a focus of conflict theorists d. selective perception Answer: d. selective perception Learning Objective: LO 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 __________ can 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 White people colonized the United States and expanded westward, what did most Native Americans die from? a. Disease b. Violence c. Starvation d. Segregation Answer: a. Disease Learning Objective: LO 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. 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 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, it 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 __________ refers to a policy that permits or encourages ethnic differences. a. Functionalism b. Ethnic cleansing

c. Multiculturalism d. Compartmentalization Answer: c. Multiculturalism Learning Objective: LO 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 Predators b. White Anglo-Saxon Protestant c. War Against Selected Populations d. Worried About 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 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 __________ is an umbrella term that 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 Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.5.46 Compared to the others, which group in the United States has the highest median family income? a. Whites b. Asian Americans c. Latinos d. Native Americans Answer: b. Asian Americans Learning Objective: LO 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 among themselves on whether the life chances of African Americans are affected more by __________ or by race. a. history b. ethnicity c. White ethnics d. social class Answer: d. social class Learning Objective: LO 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. 169 Answer: d. 169 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 many people hold, that too many immigrants will change the United States too much, is __________. a. traced to just the last two decades b. causing immigration to taper to a trickle c. age-old d. confined to California Answer: c. age-old Learning Objective: LO 12.6 Discuss immigration, a multicultural society, and the future of racial–ethnic relations.

Topic/Concept: Looking toward the Future Difficulty Level: Moderate

Skill Level: Understand the Concepts TB_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, a multicultural society, and the future of racial–ethnic relations.

Topic/Concept: Looking toward the Future Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_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. The mapping of the human genome system shows how similar humans around the world are, and how little biological variation, even at the molecular level, there is in what are called racial groups.

Learning Objective: LO 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: 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. Prejudice can lead to discrimination, just as many other attitudes manifest themselves in behavior. It is also the case, however, that performing a behavior can shape attitudes, so engaging in acts of discrimination can foster prejudicial attitudes. The important point is that these are distinguishable levels of analysis; presumably someone could hold highly prejudicial attitudes without ever acting on them, in which case the person is prejudiced but not engaged in discrimination.

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

Learning Objective: LO 12.3 Contrast psychological and sociological theories of prejudice: include functionalism, conflict, and symbolic interactionism.

Topic/Concept: Theories of Prejudice Difficulty Level: Difficult Skill Level: Analyze It TB_Q12.4.54: Explain the relationship between labels and genocide, and how labeling can help a person maintain cognitive consistency in the face of performing unconscionable acts.

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

Learning Objective: LO 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 global patterns of intergroup relations along a continuum from greatest acceptance to least acceptance.

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

Learning Objective: LO 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, an agricultural people who live in Georgia, a country that was formerly part of the former Soviet Union, is a diet __________. a. based almost entirely on meat b. that includes soft drinks at every meal c. containing an abundance of fresh fruits and vegetables d. free of alcohol Answer: c. containing an abundance of fresh fruit and vegetables Learning Objective: LO 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 Nothing in the nature of aging summons forth any particular viewpoint, leading to the conclusion that people‘s perceptions of how to define ―aging‖ are apparently __________. a. biologically determined b. socially constructed c. unrelated to a person‘s social circumstances d. fabrications Answer: b. socially constructed Learning Objective: LO 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_Q13.1.3 Of all the people who have ever passed age 50 in the history of the world, __________ are alive today. a. none b. one-eighth c. 27 percent d. most Answer: d. most 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_Q13.1.4

Globally, the highest percentage of the population age 65 and older is found in the __________. a. Northern latitudes b. Southern latitudes c. Eastern hemisphere d. Western hemisphere Answer: a. Northern latitudes 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 compared to men b. been greater for men compared to women c. remained approximately the same d. doubled Answer: a. been greater for women compared to men 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 the number of years that an average person at any age can expect to live. a. The graying of America b. Life expectancy c. Life span d. Terminal span 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 minor demographic adjustment c. referred to as the graying of America

d. referred to as the life span Answer: c. referred to as the graying of America Learning Objective: LO 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. 1 b. 3 c. 12 d. 21 Answer: c. 12 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 86.0 years in __________. a. Japan b. Denmark c. Australia d. Taiwan Answer: a. 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. Hispanic Americans b. Native Americans c. African Americans d. Asian Americans Answer: a. Hispanic Americans

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 any human has lived. a. Aging b. Life expectancy c. Life span d. Age 141 years 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_Q13.1.12 In the U.S., the states with the lowest concentration of elderly people are: a. Nebraska, Wyoming, Idaho b. North Dakota, Minnesota, Vermont c. Utah, Alaska, Texas d. Georgia, Nevada, West Virginia Answer: c. Utah, Alaska, Texas 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: 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 women‘s and men‘s ages is called __________ by sociologists. a. gerotranscendence b. maturity c. gender age d. age expectancy 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. ―saucy‖ rather than ―dignified‖ b. ―mature‖ rather than ―old‖ c. part of a new kind of ―youth movement‖ 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 Timetables, the signals societies use to inform their members that old age has begun, __________ . a. vary around the world b. are consistent across France, Vietnam, and the United States c. are the same in virtually every culture d. place the onset of ―old age‖ at 50 years Answer: a. vary around the world 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 being a burden on society b. was looked upon favorably c. did not exist d. marked the onset of early retirement Answer: b. was looked upon favorably Learning Objective: LO 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 bases of 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 Gerotranscendence, a sociological theory, implies that as people age, __________. a. they tend to see things more as black and white b. they begin to see themselves as part of a grander scheme c. their tolerance of others diminishes

d. they become more judgmental of others Answer: b. they begin to see themselves as part of a grander scheme Learning Objective: LO 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 Lost Generation c. shown less than one would expect based upon their proportion of the population d. always represented in demeaning ways Answer: c. shown less than one would expect based upon their proportion of the population Learning Objective: LO 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 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 currently employed person in the workforce under the age of 35 b. how many dependents a person actually has, or at least claims, for taxation purposes c. the number of people who collect Social Security compared with the number of workers who pay into it d. the proportion of older people who are dependent on public assistance other than Social Security Answer: c. the number of people who collect Social Security compared with the number of workers who pay into it 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 Prior to the introduction of the Social Security system, two-thirds of all U.S. citizens older than 65 had no savings. To rectify this situation, a physician named ___________ rallied older Americans to agitate for a variety of federal plans that would substantially improve the financial resources of older Americans. a. Mort Walker b. Maggie Kuhn c. Francis Townsend d. Ruth Handler Answer: c. Francis Townsend 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 Comparing the year 1967 to the present, the poverty rate in the United States among children __________, and poverty among the elderly __________. a. decreased; is the same b. decreased; increased c. increased; increased d. is the same; decreased Answer: d. is the same; 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 typical life expectancy today d. anyone older than age 80 Answer: a. someone who is 100 or more years old 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. 23,100 b. 66,000 c. 105,000 d. 2.1 million Answer: c. 105,000 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: b. 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 Organizations such as the Gray Panthers or the American Association of Retired Persons (AARP) work to advance the rights of older people at a _______ level, by influencing legislation or testifying before Congress about a variety of age-related issues. a. linear b. macro c. lower d. micro 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: Difficult Skill Level: Analyze It 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; 48 percent d. 88 percent; 34 percent Answer: c. 70 percent; 48 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 most elderly people b. generally quite competent at bathing, dressing, and eating c. universally well cared for d. not typical of most elderly people Answer: d. not typical of most elderly people 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 Elderly people with a given health condition __________. a. live longer if they go to a nursing home than if they remain living in their home b. recover faster and stay healthier when they transition to living in a nursing home c. live longer if they remain living in their home than if they go to a nursing home d. prefer living in nursing homes primarily to increase opportunities to find a sex partner Answer: c. live longer if they remain living in their 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, because no one tends 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 statement about elder abuse is true? a. It has all but been eliminated. b. Abuse of the elderly is a serious problem, but it is not typical. c. Most elderly in the United States are injured by physical abuse. d. Most abuse is justified, because caregivers simply run out of patience.

Answer: b. Abuse of the elderly is a serious problem, but it is not typical.

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 amount of poverty is found among __________ and the greatest amount of poverty is found 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. a. 5 percent; 2 percent b. 10 percent; 7 percent c. 20 percent 11 percent

d. 33 percent; 41 percent Answer: b. 10 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 the person has ―passed on‖ or is ―no longer with us,‖ we are __________. a. trying to get closer to the reality of death b. speaking as harshly as possible c. using linguistic masks d. trying to be factual 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 Prior to 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 commonplace 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 Marcello was told by his physician, six months ago, that he‘d have about eighteen months to live. ―I‘ve been working out a deal,‖ Marcello told his doctor. ―Through daily prayer, I‘ve negotiated with God another year on top of your prognosis. It‘s guaranteed.‖ What stage of dealing with dying in Marcello in, according to Elisabeth Kübler-Ross? a. Acceptance b. Denial c. Negotiation

d. Depression Answer: c. Negotiation 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: Apply What You Know TB_Q13.6.47 Unlike hospital care, the goal of hospice care is to __________. a. prolong life at any cost b. let people die in a modern hospital, with all its conveniences c. allow a dying person greater control over the process of death d. make the patient well enough to return to a hospital Answer: c. allow a dying person greater control over the process of death 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 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 Compared to the others, which activity is an example of creative aging for a person who is 70 years old? a. Entering a nursing home b. Taking a dance class c. Watching television all day

d. Receiving hospice care Answer: b. Taking a dance class Learning Objective: LO 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 Essay Questions TB_Q13.2.51: Which four factors have sociologists identified that people consider when 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, outlining the strengths and limitations of this theoretical perspective on aging.

Feedback: As a general rule, staying active throughout life is a good practice; it works wonders for both the mind and the body. If ―activity‖ is defined as ―staying interested in things, moving one‘s body, staying sharp, exercising one‘s mind,‖ and so on, who could argue with that? But sociologists who focus on incidental elements of the theory suggest that researchers have simply

discovered the obvious: what makes life satisfying for one person doesn‘t work for another.

Again…can‘t really argue with that, because it merely highlights individual differences in what people like to do and what people are interested in. As sociologists point out, many people find informal, intimate activities, such as spending time with friends, to be more satisfying than the formal activities that other people thrive on. Some people receive more satisfaction from solitary tasks, such as doing home repairs. No quibble there; indeed, people like to do different kinds of things. So, is it a theory or not? Yes, it is a theory in the sense that it proposes a definable position and allows testable hypotheses to be derived: ―Satisfaction during old age is related to a person‘s amount and quality of activity.‖ No, it is not a theory if one focuses only on the incidental fact that different activities contribute to people‘s differential levels of satisfaction; then it is merely an observation of individual differences.

Learning Objective: LO 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 proposed 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 among the elderly compare to that of adolescents?

Feedback: Older people commit suicide at a higher rate compared to adolescents. The suicide rate of adolescents is in fact lower than that of adults of any age. Because adolescents have such a low overall death rate, however, suicide ranks as their second leading cause of death, between accidents and homicide.

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_Q13.7.55: What types of changes might make living for two hundred or even six hundred years possible? Let your imagination run wild!

Feedback: Scientists have only begun to explore the frontiers of genetic engineering, but even greater accomplishments await them. At the cellular level, researchers are finding ways of turning aging processes off and on. By manipulating genes, they have been able to extend the life spans of worms by six times. Assuming humans have these same or similar genes, a sixfold increase in the human life span would take the longest-living people to over 600. Apart from genetic manipulation, however, advances in stem cell technology also hold promise. As body parts wear out, they could be replaced with stem cell-generated equivalents, making aging a thing of the past; a person could presumably live in a ―constant present.‖ Perhaps brain uploads to massive supercomputers will one day be possible, or exoskeletons controlled by thoughts will replace deteriorating bodies. Funny thing about the future; you have to live long enough for ―the future‖ to become ―now,‖ so although it‘s doubtful that anyone alive today will still be alive if and when such proposed advancements occur, we can at least mull the possibilities.

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. market forces b. the common market c. an economy d. a hunting and gathering society Answer: c. an 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 type of societies were the first in which not everyone‘s work was needed for food production? a. Pastoral and horticultural societies b. Industrial and postindustrial societies c. Hunting and gathering societies d. Subsistence economies Answer: a. Pastoral and horticultural societies Learning Objective: LO 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 __________ first enabled agricultural societies to develop. a. use of child labor b. development of the plow c. subsistence economy d. invention of the steam engine Answer: b. development of the plow Learning Objective: LO 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 sociologist Thorstein Veblen, thrift, savings, and investments characterized __________, whereas _________ has led to showing off wealth through spending and the display of possessions. a. subsistence economies; the global village b. the Protestant ethic; conspicuous consumption c. the Industrial Revolution; mediums of exchange d. Catholic guilt; the information society Answer: b. the Protestant ethic; conspicuous consumption Learning Objective: LO 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 Reggie makes it a point to get to know his sociology professors by visiting during their office hours, asking about their research, and volunteering to help with projects or needs around the department. His intention is that, by making these personal contacts, at some point after graduation he can count on these people to help him advance his career. In short, Reggie is __________ . a. using an official medium of exchange b. hunting and gathering c. networking d. embracing socialism Answer: c. networking 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 __________ refers to the means by which people place a value on goods and services to make an exchange among themselves. a. coin system b. deposit receipt c. medium of exchange d. currency Answer: c. medium of exchange Learning Objective: LO 14.2 Summarize the 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 Otto and Rollo regularly trade one service for another; for example, this week Otto agreed to cut Rollo‘s hair, and in exchange Rollo agreed to rake the leaves that have fallen onto Otto‘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 the 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 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 the 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 the 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 the 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 the 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 statement 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 in the present day. 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 the 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 a set stored value of gold b. intangible, such as Bitcoin or Etherium c. currency issued by a government that is not backed by stored value d. a form of barter applied to future goods and services Answer: c. currency issued by a government that is not backed by stored value Learning Objective: LO 14.2 Summarize the 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 its __________. 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 the 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 Jin Li stopped at the supermarket to quickly pick up milk, bread, cat litter, and a persimmon.

When the cashier gave her the total, Jin Li swore it was 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 the 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 the historical changes in the medium of exchange.

Topic/Concept: The Transformation of the Medium of Exchange Difficulty Level: Easy 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 the 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_Q14.2.20 Governments tend to __________ of e-cash. a. provide grants for the development b. encourage the use c. be wary d. be unaware Answer: c. be wary Learning Objective: LO 14.2 Summarize the 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 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 the 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 __________ is an economic system characterized by the private ownership of the means of production, market competition, and the pursuit of profit. a. Socialism b. Convergence theory c. Laissez-faire socialism d. Capitalism Answer: d. capitalism Learning Objective: LO 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. the market is not affected by any government action d. the market is tightly controlled by the public Answer: c. the market is not affected by any government action Learning Objective: LO 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_Q14.3.24 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, it is usually identified as __________. 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 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. the realization of pure capitalism d. an economic system in which 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 __________ argues that capitalist and socialist systems, in taking on ways of doing things from each other, will ultimately create a mixed economic system. a. Communism b. Convergence theory c. Market forces d. Divergence theory Answer: b. Convergence theory Learning Objective: LO 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 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. Radical 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 Emile Durkheim‘s concept of __________ 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 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 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. Symbolic interactionists d. Feminists 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 Members of the United States Congress __________ 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 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, CEO of Blackstone Group and one of the members of the global superclass, stated that __________ people make the world‘s major decisions. a. 5 to 10 b. 20 to 50 c. 100 to 250 d. 2,000 to 5,000 Answer: b. 20 to 50 Learning Objective: LO 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 individuals who run __________ lose national loyalty and instead come to feel more connected with others of their own superclass. 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 Three of the top ten 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 Compared to the others, which country has the highest percentage of women who are workers? a. Latvia b. Italy c. Turkey d. Costa Rica

Answer: a. Latvia 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: Remember the Facts 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 TB_Q14.6.46 A documented trend in the workplace is that women are more likely to __________, whereas 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. are likely to stress collaboration; emphasize individualism d. emphasize power; emphasize encouragement Answer: c. are likely to stress collaboration; emphasize individualism 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 Ixchel 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 worried 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 about __________ of the nation‘s income. a. 1 percent b. 3 percent

c. 10 percent d. 33 percent Answer: b. 3 percent Learning Objective: LO 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: 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) e-cash.

Learning Objective: LO 14.2 Summarize the 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 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 significant others, spouses, 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

__________ refers to the exercise of power and attempts to maintain or change power relations. a. Micropolitics b. Macropolitics c. Manipulation d. Politics Answer: d. Politics Learning Objective: LO 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 to help quell a labor dispute that has turned violent.

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 Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q15.2.5 Power that people consider to be legitimate is known as __________. a. macropower 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 do not accept as rightly exercised over them. a. Legitimate power b. Large-scale power c. Authority d. Coercion Answer: d. Coercion Learning Objective: LO 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 The __________ is the only entity that can legitimately authorize the use of violence within a country. a. citizens b. state c. army d. court Answer: b. state Learning Objective: LO 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 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 is most likely to be found 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 Zolar, a cult leader, that they did whatever Zolar told them to do, even when it broke the law. Zolar 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. Max Weber called this kind of transition the __________. a. embodiment of traditional authority b. routinization of charisma c. organic 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 King Charles III is currently the monarch of Great Britain. He will eventually pass on to William, Prince of Wales, the power to rule because William is Charles‘s __________ . a. brother b. child c. Prime Minister d. chancellor Answer: b. child Learning Objective: LO 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 translates from the Greek as __________. a. ―hail! hail! oyez!‖ b. ―let the buyer beware‖ c. ―common denominator‖ d. ―power to the people‖ Answer: d. ―power to the people‖ Learning Objective: LO 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 eligible voters to make the rules for them. a. a small number 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: Easy 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. Power 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 Fundamentally, Republicans and Democrats represent __________. a. radically different political parties b. the exact same viewpoint c. only slightly different centrist positions d. extreme viewpoints Answer: c. only slightly different centrist positions Learning Objective: LO 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, based on the 1873 Electoral Parties Act

d. have to set themselves apart from the two main parties to play a role Answer: b. must support the same centrist themes as Democrats and Republicans to play a role Learning Objective: LO 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 central 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 Shlomo‘s major campaign promise: if elected, he will make sure all pet stores carry only organic pet food and conflict-free toys. a. Shlomo is a centrist candidate, based on this platform. b. Shlomo is both a centrist and a noncentrist candidate, based on this platform. c. Shlomo has a better chance of becoming part of the government in a country that uses proportional representation than in the United States. d. Shlomo has a better chance of becoming part of the government in the United States than in a country that uses proportional representation.

Answer: c. Shlomo 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 6 votes in a system where 51 votes make a majority.

The largest party, the Stripes Party, has gotten 45 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 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 Which age group voted most often seven out of the last eight presidential elections in the United States? 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 approximately __________ 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. 14 percent; 14 percent d. 31 percent; 44 percent Answer: c. 14 percent; 14 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: Difficult Skill Level: Remember the Facts TB_Q15.4.30 Those eligible voters who do not care enough to cast a vote are demonstrating __________. a. compassion fatigue

b. coalition blues c. voter apathy d. proportionate representation Answer: c. voter apathy Learning Objective: LO 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. 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 Compared to the others, which person would be most likely try to get a law passed based on the wishes of clients who employ that person? a. A third-party candidate b. A PAC member 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 greater freedom to contribute money for political purposes b. outlawed political contributions over $100 c. recognized that corporations are not people d. ruled that the First Amendment limits the amount of money that corporations can contribute to politicians Answer: a. gave corporations greater 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 Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q15.5.35 __________ is a condition of lawlessness or political disorder caused by the absence or collapse of governmental authority. a. Pluralism b. Anarchy c. An oligarchy d. Functionalism Answer: b. Anarchy Learning Objective: LO 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 regarding 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 According to functionalists, which special-interest group gains control in a pluralist system? a. The special-interest group having to do with veterans‘ rights b. The special-interest group having to do with food c. No special-interest group d. The largest special-interest group at the time of four months prior to an election 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 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 sociologist 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 1918 quotation from Carl von Clausewitz: ―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: Difficult Skill Level: Remember the Facts TB_Q15.6.42 __________ is armed conflict between nations or politically distinct groups. a. Terrorism b. War c. Civil unrest d. Civil disobedience 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 development 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 sociologist Nicholas Timasheff, one of the three necessary conditions for a war to take place is __________. a. aggressive impulses b. a weaker nation‘s desire to dominate a stronger one c. an antagonism representing an unresolvable incompatibility d. a slight to the nation‘s honor Answer: c. an antagonism representing an unresolvable incompatibility Learning Objective: LO 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 Sociologist Nicholas Timasheff identified seven ―fuels‖ that make war likely, including the idea that __________. a. religious beliefs should not be shared b. a cultural tradition of war is desirable c. it is necessary to 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 Which war cost the United States the most in terms of estimates of money spent? a. The American Revolution b. The Civil War c. World War II d. The Korean 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. the ―drone mentality‖ c. dehumanization d. de-escalation 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. anarchy; 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 Among the top ten world arms sellers, ______ and ______ occupy the first and second positions. a. the United States; Russia

b. China; the United States c. Russia; China d. France; the rest of Europe Answer: a. the United States; 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 Compared to the others, which organization currently holds the most promise for promoting unity in the world? a. The European Union b. The United Nations c. NATO d. The World League Answer: b. The United Nations Learning Objective: LO 15.7 Explain how the globalization of capitalism might be bringing a New World Order.

Topic/Concept: What Lies Ahead? A New World Order?

Difficulty Level: Difficult Skill Level: Analyze It Essay Questions TB_Q15.2.51: How can violence possibly be legitimate, from a sociological perspective?

Feedback: The state claims a monopoly on legitimate force. Legitimate force is what the state calls violence. As Peter Berger observed in 1963, ―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? Had other countries or peoples taken the same path?

Feedback: The United States was not the first democracy. Democracy was practiced in the citystate of Athens, in Greece, 2,500 years ago. Other groups that practiced democracy before the formation of the United States include some Native American tribes, such as the Iroquois. These

groups were fairly small, however. The United States was the first larger group to practice democracy.

Learning Objective: LO 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 only 49 percent of the votes loses, and a candidate with at least 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 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 typically 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 thought that of these three, the corporate leaders are dominant. The middle level is made up of Congress, other legislators, interest-group leaders, and local opinion leaders. The masses of people at the bottom are unorganized, exploited, and mostly uninterested.

Learning Objective: LO 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 comprise 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 Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q16.1.5 A wife, her husband, and their two children make up a(n) ___________. a. extended household b. extended family c. nuclear family d. polygynous family Answer: c. nuclear family Learning Objective: LO 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 Giuseppe‘s grandparents live with him, his mother, and his father in the same house. The family Giuseppe lives in is a(n) __________ family. a. extended b. polyandrous c. nuclear d. blended Answer: a. extended 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 person or couple‘s first child is born is referred to as a __________. a. family of orientation b. family of 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 a(n) __________. 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 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 preColumbian 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 __________, a person 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 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 In traditional societies, it is usually __________ who select a spouse for a person considering marriage. a. the people contemplating marriage b. members of the extended family, such as aunts c. parents, especially a father d. professional matchmakers Answer: c. parents, especially a father Learning Objective: LO 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: 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 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 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 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 In a(n) __________ family, authority is more or less equally divided. a. matrilineal b. patriarchal c. egalitarian d. patrilineal Answer: c. egalitarian Learning Objective: LO 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 According to the functionalist perspective, the incest taboo helps families to avoid __________. a. emotional overload b. confusion over roles in the family c. looking outside the family for marriage partners d. internet dating Answer: b. confusion over roles in the family

Learning Objective: LO 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 The sociological concept of reproductive labor is most closely associated with the ________ perspective. a. symbolic interactionist b. functionalist c. feminist d. Marxist Answer: c. feminist Learning Objective: LO 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 The feminist perspective on marriage and family often takes the form of a larger __________ perspective. a. conflict theory b. symbolic interactionist c. functionalist d. psychoanalytic Answer: a. conflict theory Learning Objective: LO 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_Q16.3.25 ―Homogamy‖ refers to __________. a. the tendency of people with dissimilar characteristics to marry one another b. the legalization of same-sex marriage c. the tendency of people with similar characteristics to marry one another d. interracial marriage Answer: c. the tendency of people with similar characteristics to marry one another

Learning Objective: LO 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 currently think a __________ family with __________ children is best. a. small; zero, one, or two b. medium-sized; three to four c. large; five to seven d. really large; eight or more Answer: a. small; zero, one, or two Learning Objective: LO 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 during 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 Recent advances in technology have created the possibility of __________. a. waiting less than three months for a human baby to be fully developed and ready to be born b. having full-grown children in the span of eight years c. ―designer babies‖ d. arranged marriage based on genetic matching Answer: c. ―designer babies‖

Learning Objective: LO 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 Compared to the others, which person is statistically most likely to care for the baby of a married woman who has to work? a. The child‘s sister b. The father c. A grandfather d. A grandmother Answer: b. The father Learning Objective: LO 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. Fewer than half Answer: d. Fewer 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 subsequent generation in the United States. b. It is limited to Latinos. c. It decreases with each subsequent generation in the United States. d. It is more important than social class in determining family life.

Answer: c. It decreases with each subsequent generation in the United States.

Learning Objective: LO 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 Asian Americans represent __________, which in part contributes to __________. a. Confucianists; a relaxed attitude toward parenting and family responsibilities b. a prototypical example of single-parent households; haphazard parenting c. a single dominant social class; a preference for nannies rather than family members providing child care d. a variety of disparate backgrounds; a variety of parenting styles Answer: d. a variety of disparate backgrounds; a variety of parenting styles Learning Objective: LO 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 Among Native American families, __________. a. elders play a less active role than in most U.S. families b. family life differs by social class c. physical punishment of children is emphasized d. social class plays no role Answer: b. family life differs by social class Learning Objective: LO 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 younger than 18 who live with both parents is __________ compared to the 1970s. a. increasing b. decreasing c. unknown d. fixed by law Answer: b. decreasing Learning Objective: LO 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 previously part of other families b. members are necessarily interracial c. first-generation immigrants must come to the United States d. extended family members of at least three generations live in the household Answer: a. members were previously part of other families Learning Objective: LO 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 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 Casey is currently at the average age for first-time brides in the United States, which is __________. a. just over 20, younger than at any other time in U.S. history b. about the same as it was in 1890 c. 25 d. between 27 and 28, older than at any other time in U.S. history Answer: d. between 27 and 28, older than at any other time in U.S. history Learning Objective: LO 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 called that 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. Nebraska 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, 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‖ Answer: c. people who remarry Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Difficult Skill Level: Analyze It TB_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, 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, 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 experience little conflict d. they move away from the home (or even city) in which the divorce took place Answer: c. they experience little conflict Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Analyze It TB_Q16.6.44 When a couple gets divorced, they are not the only ones who experience the negative effects.

According to older, unreplicated sociological research from 2005, so do their __________. a. coworkers b. grandchildren 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, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.6.45 Nelda had been married twice before. She was thrilled by the prospect of her upcoming marriage to Charleton, which would be her third marriage and Charleton‘s second. Nelda and Charleton are two of the __________ of Americans getting married who are saying ―I do‖ more than once. a. miniscule number b. almost a quarter c. nearly half d. majority Answer: c. nearly half Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q16.7.46 According to the interpretation of domestic violence research conducted by sociologist Murray Straus, __________. 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. 6,000 b. 60,000 c. 600,000 d. 6,000,000 Answer: c. 600,000

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 sexual violence‖ refers to __________. a. rape in general b. violence that occurs only in heterosexual relationships c. only violence that occurs between legally married couples d. all kinds of couples, regardless of their sexual orientation Answer: d. all kinds of couples, regardless of their sexual orientation Learning Objective: LO 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, who have sexual relations with one another, are engaging in __________. a. rape b. incest c. intimacy rape d. battering Answer: b. incest Learning Objective: LO 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 the functionalist perspective, the family fulfills six needs basic to the survival of every society. What are those needs?

Feedback: The six needs, or functions, served by the family, are (1) economic production, (2) socialization of children, (3) care of the sick and aged, (4) recreation, (5) sexual control, and (6) reproduction.

Learning Objective: LO 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.

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: 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 the misinterpretation of statistics help you to be optimistic about the chances of your own marriage succeeding, despite the reported frequency of divorce? How is the symbolic interactionist perspective involved in these considerations?

Feedback: For starters, you are an individual, not a statistic. Divorce statistics represent all kinds of marriages and have absolutely nothing to do with any particular marriage. From a symbolic interactionist perspective, we create our own worlds. Our experiences do not come with built-in meanings. We can create a self-fulfilling prophecy, so it helps to have a vision that a good marriage is possible. It also helps to believe that it is worth the effort to work things out and preserve a marriage.

Learning Objective: LO 16.6 Summarize problems in measuring divorce, research findings on children and grandchildren of divorce, ex-spouses, and remarriage.

Topic/Concept: Divorce and Remarriage Difficulty Level: Difficult Skill Level: Analyze It TB_Q16.7.55: Sociologists have proposed several factors that contribute to a happy marriage.

Identify any three of these factors.

Feedback: These are the seven factors; discussing any three will suffice: 1) have a deep trust of one another, 2) appreciate one another, 3) enjoy leisure activities together, 4) agree on how to spend money, 5) get along with in-laws, 6) communicate tactfully, 7) stay committed to one another and to the marriage.

Learning Objective: LO 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 Education in earlier societies was __________. a. the same thing as acculturation b. unknown c. handled by formal schools, as it is today d. punishable by death Answer: a. the same thing as acculturation 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 proposed by __________. a. Dorothea Dix b. Chester A. Arthur 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 all children to attend school until they reach a specified age or until they complete a minimum grade in school. a. Optional education laws b. Very few states c. Mandatory education laws d. All countries Answer: c. Mandatory education laws Learning Objective: LO 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 Currently, about ________ of high school graduates in the United States enter college. a. 39 percent b. 52 percent c. 66 percent d. 87 percent

Answer: c. 66 percent 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 Compared to the others, which state has the LOWEST percentage of people who have dropped out of high school? a. West Virginia b. Arkansas c. Texas d. Wyoming Answer: d. Wyoming 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_Q17.1.9

Whether the function of community colleges should be to prepare high school graduates to enter four-year colleges, or to prepare the students for vocational work, __________. a. was settled in favor of the former (college preparation) some years ago b. is stipulated by laws that vary from state to state c. depends on the age of the students at the time of completion of a degree program d. has always been a matter of dispute Answer: d. has always been a matter of dispute Learning Objective: LO 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 schools in Japan, all students __________. a. work in teams to clean the schools at day‘s end b. work with a state-provided tutor c. progress at their own individual pace d. are required by law to attend a ―cram school‖ Answer: a. work in teams to clean the schools at day‘s end Learning Objective: LO 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 one‘s 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 In Russia, __________. a. politicians are interested in using the educational system to produce future blue-collar workers

b. there is vigorous competition among textbook publishers to get their books placed in the schools c. schools are extremely critical of Russia‘s past, especially the Soviet era d. politicians are interested in using the educational system to shape minds, as in other countries Answer: d. politicians are interested in using the educational system to shape minds, as in other countries Learning Objective: LO 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 people simply don‘t have enough time or money to go to school b. no one goes to school, because there is a social or religious taboo against it c. education is universal d. widespread formal education is illegal Answer: a. many people simply don‘t have enough time or money to go to school Learning Objective: LO 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. cultural capital d. the cultural transmission of values Answer: b. manifest functions Learning Objective: LO 17.3 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Easy Skill Level: Remember the Facts TB_Q17.3.15 ___________are the unintended beneficial consequences of people‘s actions. a. Manifest functions b. All educational functions c. Latent functions

d. Only negative results Answer: c. Latent functions Learning Objective: LO 17.3 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Easy Skill Level: Remember the Facts TB_Q17.3.16 Employers use diplomas and degrees as __________. a. latent functions b. a form of ―social payment‖ c. manifest functions d. forms of credentials Answer: d. forms of credentials Learning Objective: LO 17.3 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Analyze It TB_Q17.3.17 Because they were emphasized by her teachers, Inez was able to name the first fifteen presidents of the United States from memory by the time she was in fifth grade. This demonstrates the way schools celebrate founders and pass on the society‘s core values through __________. a. inclusion b. gatekeeping c. the cultural transmission of values d. habit Answer: c. the cultural transmission of values Learning Objective: LO 17.3 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Apply What You Know TB_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 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.3.19 Julius, a student who has been diagnosed with a hearing disability, attends classes with students who have typical hearing skills; to accommodate this situation, an interpreter translates everything the teacher is saying into sign language for Julius. These accommodations are an example of inclusion, also known as __________. a. gatekeeping b. credential society c. home schooling d. mainstreaming Answer: d. mainstreaming Learning Objective: LO 17.3 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Apply What You Know TB_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 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q17.3.21 When she entered high school, Assunta found himself in either honors classes or special, smaller, more innovative versions of regular classes. She had not asked for this; it just happened automatically, based on her performance in middle school and perhaps some tests she had taken along the way. Assunta‘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 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.3.22 Which statement about home-schooled students is true? a. Home schooling began in Finland as part of a religious movement during the 1950s. b. Home-schooled students‘ scores on standardized tests are consistently below those of students who attend traditional schools. c. The college grades and retention of home-schooled students are about the same as those of graduates from traditional high schools. d. They typically are socially isolated, and often behind grade level for their age.

Answer: c. The college grades and retention of home-schooled students are about the same as those of graduates from traditional high schools.

Learning Objective: LO 17.3 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.3.23 On average, people who complete college live several years longer compared to people who drop out of high school; this represents __________ of education. a. a manifest function b. the effects of credentialing c. a latent function d. the cultural transmission of values Answer: c. a latent function Learning Objective: LO 17.3 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q17.4.24 Vera is a sociologist who adopts the conflict theory perspective in her analysis of education. She is particularly interested in looking at __________. a. the benefits of education

b. the reproduction of the social class structure by the educational system c. the positive aspects of the hidden curriculum d. the way that education helps undermine the dominance of the elite Answer: b. the reproduction of the social class structure by the educational system Learning Objective: LO 17.4 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.4.25 The first time Taffi talked back to her teacher, she had to sit by herself 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, her teacher‘s insistence on __________ is part of the hidden curriculum. a. obedience to authority b. demonstrating intelligence c. talking about subjects forbidden by federal law d. questioning authority Answer: a. obedience to authority Learning Objective: LO 17.4 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q17.4.26 Mr. Teutschel gave all pupils an equal chance to succeed in his eighth-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 backgrounds. In fact, Mr. Teutschel was delighted when such a student 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 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Apply What You Know

TB_Q17.4.27 Many sociologists would argue that intelligence tests __________. a. are a tool to maintain the status quo b. use neutral questions rather than biased questions c. perform a useful function for society d. are geared to help all children perform well Answer: a. are a tool to maintain the status quo Learning Objective: LO 17.4 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.4.28 From a conflict perspective, school funding __________. a. is equitable across the United States b. is irrelevant to the larger class 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 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.4.29 Per-pupil spending varies by state, from ___________ at the low end to __________ at the high end. a. $3,423; $9,671 b. $4,811; $15,670 c. $6,905; $31,302 d. $8,000; $25,100 Answer: d. $8,000; $25,100 Learning Objective: LO 17.4 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Difficult Skill Level: Remember the Facts TB_Q17.4.30

Pierre lives in a state that is within the main cluster of the states having the highest per-pupil educational spending rates in the United States. Pierre must live in the __________ region of the United States. a. South b. West c. Northeast d. Southeast Answer: c. Northeast Learning Objective: LO 17.4 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q17.4.31 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 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.4.32 Compared to the others, ___________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 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q17.4.33 Of those students who complete high school, a higher percentage of __________ enroll in a public college or university. a. White students

b. African American students c. Latino students d. Native American students Answer: c. Latino students Learning Objective: LO 17.4 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q17.5.34 In a study conducted by Ray Rist over fifty years ago, it was determined through observation that a child‘s education was essentially __________. a. haphazard and unpredictable b. identical to each other child‘s c. set on a certain course only a few days into kindergarten d. determined by the end of fifth grade Answer: c. set on a certain course only a few days into kindergarten.

Learning Objective: LO 17.5 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_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 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.5.36 Social psychologists Robert Rosenthal and Lenore Jacobson experimentally demonstrated 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 test averages increase in all children over time Answer: a. children who teachers think will do better usually will do so Learning Objective: LO 17.5 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.5.37 Through __________, a student may affect how the teacher perceives the student and get higher grades. a. signaling b. acting out c. lack of cooperation d. disagreement with the teacher Answer: a. signaling Learning Objective: LO 17.5 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.5.38 Based on an analysis of national data, sociologists found that from kindergarten to fifth grade, when children have equal test scores, __________ receive higher grades. a. girls b. students with poorer behavior c. boys d. the more socially disruptive students Answer: a. girls Learning Objective: LO 17.5 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.5.39 In many instances, __________ can help a student to rise to many challenges in college and in life. a. negative expectations b. self-expectations c. signaling d. blaming oneself

Answer: b. self-expectations Learning Objective: LO 17.5 Apply the symbolic interactionist perspective by explaining the significance of teacher expectations.

Topic/Concept: The Symbolic Interactionist Perspective: Teacher Expectations Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.6.40 As is the case with any normal distribution of scores, a grade of ―C‖ ought to indicate _________. a. below-average performance b. average performance c. above-average performance d. superior performance Answer: b. average performance Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, raising standards, 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 Currently, __________ of all first-year college students have an overall high school grade point average of A, indicating rampant grade inflation at the high school level. a. 38 percent b. 46 percent c. 59 percent d. 72 percent Answer: c. 59 percent Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, raising standards, 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, raising standards, and violence in schools.

Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q17.6.43 Gerard got passed to the next grade even though he hadn‘t really learned the basic material in his current grade. Gerard‘s situation is an example of __________. a. increasing literacy b. increased standards for teachers c. grade inflation d. social promotion Answer: d. social promotion Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, raising standards, 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 difficulty with basic reading and math skills they should have learned in elementary school. a. Mediocrity b. Grade inflation c. Functional illiteracy d. IQ adjustment Answer: c. Functional illiteracy Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, raising standards, 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, raising standards, 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 management Answer: b. engineering Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, raising standards, 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 Ursula was contemplating declaring a major in college. ―I want to make a difference in the world,‖ she mused, ―but I also want to make a decent living….you know, something in the $50,000-a-year-or-more range.‖ Which major should Ursula AVOID if she wants a chance at making her plans come true? a. Mathematics b. Elementary education c. Electrical engineering d. Physics Answer: b. Elementary education Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, raising standards, 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 The trend in deaths that occur during school shootings is toward __________ deaths. a. a decrease in b. a slight increase in c. no change in d. a doubling of

Answer: a. a decrease in Learning Objective: LO 17.6 Discuss mediocrity in education, grade inflation, social promotion, raising standards, 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 a new tactic 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 Discuss how technology is changing education.

Topic/Concept: Technology and Education Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q17.7.50 Students who enroll in 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 Answer: d. are living all over the globe Learning Objective: LO 17.7 Discuss 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, related to education, 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: Moderate

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 at the start of their school day. They help to integrate immigrants as well as people with disabilities, through programs such as mainstreaming. In addition, they help to maintain the status quo, a perspective highlighted in sociology by conflict theorists.

Learning Objective: LO 17.3 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.3.53: Describe gatekeeping in an educational context.

Feedback: ―Gatekeeping‖ is a term used for the social placement function of education. It means opening the doors of opportunity for some students and closing them to others. Functionalists would argue that the doors are opened through merit. Some form of tracking is used to accomplish gatekeeping; for example, some U.S. high schools funnel students into three different educational tracks based on perceived abilities—general, college preparation, or honors.

Learning Objective: LO 17.3 Apply the functionalist perspective by explaining the functions of education.

Topic/Concept: The Functionalist Perspective: Providing Social Benefits Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.4.54: According to sociologists Samuel Bowles and Herbert Gintis‘s observations published in 1976, which 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 Apply the conflict perspective by explaining how the educational system reproduces the social class structure.

Topic/Concept: The Conflict Perspective: Perpetuating Social Inequality Difficulty Level: Difficult Skill Level: Analyze It TB_Q17.7.55: In what ways is mediocrity displayed in the current U.S. educational system?

Feedback: Mediocrity refers to being inferior or second rate, and it can be seen in the school system both at the level of students and teachers. Students are failing miserably in many cases; U.S. standardized achievement test scores, compared to those of other nations, are laughable; ―C‖ work is now being awarded ―A‘s‖ due to grade inflation; and students experience social promotion (being passed along to the next grade level without having mastered the requirements of the current level), leading to functional illiteracy. Where to place blame? Take your pick.

Students who have been raised to think that a positive self-concept is more important than actual achievement, or who have been told throughout life that their substandard achievements are just as good as anyone else‘s, expect to get rewards without effort. Parents, concerned with getting their children into good schools, pressure teachers and administrators for good grades that aren‘t duly earned. Teachers receiving appallingly low pay for very hard work can lack motivation and burn out quickly. And administrators, fearful of losing federal, state, or district funding, may turn a blind eye to the whole mess. In short, there‘s plenty of blame to go around as to why current college students perform at or below the level of high school students forty years ago.

Learning Objective: LO 17. Discuss mediocrity in education, grade inflation, social promotion, raising standards, and violence in schools.

Topic/Concept: Problems in U.S. Education—and Their Solutions Difficulty Level: Difficult Skill Level: Analyze It

Chapter 18: Religion Multiple-Choice Questions TB_Q18.1.1 The term __________, for Emile Durkheim, meant things connected with the supernatural, that inspire awe, reverence, deep respect, or even fear. a. ―church‖ b. ―sacred‖ c. ―profane‖ d. ―belief‖ Answer: b. ―sacred‖ Learning Objective: LO 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 ordinary or common elements 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 Emile Durkheim defined __________ as the beliefs and practices that separate the sacred from the profane and unite followers into a moral community. a. delusion b. the church c. the truth d. religion Answer: d. religion Learning Objective: LO 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 Emile Durkheim, the concept of ―church‖ would include __________. a. Buddhists taking part in worldly activities b. only the buildings in which religious activities take place c. Christians, Jews, and Muslims working together at a fundraiser d. Hindus bathing in the Ganges River Answer: d. Hindus bathing in the Ganges River Learning Objective: LO 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 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 Compared to the others, which situation BEST illustrates the social control function of religion? a. In some portions of Gillespie County, Texas, no one is allowed to buy alcohol on Sundays. b. Adherents of the religion Astronism refer to themselves as ―Astrocytes‖ when they gather to pray. c. Jenny feels better after she makes the rounds to a temple, a mosque, and a yurt each Friday afternoon. d. Worshippers are told by a religious leader that donations to the church are optional.

Answer: a. In some portions of Gillespie County, Texas, no one is allowed to buy alcohol on Sundays.

Learning Objective: LO 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‖ 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 In regard to persecution, the history of religion shows that __________. a. persecution is universally condemned b. religion is commonly used to excuse persecution c. persecution occurred in past centuries, but not in the present century d. persecution of nonbelievers has always been universally encouraged Answer: b. religion is commonly used to excuse persecution Learning Objective: LO 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 in an attempt to 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 One characteristic common to all religions is their use of __________ to provide identity and create social solidarity for their members. a. speaking in tongues b. threats c. pantomime d. symbols Answer: d. symbols Learning Objective: LO 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, ___________are observances or rites often intended to evoke a sense of awe of the sacred. a. symbols b. rituals c. sacred texts d. statues Answer: b. rituals Learning Objective: LO 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. creating hair styles b. values about how people ought to live c. teachings or ideas that provide a unified picture of the world d. a transcendental religious experience Answer: c. teachings or ideas that provide a unified picture of the world Learning Objective: LO 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 awareness of the supernatural or a feeling of coming in contact with God is a(n) __________. a. religious experience b. example of a 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 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 During the 1800s, __________ , an avowed atheist, argued that religion lulled people like a narcotic. a. Max Weber b. Karl Marx c. Michelle Robertson d. C. Wright Mills Answer: b. Karl 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 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 Max 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 Max Weber called the approach taken by the __________. a. firebrands of the French Revolution

b. adherents of Buddhism c. followers of the pope d. followers of John Calvin Answer: d. followers of John Calvin Learning Objective: LO 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 Max Weber‘s thesis that religion holds the key to modernization? a. Ultimately it was discredited. b. Research is still investigating that proposal. c. All sociologists agree with the theory. d. In the end, Weber‘s theory had no influence on sociology.

Answer: b. Research is still investigating that proposal.

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 greatest number of followers in the world. a. Islam b. Judaism c. Buddhism d. Christianity Answer: d. Christianity 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, starting around A.D. 70. a. Catholicism and its priests b. the Holocaust c. the destruction of their temple d. Islam Answer: c. the destruction of their temple 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 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 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 for about three thousand years. a. Christianity b. Hinduism c. Judaism d. Buddhism Answer: b. 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 Rolf gives as much money 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 he receives encourage him to be present and attend to all sentient beings. Rolf 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 b. China c. Lebanon 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, __________ refers to 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 Although larger than a cult, a __________ still experiences hostility from and toward society. a. religion b. sect c. church d. state religion Answer: b. sect Learning Objective: LO 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 difficult to tell where __________ ends and society‘s dominant culture begins, because they are so intertwined. a. a cult b. an ecclesia c. a sect d. evangelism Answer: b. an ecclesia

Learning Objective: LO 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 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: Moderate Skill Level: Understand the Concepts TB_Q18.8.42 Religious affiliation is correlated with family income in the United States, with __________ reporting the lowest family income on average. 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.

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 Having 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 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_Q18.8.46 Pentecostal Christian churches in the Western hemisphere are __________. a. dwindling in numbers b. growing quickly c. merging into one megachurch d. known for their view that the Bible is a work of fiction Answer: b. growing quickly 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_Q18.8.47

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 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_Q18.8.48 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 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: 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 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: 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. all religions will merge into one c. religion will disappear, probably within one hundred years 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 Emile Durkheim, what are the three elements of religion?

Feedback: Emile Durkheim thought that religion has three elements, based on his survey of religious practices: (1) beliefs that some things are sacred; (2) practices, or rituals, centering on the things considered sacred; and (3) a moral community, or church, that results from a group‘s beliefs and practices.

Learning Objective: LO 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, which positive functions does religion serve?

Feedback: Religion provides meaning and purpose, emotional comfort, social solidarity, social control, help adapting to new environments, support for the government, social change, and guidelines for everyday life.

Learning Objective: LO 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. Examples are psychotherapy, meditation, or 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: Moderate Skill Level: Analyze It TB_Q18.9.55: People have (at least) four fundamental questions that no science can answer.

What are these questions?

Feedback: Does God exist? What is the purpose of life? Is there an afterlife? What is the moral way to live?

Learning Objective: LO 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 are interested in, __________, 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 A tribe‘s healing specialist who attempts to control the spirits thought to cause a disease 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 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 normal roles c. act as gatekeepers d. retire in good health Answer: b. play their normal 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 According to the functionalist perspective, the function of a gatekeeper is to __________. a. let everyone in safely b. keep men out c. keep people from occupying the sick role d. offer advice on how to get well soon Answer: c. keep people from occupying 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 than by women b. primarily by self-employed people c. equally often by women and men d. more often by women than by men Answer: d. more often by women than by men 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 A sociologist who adopted the conflict perspective would view health care as __________. a. necessary to control sickness so society can function normally b. an unnecessary luxury in modern society 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.

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 __________, compared to these other countries. 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 one of many cases in which wealthy people donate organs to help poorer people b. an urban legend c. legal and encouraged in most societies d. a means of moving bodily organs from the desperately poor, who sell them to the wealthy people who need them Answer: d. a means of moving bodily 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 in the 1700s, __________. a. an applicant would face stiff entrance exams to the available medical schools b. medical school would be even more expensive than it is today c. an applicant would not encounter any medical schools or licensing d. apprenticeship was strongly encouraged Answer: c. an applicant 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.

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 since its formation 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. universal health care programs established in the European Union b. paying a doctor for diagnosing and treating a patient‘s condition c. socialized medicine as practiced in South America d. the understanding 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 patterns of disease and disability in a population is called __________. a. epidemiology

b. medicine c. mortuary science d. episiotomy 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.

Topic/Concept: Historical Patterns of Health Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q19.4.17 Currently, 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-established fact 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 and sold d. commonly luxurious Answer: c. something meant to be bought and sold 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 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 model 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 Sociologists have argued that people 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 People from lower socioeconomic levels 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 The number of days people are sick in bed per year is __________. a. higher among wealthier people b. highest among people who occupy the middle class c. about the same across socioeconomic classes d. higher among those people with the least income Answer: d. higher among those people 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 the context of receiving 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 Moira 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

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, physicians 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 __________ occurs during the transformation of a human condition into a medical matter to be treated by physicians. 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 Sociologists who endorse the conflict theory perspective 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 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 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. nine d. twelve Answer: c. nine 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 United States spends about _________ a year on medical care and research, or about ________ per person. a. $63 billion; $8,250 b. $80 billion; $9,100

c. $4 trillion; $11,000 d. $90 trillion; $27,000 Answer: c. $4 trillion; $11,000 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 local 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 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. Health Maintenance Organizations (HMOs) b. off-site health clinics (OSHCs) c. Diagnostic-Related Groups (DRGs) d. a pay-per-disease model (PPDs) 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 consumption has no known health benefits. c. Alcohol is the second most popular drug in the United States. d. Regular alcohol intake 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 Among full-time college students, __________ is the most popular drug, after alcohol. a. LSD b. OxyContin c. marijuana d. heroin 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. 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 During the past 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 during 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 Currently, __________ has the greatest problem with HIV/AIDS. a. South America 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 White people make up about __________ of the U.S. population and account for about __________ of new HIV cases. a. 41 percent; 35 percent

b. 50 percent; 31 percent c. 59 percent; 26 percent d. 76 percent; 10 percent Answer: c. 59 percent; 26 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. male-female sexual contact; male-female sexual contact c. male-male sexual contact; male-female sexual contact d. male-male sexual contact; female-female sexual contact Answer: c. male-male sexual contact; male-female sexual contact 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 Currently, __________ of American men are overweight or obese. a. 18 percent b. about half c. three-fourths d. 93 percent Answer: c. three-fourths 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 is harmful to health c. whose dangers can be immediately detected d. guaranteed to produce disabilities Answer: b. that is harmful to health 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 experiment, seem to show that some officials in the government and in the medical community __________. a. make sure to experiment first on themselves b. only experiment on White people c. are depending on others to do their 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: Analyze It TB_Q19.7.47 Physicians have historically been trained to __________, as opposed to offering suggestions for healthy lifestyle changes. a. counsel patients in detail about the dangers of untreated mental or physical illnesses b. insist that patients switch to a vegetarian diet c. prescribe medicine to treat illness d. focus on documenting 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, practitioners of Western medicine find that alternative medicine __________. a. makes perfect sense

b. is far superior to their own practices c. is not sensible d. is as valid an approach as any Answer: c. is not sensible 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: The Future of Medicine 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 develop heart disease or cancer.

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_Q19.3.53: 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—almost 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 little 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 did. This translates, roughly, to Americans being healthier today than in the past. It is important to note, however, that along with mortality rates, advances in our understanding of health and illness (e.g., the germ theory of disease; the importance of sanitation; the development of vaccines) have contributed to warding off or curing many diseases that, in previous generations, might have proven fatal.

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 rank within the top ten leading causes 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 Winston is a current sociology student who thinks the world‘s population will become too large to be supported by the amount of food that can be produced. Winston 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 An exponential growth curve predicts that population growth will __________. a. incline gradually and then suddenly decline steeply b. triple during increasingly shorter time intervals and then abruptly level off c. triple during approximately equal time intervals and then suddenly accelerate steeply d. double during approximately equal time intervals, showing a steep acceleration in later stages Answer: d. double during approximately equal time intervals, showing a steep acceleration in later stages Learning Objective: LO 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 If you subtract the number of people who die each day from the number of people born on that same day, the planet has approximately __________ more people. a. 18,000 b. 56,100 c. 186,000 d. 980,000 Answer: c. 186,000 Learning Objective: LO 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 have, such as in the case of Europe? a. One or two b. Two exactly c. Three or four d. Seven Answer: c. Three or four Learning Objective: LO 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 1 and 3 of the demographic transition are similar in that, ultimately, __________. a. the number of births and deaths is about the same b. births far outnumber deaths c. births drop, and deaths become more or less balanced d. deaths outnumber births Answer: a. the number of births and deaths is about the same Learning Objective: LO 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 Despite the population of the world tripling since the 1950s, there is now more food for each person in the world than there was back then; so why do people today die of hunger? a. A substantial amount of the food produced is irradiated and inedible. b. Food is not distributed adequately. 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

__________ refers to the process by which a country‘s population becomes smaller because its birth rate and immigration are too low to replace those who die and emigrate. a. Population growth b. Population shrinkage c. Population stability d. Demography Answer: b. Population shrinkage Learning Objective: LO 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 According to the feminist perspective, one reason that people in the Least Industrialized Nations have so many children is that __________. a. they are irrational b. their reproductive activities are controlled by men c. nearly all the children die young d. they are unaware that there is any alternative Answer: b. their reproductive activities are controlled by men Learning Objective: LO 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. A fecundity distribution 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 The three demographic variables that change the size of a population are __________.

a. fertility, mortality, and migration b. number of married couples, health status, and life goals c. fertility, mortality, and immigration d. fertility, mortality, and emigration Answer: a. fertility, mortality, and migration Learning Objective: LO 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; Felice and her children are exemplifying __________ of her nation. a. a fecundity ratio b. the fertility rate c. the mortality decline d. the demographic transition Answer: b. the fertility rate Learning Objective: LO 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 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 Compared to the others, in which country would we find women statistically giving birth to the fewest children? a. Singapore b. South Korea c. Chad d. Somalia Answer: b. South Korea 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

Compared to the others, in which country would we find women statistically giving birth to the greatest number of children? a. Burundi b. Ukraine c. Malta 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 the Least Industrialized Nations to the industrialized countries Answer: d. from the Least Industrialized Nations to the industrialized countries 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 underlying the forecasting process are unsound b. changing policies artificially affect population growth c. no one agrees on what the basic demographic equation is d. birth and death statistics are not kept in any kind of uniform fashion Answer: b. changing policies artificially affect population growth Learning Objective: LO 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‖ 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 the ways in which the population is growing b. can indicate the population is shrinking rather than growing c. ignores migration in its calculations d. can be positive or negative, but not zero Answer: b. can indicate the population is shrinking rather than growing Learning Objective: LO 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 millions of fewer females than males under the age of 20 is that __________. a. both female and male infanticide is on the rise b. girls are often not counted in official statistics c. ―raising a boy is like watering someone else‘s plant‖ d. killing babies because they are female has not been uncommon Answer: d. killing babies because they are female has not been uncommon Learning Objective: LO 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 women bearing only enough children to reproduce the population. a. Slow population growth b. Negative population growth c. Zero population growth d. An inverted population pyramid Answer: c. Zero population growth Learning Objective: LO 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 TB_Q20.3.26 Approximately how many cities with over a million residents does the world presently have? a. 38 b. 240 c. 320 d. 600 Answer: d. 600 Learning Objective: LO 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 Through the process of __________, an increasing proportion of a population lives in cities and has a growing influence on the culture. a. urbanization b. suburbanization c. urban decline d. gentrification Answer: a. urbanization Learning Objective: LO 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 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 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. counties 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. Nebraska d. Wyoming 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 Jerzy bought a foreclosed house in a rundown part of town. The price was a bargain. The place needed a great deal of fixing up, but it was located right in the middle of town. Other young professionals like him were also moving into the area and fixing up old houses. Jerzy was taking part in __________. a. creating a suburb b. gentrification c. reimagining an edge city d. development of a megaregion Answer: b. gentrification Learning Objective: LO 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 Communities adjacent to a city are known as __________. a. megaregions b. gentrified areas c. suburbs d. metropolises Answer: c. suburbs 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 White people moving back into city centers from the suburbs is __________. a. predicted, based on the theory of re-urbanization b. a phenomenon that characterized the 1970s c. predicted to occur in about fifty years d. currently occurring in surprising numbers Answer: d. currently occurring in surprising numbers Learning Objective: LO 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 __________ is a sociological term used to describe the relationship between people and their environment. a. Environmentalism b. The multiple-nuclei model c. Invasion-succession cycle d. Human ecology Answer: d. Human ecology Learning Objective: LO 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 proposed by Ernest Burgess close to one hundred years ago, the main business area is located in Zone __________. a. 1 b. 2 c. 3 d. 5 Answer: a. 1 Learning Objective: LO 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 proposed by sociologist Homer Hoyt modified the concentric zone model of Ernest Burgess by __________. a. excluding wholesale and light manufacturing b. cutting through concentric zones with wedge-shaped sections c. excluding lower-class residential areas d. including upper-class residential areas Answer: b. cutting through concentric zones with wedge-shaped sections Learning Objective: LO 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 travel a substantial distance to find a particular good or service b. heavy manufacturing is excluded so the model can reflect more residential areas c. the city has a single center d. there is no clustering of similar types of businesses Answer: a. a city resident might have to travel a substantial distance to find a particular good or service Learning Objective: LO 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. displace Answer: d. displace 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 proposed by Chauncy Harris shows how highways easily enable people and services to move from the center of the city to its outlying areas.

a. peripheral b. multiple-nuclei c. radial d. sector Answer: a. peripheral Learning Objective: LO 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 in a sociological context 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 The phenomenon of diffusion of responsibility, documented in hundreds of well-controlled social psychological experiments, predicts that the __________ bystanders present at the scene of an emergency, the __________ likely people are to help. a. fewer; less b. fewer; more c. more; more d. better armed are the; more Answer: b. fewer; more Learning Objective: LO 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 to people living in a certain area. a. Urban renewal b. Redlining

c. Disinvestment d. Deindustrialization 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 the future? What do they believe?

Feedback: Anti-Malthusians are certainly more optimistic about the future than the New Malthusians, although the Anti-Malthusians believe population shrinkage may be a serious problem. The Anti-Malthusians believe that we can glimpse the future accurately by looking at Europe‘s demographic transition. When the Least Industrialized Nations move into Stage 3, their populations will stabilize, just as Europe‘s did. In fact, their growth is already slowing.

Learning Objective: LO 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: Beginning in the 1990s, world hunger has dropped 40 percent. With the enormous population increase since the 1990s, how was this possible?

Feedback: Improved seeds, herbicides, 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, Europe, and Central and South America. Bulgaria had the oldest town in Europe about 6,000 years ago. Caral was discovered recently, the first city in the Americas, located in what is now Peru. Cities developed when agriculture became more efficient. Only when farming produces a surplus can some people stop producing food and gather in cities to spend time in other economic pursuits. The invention of the plow about 5,000 years ago created such a surplus. In the beginning, most cities were small. Today, the world has about 600 cities with over a million inhabitants.

Learning Objective: LO 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 sociologist Herbert Gans identify?

Feedback: Herbert Gans divided urban dwellers into five types: (1) cosmopolites, (2) singles, (3) ethnic villagers, (4) the deprived, and (5) the trapped. Gans‘s categories are interesting, but do not adequately describe people living in a city.

Learning Objective: LO 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 suggested three guiding principles of public sociology to apply to contribute to building community. What are those principles?

Feedback: Flanagan suggested three guiding principles: (1) Scale—regional and national planning is necessary because there is too much squabbling and too few resources within local jurisdictions. (2) Livability—cities must be appealing and meet human needs, especially the need for community. (3) Social justice—social policy must be evaluated by how it affects people.

People from lower socioeconomic classes cannot be displaced, and people currently experiencing homelessness cannot be neglected in the process of ―improving‖ things.

Learning Objective: LO 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 social compact 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 Gustave 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. ―transactive memory‖ 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) __________ refers to back-and-forth communication among the members of a crowd that produces a ―collective impulse.‖ a. circular reaction b. acting crowd c. idle 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 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 crowd 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 current view that sociologists adopt is that crowd behavior requires some amount of _________. a. preplanning b. rationality c. explicit leadership d. moral regulation Answer: b. rationality 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 Sociologists Ralph Turner and Lewis Killian thought that emergent norms were __________. a. a way to explain the unusual behaviors of crowds b. a manifestation of the minimax strategy c. an alternative form of expression to crowd behavior d. the solution to eliminating disruptive crowd behavior Answer: a. a way to explain the unusual behaviors 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 Crowd members who are __________ 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

When sociologists discuss collective behavior, they are referring to the actions of __________ people who are responding to __________ 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 The reason rumors can flourish so easily is that __________. a. they always contain a kernel of truth b. role extension is involved c. some information is not clear and is thus ripe for clarification, accurate or not d. the facts produce the ambiguity of the moment, and filtering provides the vehicle for the rumor to spread Answer: c. some information is not clear and is thus ripe for clarification, accurate or not 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 that were originally part of it, __________ has taken place. a. role extension b. mass hysteria c. a moral panic d. collective behavior Answer: a. role extension 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 When __________ occurs, an imagined threat causes physical symptoms among a large number of people. a. mass hysteria

b. a riot c. an urban legend 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 __________ takes place when a fear that some evil threatens the well-being of society, followed by hostility, sometimes violence, toward those thought responsible. a. fad b. role extension c. moral panic d. riot 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 called a(n) __________. a. fashion b. rumor c. fad d. urban legend

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 last longer than fads d. fads last longer than fashions Answer: c. fashions last longer than fads 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 Derek, Lisette, Serafina, and Giorgio, 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 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 is one whose goal is to resist some social change. 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 National Association for the Advancement of Colored People (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 have the goal of 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, social change is sought by which type of 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 The National No-Nose-Picking Nabobs (NNNPN) is an organization focused on getting people to stop picking their noses in public. They agitate for changes to local and state ordinances, and have begun a lobbying effort to bring their concerns some national attention. By focusing on seeking to alter a specific aspect of people‘s behavior, the NNNPN is a type of __________ social movement. 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: Apply What You Know TB_Q21.4.29 A social movement that seeks to change people and institutions totally is called 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 completely overhaul 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.

Topic/Concept: Types and Tactics of Social Movements Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q21.4.31 A prediction that something dreadful is about to happen is characteristic of 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 About one hundred years ago, 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: Difficult 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 and Al-Qaeda are examples of a(n) __________ social movement, in that they seek global changes to civilization as a whole. a. cargo cult b. metaformative c. alternative d. reactive Answer: b. metaformative 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 called 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 In the context of social movements, 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 In the context of social movements, those people who are just beyond the less committed members 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 taking action c. public opinion d. a one-sided attitude change message 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 While promoting a candidate for an elected position, Massimo distributed handbills that included a quote from the opponent taken out of context, designed to make the opponent sound inept and uninformed. 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 Alexis 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 TB_Q21.5.42 Ralston used to enjoy having a bit of authority and being treated with respect in town because of his position as a supervisor at the local rendering 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. Ralston‘s progression seems to fit into what is explained by __________. a. relative deprivation theory b. ideological commitment theory c. declining privilege theory d. a metaformative social movement 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 Valdo‘s girlfriend Nanette and his best friend Jacques 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 in its planned actions d. helps to keep group members from being arrested 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 The Minerva Research Initiative, which is trying to make social scientists and universities extensions of the military, 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: Easy 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 which 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 debate does not end because __________. a. the pro-choice side continues to offer new arguments against the pro-life side b. with no middle ground, the views of both sides remain in perpetual conflict c. no social movement ever ends d. the pro-life side continues to offer new arguments in its favor Answer: b. with no middle ground, the views of both sides remain in perpetual conflict 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 Sociology __________ us because of the way it sensitizes us to multiple realities. a. bores b. liberates c. comforts d. commits Answer: b. liberates 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: In the 1930s, Herbert Blumer proposed five stages of an acting crowd. What are those five stages?

Feedback: Sociologist Herbert Blumer identified five stages of an acting crowd, which is an excited group of people who move toward a goal. His model still dominates current 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: Sociologists Ralph Turner and Lewis Killian proposed the concept of emergent norms to try to understand crowd behavior. What kinds of crowd participants did Turner and Killian identify?

Feedback: Turner and Killian identified five types of crowd participants in their studies of emergent norms. (1) The ego-involved, who feel a personal stake in the unusual event. (2) The concerned, who also have a personal interest in the event, but less than the ego-involved. (3) The insecure; people who care little about the matter, but join the crowd because it gives them a sense of power, security, or belonging. (4) The curious spectators; these folks care little about the matter, but are simply curious about what is going on. (5) The exploiters; people who do not care about the event at all, but use it for their own purposes, such as selling food or T-shirts.

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_Q21.3.53: Who participates in riots?

Feedback: Anybody. People 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: Moderate Skill Level: Analyze It TB_Q21.4.54: What are the seven ―tricks of the trade‖ of propaganda-making?

Feedback: To be effective, propaganda relies on seven basic techniques that should be enacted subtly: (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 common to the development of 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: Moderate 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. a social movement c. social change d. Gemeinschaft 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 In addition to three prior social revolutions, and a fourth we‘re currently experiencing, humanity could be headed toward a fifth revolution prompted by __________. a. sports b. information c. the growing relevance of Africa d. Gesellschaft Answer: b. information Learning Objective: LO 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 women and men are __________.

a. flexible b. nonexistent c. rigid d. determined by the shaman Answer: c. rigid 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 arose from __________. a. changes in life expectancy b. increased religiosity in a given culture c. the Protestant Reformation d. a trend toward smaller family sizes Answer: c. the Protestant Reformation Learning Objective: LO 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 The temporal orientation of traditional societies is that they tend to look toward __________. a. the past b. the present c. the future d. nowhere in particular Answer: a. the past Learning Objective: LO 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 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 assume that, as it moves from a simpler society to a more complex one, every society must go through the same stages in the same order. a. Bilinear b. Trilinear

c. Multilinear d. Unilinear Answer: d. Unilinear Learning Objective: LO 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 propose that different routes lead to the same stage of development for a society. a. Multilinear b. Natural cycle c. Diffusion d. Unilinear Answer: a. Multilinear Learning Objective: LO 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 components 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 Karl Marx‘s model of historical change viewed a thesis plus an antithesis as resulting in a(n) __________. a. classless state b. synthesis c. utopia d. state of permanent war

Answer: b. synthesis Learning Objective: LO 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 Karl Marx‘s dialectical view of history, each ruling group __________. a. sows the seeds for its own growth b. is a synthesis c. represents a classless state d. generates what will ultimately cause it to fail Answer: d. generates what will ultimately cause it to fail Learning Objective: LO 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 __________ refers to the combining of existing elements and materials to form new ones. a. Discovery b. Diffusion c. Invention d. Infusion Answer: c. Invention Learning Objective: LO 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 sociologist 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 TB_Q22.2.20 __________ is one of the three processes of social change identified by sociologist William Ogburn. a. Diffusion b. Cultural lag c. Dialectics d. A unilinear theory Answer: a. Diffusion Learning Objective: LO 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 One hundred years ago, sociologist William Ogburn thought that __________ occurred when human behavior does not keep up with technological innovations. a. social lag b. diffusion c. discovery d. cultural lag Answer: d. cultural lag Learning Objective: LO 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 Telephones 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 identifying 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.

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. another term for a postindustrial society c. fundamentally a preindustrial society d. a type of ideology Answer: b. another term for a postindustrial society Learning Objective: LO 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 Christy had her left foot amputated after incurring injuries during her military service, but she has been issued a prosthetic that enables her to walk normally, and if you didn‘t see this device, you wouldn‘t know that she was using it. Christy‘s foot is an example of the way technology is a(n) __________ means of extending human abilities. a. suboptimal b. artificial c. natural d. superficial Answer: b. artificial Learning Objective: LO 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, Gunther can now close it using an app on his smartphone from wherever he is, which enables him to stay at work and avoid having to run back home. Gunther‘s technological convenience is an example of __________, which is the sociological significance of technology. a. how technology changes our way of life b. the work-life balance remaining the same c. advances in transportation d. people being easier to work with Answer: a. how technology changes our way of life Learning Objective: LO 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_Q22.3.27 Over time, the production of goods went from being home-bound to being __________. a. farm-bound b. factory-bound c. church-bound d. performed 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 Before factories became a fact of life, _________ was a major option for workers who were not satisfied with the working environment. a. having their children do the work b. firing the owners c. packing up their tools and leaving d. having their spouses take over Answer: c. packing up their tools and leaving

Learning Objective: LO 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 Karl Marx would say that when workers feel separate from the product of their labor, they experience __________. a. postmodern society b. social inequality c. alienation d. suburbanization Answer: c. alienation Learning Objective: LO 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 wanted to eliminate b. ideology that promoted c. morality to counter the negative effects of d. worker-owned form of Answer: b. ideology that promoted Learning Objective: LO 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 The way in which people show off their material success depends upon __________. a. family relationships b. automobiles c. how advanced the technology is d. alienation Answer: c. how advanced the technology is

Learning Objective: LO 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 As technology progressed, marriages became endangered by people __________. a. leaving home to work in factories b. purchasing cars c. abandoning factories and offices to work at home d. securing the means of production Answer: a. leaving home to work in factories Learning Objective: LO 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 former technology (the horse and buggy), many people thought that cars would __________. a. be a passing fad b. eliminate parking problems in cities, because a car takes up less space than a horse and buggy c. always remain a wealthy person‘s toy d. eventually give way to rocket-powered transportation Answer: b. eliminate parking problems in cities because a car takes up less space than a horse and buggy Learning Objective: LO 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_Q22.3.34 Suburbanization was enabled to a great extent by __________. a. people leaving home to work in factories b. changes in ideology, from capitalism to socialism c. sustained international conflict d. the automobile

Answer: d. the automobile Learning Objective: LO 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 got smaller over time. b. The square footage of apartments changed. c. Wheel designs were used on traditional Greek façades. d. Houses began to be built with attached garages.

Answer: d. Houses began to be built with attached garages.

Learning Objective: LO 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 mid-1920s. Her husband purchased an automobile, and Yvette learned to drive it. Suddenly, she could get to stores and social events that were a great distance away. This is an example of how, thanks to automobiles, women __________. a. became the heads of their households b. were freed from the narrow confines of their homes c. no longer ate canned goods d. became more conservative in their views Answer: b. were freed from the narrow confines of their homes Learning Objective: LO 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 state of the technology? a. The use of computers in education peaked twenty years ago and is declining. b. Communicating with others remains a weakness of computers. c. What we have experienced in computer technology so far is just the tip of the iceberg. d. Computer use is being discouraged in preference to a return to written materials.

Answer: c. What we have experienced in computer technology so far is just the tip of the iceberg.

Learning Objective: LO 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 milliseconds. This is a simple example of how the international flow of money has become __________. a. more difficult to follow b. so regulated that the best way to transfer cash is in a suitcase c. easier to regulate d. much slower Answer: a. more difficult to follow Learning Objective: LO 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 Hackers based in China unleash a computer virus that shuts down telephone service in the United States. In retaliation, the United States hacks into China‘s power grid and causes blackouts throughout the provinces. This illustrates how the United States __________. a. establishes military superiority b. can be both a victim and a perpetrator of cyberattacks c. places a low priority on cyberattack protection d. has nothing to fear from cyberattacks Answer: b. can be both a victim and a perpetrator of cyberattacks Learning Objective: LO 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, like the X-47B, __________. a. is described in a 1940s science fiction short story

b. flies without a pilot on board c. has been outlawed by NATO after human rights violations d. has equivalents in several dozen countries around the world Answer: b. flies without a pilot on board Learning Objective: LO 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_Q22.4.41 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. Nebraska 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, six are in __________. a. the Philippines b. India c. China d. Mexico

Answer: b. India 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 Burning fossil fuels produces __________, which in turn kills animal and plant life. a. acid rain b. tsunamis c. an El Niño weather pattern d. lowered sea levels Answer: a. acid rain Learning Objective: LO 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 TB_Q22.4.45 Roughly half of all of the Earth‘s plant and animal species live in __________. a. industrialized cities b. North America c. the Andaman Islands d. rainforests 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 People with less wealth and members of underrepresented groups are harmed the most by environmental pollution; this is known as __________. a. environmental justice b. planetary injustice c. environmental injustice d. civil disobedience Answer: c. environmental injustice Learning Objective: LO 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 Gaspar and his group buried improvised land mines in a forested area scheduled for clear-cutting by a developer intending to build a new multiacre shopping mall; Gaspar and his group were engaging in __________ a. environmental injustice b. eco-sabotage c. environmental sociology d. environmental justice Answer: b. eco-sabotage Learning Objective: LO 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 __________ is a field of study that examines human impact on the environment as well as the impact of the environment on humans. a. Environmental sociology b. Eco-sabotage c. Environmental justice d. Globalization Answer: a. Environmental sociology Learning Objective: LO 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_Q22.4.49 One of the central ideas underlying environmental sociology is that ___________. a. technology will be able to solve any problem that humans create b. the physical environment plays a minor role in sociological research c. humans are the dominant species on Earth, so their needs should take precedence d. ecological problems place limits on economic expansion Answer: d. ecological problems place limits on economic expansion.

Learning Objective: LO 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 If we are to live in a world worth passing on to coming generations, we must seek _________ between technology and the natural environment. a. acceptance b. harmony c. equivalence d. solidarity Answer: b. harmony Learning Objective: LO 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 are the four social revolutions, and what is the fifth revolution that may be approaching?

Feedback: The first social revolution occurred when hunting and gathering societies became horticultural and pastoral societies. The second social revolution was the emergence of agricultural societies. The third social revolution was the Industrial Revolution. The fourth social revolution, still in progress, was stimulated by the invention of the microchip. Humanity may be on the brink of a fifth social revolution, based on information. Developments in artificial intelligence and the mapping of the human genome are precursors to a revolution in which the use of information technology shapes the next way in which our current way of life will change.

Learning Objective: LO 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: Compare the characteristics of traditional societies and industrialized (and information) societies on any five of these attributes: social change, religious orientation, education, place of residence, family size, infant mortality, life expectancy, temporal orientation, expectation of the future, technology, income, respect for elders, social stratification, view of morals, social control, or tolerance of differences.

Feedback: An answer that compares any five of those attributes across the two types of societies will suffice.

Characteristic Societies

Traditional Societies

Industrialized

Social change

Slow

Rapid

Religious orientation

More

Less

Education

Informal

Formal

Place of residence

Rural

Urban

Family size

Larger

Smaller

Infant mortality

High

Low

Life expectancy

Short

Long

Temporal orientation

Past

Future

Expectation of the future

More of the same

Change

Technology

Simple

Complex

Income

Low

High

Respect for elders

More

Less

Social stratification

Rigid

More open

View of morals

Absolute

Relativistic

Social control

Informal

Formal

Tolerance of differences

Less

More

Learning Objective: LO 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_Q22.2.53: Central to all evolutionary theories of societal change is the notion of cultural progress. Tribal societies are assumed to have a primitive form of human culture and to evolve toward a supposedly advanced and superior form found in the Western world. However, the evolutionary theories have now been rejected. Why? Feedback: Evolutionary theories have been rejected because (1) there is a growing appreciation of the rich diversity and complexity of tribal cultures, and (2) Western culture is in crisis, plagued by poverty, racism, sexual assaults, unsafe streets, a fragile banking system, war, and terrorism. As such, holding Western society up as some kind of ―ideal‖ or ―perfected state‖ seems highly unreasonable.

Learning Objective: LO 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 automobile manufacturers (Jewett and Nash) even equipped their automobiles with foldout beds. Automobiles became so popular for courtship that by the 1960s, about 40 percent of marriage proposals took place in them. Mobile lovemaking has declined since the 1970s, not because there is less premarital sex but because the change in sexual norms has made bedrooms easily accessible to unmarried people.

Learning Objective: LO 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 that (1) the world‘s climate is changing, and (2) human activity is part of the change. Describe some effects these changes will have on humanity and daily living as we currently know it.

Feedback: A recent United Nations report stated, ―Unless action is taken soon, some major cities will be under water. There will be unprecedented heatwaves, terrifying storms, widespread water shortages, and the extinction of a million species of plants and animals.‖ In addition to these cheery outcomes (which are already taking place), global warming threatens earth‘s coral reefs, which house a treasure of substances that can help cure diseases. The ice caps at the North and South Poles store such vast amounts of water that if they melt, the level of the world‘s oceans will rise by several feet. Low-lying areas of the United States, such as the bayous around New Orleans and Mississippi, will be buried by water. Barrier islands off the coast of the United States will disappear. The oceans will reclaim Florida‘s Everglades. Similar flooding will occur around the earth. The highest point on some island nations is just six feet higher than the level of the ocean. All of their land mass will end up below water.

Learning Objective: LO 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