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Chapter 4: The Cultural Construction of Social Hierarchy Test Bank
from TEST BANK for Cultural Anthropology: A Problem-Based Approach 8th Edition by Richard H. Robbins, Rac
by StudyGuide
Multiple Choice a. poor b. middle class c. wealthy
1. The rise in global wealth over the past two decades has been concentrated mostly among the ______.
Ans: C
Learning Objective: Question 4.1: How unequal are we?
Cognitive Domain: Knowledge
Answer Location: Income and Wealth Inequality
Difficulty Level: Easy a. each person earns exactly the same amount of money b. there is little income inequality c. one person has all the wealth and others have none d. each person earns money based on merit
2. In a country with a Gini coefficient of 0.1, ______.
Ans: B
Learning Objective: Question 4.1: How unequal are we?
Cognitive Domain: Application
Answer Location: Income and Wealth Inequality
Difficulty Level: Medium a. gained total wealth and gained their percentage of national income b. gained total wealth but decreased their percentage of national income c. lost both total wealth and their percentage of national income d. lost total wealth but gained their percentage of national income
3. Over the past several decades, the wealthy in the United States have ______.
Ans: A
Learning Objective: Question 4.1: How unequal are we?
Cognitive Domain: Knowledge
Answer Location: Income and Wealth Inequality
Difficulty Level: Easy a. A young man from Bolivia b. A teenaged Black girl from Arkansas c. A grandmother from Nebraska d. A middle-aged white man from New York
4. Which of the following people is most likely to be wealthy in the United States?
Ans: D
Learning Objective: Question 4.1: How unequal are we?
Cognitive Domain: Application
Answer Location: Income and Wealth Inequality
Difficulty Level: Medium a. Crime rates among Black and Hispanic juveniles has sharply increased over the last 30 years in the United States. b. Behaviors associated with the poor, the young, and people of color are criminalized. c. They cause greater societal harm than older, wealthier people. d. Teenagers do not vote, so it is okay to treat them poorly.
5. Why are teenagers, especially those of color from poor neighborhoods, often treated as dangerous criminals?
Ans: B
Learning Objective: Question 4.1: How unequal are we?
Cognitive Domain: Comprehension
Answer Location: Stratification and Youth
Difficulty Level: Medium a. Some students were demonstrably better than others, and the groups reflected the natural hierarchy. b. High school students lack empathy for others and take pleasure in destruction. c. Students have little power over their lives except to construct their own systems of social status. d. The youth are disenfranchised by their own poor behavior.
6. Why did the high school students studied by Murray Milner, Jr. distinguish themselves into various cliques?
Ans: C
Learning Objective: Question 4.1: How unequal are we?
Cognitive Domain: Comprehension
Answer Location: Stratification and Youth
Difficulty Level: Medium a. racism b. sexism c. ageism d. environmentalism
7. The refusal to do well in school by the working-class boys in Willis’ study is one example of ______ in schools.
Ans: B
Learning Objective: Question 4.1: How unequal are we?
Cognitive Domain: Application
Answer Location: Stratification and Youth
Difficulty Level: Medium a. Wage income b. Social capital c. Political capital d. Investment income
8. Which type of earnings tends to grow the fastest?
Ans: D
Learning Objective: Question 4.2: Why is social and economic inequality increasing?
Cognitive Domain: Knowledge
Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?
Difficulty Level: Easy
9. The majority of American families’ wealth is ______ a. from returns on investment b. the value of their homes c. inherited from their ancestors d. growing more quickly than the economy
Ans: B
Learning Objective: Question 4.2: Why is social and economic inequality increasing?
Cognitive Domain: Knowledge
Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?
Difficulty Level: Easy a. increasing b. decreasing c. nonexistent d. unchanging
10. According to the text, income inequality in the United States is ______.
Ans: A
Learning Objective: Question 4.2: Why is social and economic inequality increasing?
Cognitive Domain: Comprehension
Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?
Difficulty Level: Medium a. The wealthy give donations to the poor to level incomes. b. Political leaders make laws designed to reduce income inequality. c. The poor do not contribute to economic growth, so they do not benefit from it. d. The wealthy have access to more profit from economic growth than do the poor.
11. How does the level of income inequality in the United States change?
Ans: D
Learning Objective: Question 4.2: Why is social and economic inequality increasing?
Cognitive Domain: Application
Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?
Difficulty Level: Medium a. Passing laws that aid the wealthy at the expense of the poor b. Increasing public services that aid the poor c. Limiting the ability of companies to externalize the human rights costs of their businesses d. Prioritizing the needs of the people as a whole over those of the wealthy
12. The government contributes to income inequality in which of the following ways?
Ans: A
Learning Objective: Question 4.2: Why is social and economic inequality increasing?
Cognitive Domain: Comprehension
Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?
Difficulty Level: Medium a. Unemployment decreases since companies have more money to pay workers. b. There is more money in the economy. c. Interest rates and worker wages increase. d. Investors make more money from interest while worker wages are kept lower.
13. What is the impact of keeping inflation low?
Ans: D
Learning Objective: Question 4.2: Why is social and economic inequality increasing?
Cognitive Domain: Application
Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?
Difficulty Level: Medium a. control inflation b. lower taxes on the wealthy c. privatize government functions d. allow the concentration of corporate ownership
14. Student loan debt is the result of national policies to ______.
Ans: C
Learning Objective: Question 4.2: Why is social and economic inequality increasing?
Cognitive Domain: Application
Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?
Difficulty Level: Medium a. individual hard work will lead to success b. social class is influenced by gender, race, and other factors c. all people are born with equal value d. poverty is the result of bad luck
15. Ideas about social class in the United States reflect the assumption that ______.
Ans: A
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Comprehension
Answer Location: Constructing the Ideology of Racism
Difficulty Level: Medium a. religion b. sexuality c. class d. race
16. Which of the following social hierarchies in the United States is often justified based on assumed biological differences?
Ans: D
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Comprehension
Answer Location: Constructing the Ideology of Racism
Difficulty Level: Medium a. natural b. nonexistent c. socially constructed d. inevitable
17. The social hierarchy based on race is ______.
Ans: C
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Comprehension
Answer Location: Constructing the Ideology of Racism
Difficulty Level: Medium a. White people were more intelligent than everyone else b. Biased scientists produce biased science c. Brain size and intelligence are correlated d. Volume measurements are objective data
18. What did Samuel Morton’s measurements of cranial capacity prove?
Ans: B
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Application
Answer Location: Constructing the Ideology of Racism
Difficulty Level: Medium a. intelligence b. race c. social class d. body size
19. Cranial capacity is correlated with ______.
Ans: D
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Knowledge
Answer Location: Constructing the Ideology of Racism
Difficulty Level: Easy a. The wealthy really are superior to the poor b. Every American has an equal chance to be successful c. Economic redistribution policies have not helped the poor to be successful d. The flawed concept of intelligence lends legitimacy to this biological ranking of people
20. Why does the idea of the natural superiority of the wealthy persist today?
Ans: D
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Application
Answer Location: The Social Construction of “Intelligence”
Difficulty Level: Medium a. Intelligence is measurable. b. People who score well on intelligence tests are more successful in life. c. There are many ways to be intelligent. d. People have varying amounts of intelligence based on their race.
21. Which of the following is true about intelligence?
Ans: C
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Comprehension
Answer Location: The Social Construction of “Intelligence”
Difficulty Level: Medium a. The scientists and participants were highly objective b. They relied on biased judgments of peers and teachers c. They measured many kinds of intelligence d. They focused too much on the impact of environment
22. What was one major flaw in the early studies of the inheritance of intelligence?
Ans: B
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Comprehension
Answer Location: The Social Construction of “Intelligence”
Difficulty Level: Medium a. its identification would prove the existence of intelligence and its impact on people’s value b. it proved the existence of multiple intelligences c. it showed the biological equality of all races d. it would lead to a social hierarchy based more on gender than race
23. Spearman’s “g factor” was significant because ______.
Ans: A
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Application
Answer Location: The Social Construction of “Intelligence”
Difficulty Level: Medium a. Scientists advocated for objectivity and equality. b. Early scientists disproved the concept of intelligence as easily measurable and correlated with race. c. Early scientific studies lent an “illusion of objectivity” that legitimized harmful and incorrect ideas about racial differences. d. Early scientists showed conclusively that all races were biologically equal.
24. What was the impact of early scientific studies of race and intelligence?
Ans: C
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Comprehension
Answer Location: The Social Construction of “Intelligence”
Difficulty Level: Medium a. Textbooks often discuss women’s biological functions in negative terms b. Scientific studies show that women are less capable of holding public office c. Biology classes teach about how women’s bodies differ from those of men d. Women have smaller cranial capacities than men, showing that they are less intelligent
25. What is one way in which the illusion of objectivity places women lower in the social hierarchy today?
Ans: A
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Application
Answer Location: Constructing Stratification by Gender
Difficulty Level: Medium a. the role of women as subservient to men b. beliefs in communal well-being c. their biological inferiority d. their reproductive capacity
26. The United States Supreme Court ruled that women’s bodies were a matter of public interest due to ______.
Ans: D
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Comprehension
Answer Location: Constructing Stratification by Gender
Difficulty Level: Medium a. healthy bodies may or may not experience menstruation and menopause regardless of biological sex b. the body is at constant war with itself c. childbearing is the primary purpose of women’s lives d. menopause and menstruation can be painful experiences
27. The medical treatment of menopause and menstruation as failures of the body reflect the belief that ______.
Ans: C
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Application
Answer Location: Constructing Stratification by Gender
Difficulty Level: Medium a. proof of their inferiority to the wealthy b. the result of fatherless households and broken homes c. stemming from lower intelligence d. adaptations to systemic inequality
28. The behavior of people in poverty is seen by anthropologists as ______.
Ans: D
Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?
Cognitive Domain: Comprehension
Answer Location: Question 4.4: How Do People Living in Poverty Adapt to Their Condition?
Difficulty Level: Medium a. selling crack to earn quick money b. forming strong kinship bonds c. directly trading items d. robbing wealthier people who came to the neighborhood
29. The people of The Flats, studied by Carol B. Stack, adapted to poverty by ______.
Ans: B
Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?
Cognitive Domain: Comprehension
Answer Location: Kinship as an Adaptation to Poverty
Difficulty Level: Medium a. paying for a close friend’s lunch one day and knowing that person will pay for yours in the future b. trading a night of babysitting for fixing your neighbor’s computer c. borrowing your friend’s car and refusing to replace the gasoline you used d. paying taxes that then pay for schools, healthcare, and defense
30. One example of generalized reciprocity in American society is ______.
Ans: A
Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?
Cognitive Domain: Application
Answer Location: Kinship as an Adaptation to Poverty
Difficulty Level: Medium a. they had no sense of right and wrong b. fathers did not want their children c. it was more advantageous to remain unmarried d. they could not afford weddings
31. Parents in The Flats were unlikely to be married to one another because ______.
Ans: C
Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?
Cognitive Domain: Comprehension
Answer Location: Kinship as an Adaptation to Poverty
Difficulty Level: Medium a. Working a full-time job at a factory b. Serving at a restaurant for less than minimum wage c. Babysitting for cash d. Working a part-time job as a receptionist
32. Which of the following is an example of an underground economic activity?
Ans: C
Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?
Cognitive Domain: Application
Answer Location: In Search of Respect: Selling Crack in El Barrio
Difficulty Level: Medium a. the degree of inequality in a country b. the amount of money a person makes c. how much people trust their government d. the tax rate
33. Which social factor that has the biggest impact on people’s well-being, according to the text?
Ans: A
Learning Objective: Question 4.5: What are the effects of inequality on society?
Cognitive Domain: Knowledge
Answer Location: The Health Effects of Inequality
Difficulty Level: Easy a. cultural relativism dictates that all cultural practices be considered morally equal b. it is difficult to get many countries to agree to one definition of abuse c. international laws are written by those who profit from the abuses d. individual countries are left to enforce the laws, but are also the major violators
34. Why is international law not effective in reducing human rights abuses by corporations?
Ans: D
Learning Objective: Question 4.5: What are the effects of inequality on society?
Cognitive Domain: Comprehension
Answer Location: Anthropology and Human Rights
Difficulty Level: Medium a. A mother allowing her child to be treated by a Voodoo priest b. Catholic priests advocating for human rights c. The construction of the Péligre Dam d. Training local people to administer vaccinations
35. What is one example of structural violence studied by Paul Farmer?
Ans: C
Learning Objective: Question 4.5: What are the effects of inequality on society?
Cognitive Domain: Application
Answer Location: Anthropology and Medical Rights: The Work of Paul Farmer
Difficulty Level: Medium
True/False
1. Inequality around the world has decreased over the last two decades, according to the text
Ans: T
Learning Objective: Question 4.1: How unequal are we?
Cognitive Domain: Knowledge
Answer Location: Income and Wealth Inequality
Difficulty Level: Easy
2. Tax rates for the wealthy have been on the decline.
Ans: T
Learning Objective: Question 4.2: Why is social and economic inequality increasing?
Cognitive Domain: Knowledge
Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?
Difficulty Level: Easy
3. Intelligence is a social construct.
Ans: T
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Knowledge
Answer Location: The Social Construction of “Intelligence”
Difficulty Level: Easy
4. Philippe Bourgois described selling crack in El Barrio as much easier than working legal jobs. Ans: F
Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?
Cognitive Domain: Knowledge
Answer Location: In Search of Respect: Selling Crack in El Barrio
Difficulty Level: Easy
5. Children today have higher levels of anxiety on average than those in the 1950s. Ans: T
Learning Objective: Question 4.5: What are the effects of inequality on society?
Cognitive Domain: Knowledge
Answer Location: The Health Effects of Inequality
Difficulty Level: Easy
Short Answer
1. What is the Gini coefficient as it relates to the economy? Discuss how a society with a Gini coefficient of 0 would look in reality.
Ans: The Gini coefficient describes the level of income equality in a society. Countries with perfect income equality would have a coefficient of 0 (though none do), and countries with absolute income inequality would have a coefficient of 1 (though none do). A society would have a Gini coefficient of 0 if each member had equal income to each other member. In this society, 20% of people would have 20% of the wealth, 60% would have 60% of the wealth, and so on.
Learning Objective: Question 4.1: How unequal are we?
Cognitive Domain: Analysis
Answer Location: Income and Wealth Inequality
Difficulty Level: Hard
2. Is the United States a plutocracy? Give evidence from the text to support your answer.
Ans: The United States is a plutocracy. The wealthy use their power to influence lawmakers, who are also wealthy, to make laws designed to further privilege the wealthy over the poor. While the United States purports to be a democracy, rule by the people is not what happens in reality. When the will of the people does not benefit the wealthy, the people do not get their way. Examples from the text that support this position include how the government functions to control inflation, lower taxes on the wealthy, keep labor costs low, facilitate privatization of government functions, allow the externalization of costs of doing business such as air pollution, and many more.
Learning Objective: Question 4.2: Why is social and economic inequality increasing?
Cognitive Domain: Analysis
Answer Location: Question 4.2: Why Is Social and Economic Inequality Increasing?
Difficulty Level: Hard
3. Discuss why the belief that some are naturally more suited for success than others persists today.
Ans: The privileged in many stratified societies try to base their oppression of some groups on some idea of a ‘natural order’ rather than acknowledging their own success comes at the expense of others. It is comforting for the wealthy, for example, to believe that the poor suffer through their own actions and because it is their place to do so. Otherwise, the wealthy might have to recognize that their wealth depends on the exploitation of the poor. In the past, these ideas of a natural order have referred explicitly to race and gender or to the will of God, but today one is more likely to hear such talk encoded in discussions of intelligence instead. The idea of intelligence, though, is just as socially constructed as those of race and gender.
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Analysis
Answer Location: Constructing the Ideology of Racism
Difficulty Level: Hard
4. How have scientists contributed to problematic ideas about race, gender, and social class?
Ans: People assume that scientists are objective people who yearn for Truth, rather than understanding that scientists are also products of the societies in which they grew up. Scientists, like others, have entire worldviews that impact their research. While scientists may or may not have deliberately falsified data in the past to prove their own agendas, the sets of biases they brought to their studies often resulted in flawed work which was nevertheless given respect by the wider public. This flawed science lent the “illusion of objectivity” to incredibly problematic ideas, and people still suffer today as a direct result of the work of those scientists.
Learning Objective: Question 4.3: How do people come to accept inequality as natural?
Cognitive Domain: Analysis
Answer Location: Constructing the Ideology of Racism
Difficulty Level: Hard
5. Discuss the societal factors that led to the poverty in El Barrio.
Ans: Poverty in El Barrio is the result of a history of oppression and colonization. As American sugar growers pushed Puerto Ricans off of their land, they were forced to take jobs in sugar plantations creating sugar for export. As slums were cleared of Italian families after World War II, Puerto Ricans fleeing these conditions replaced them and got jobs in manufacturing As manufacturers fled the United States for countries where it was cheaper to produce, their U.S.based workers were left jobless. As a result, the community of El Barrio had to adapt to their poverty.
Learning Objective: Question 4.4: How do people living in poverty adapt to their condition?
Cognitive Domain: Analysis
Answer Location: In Search of Respect: Selling Crack in El Barrio
Difficulty Level: Hard
Chapter 5: The Social and Cultural Construction of Reality Test Bank
Multiple Choice a. worship plants b. use many different kinds of plants c. do not care about nature d. can only perceive the plants they can name
1. A language with many different words for plants likely reflects that the speakers of that language ______.
Ans: B
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Application
Answer Location: Question 5.1: How Does Language Affect the Meanings People Assign to Experience?
Difficulty Level: Medium a. metaphor b. semantics c. componential analysis d. analogy
2. Through ______, we reduce vocabulary size and take linguistic expressions from one area of experience and apply them to another.
Ans: A
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Comprehension
Answer Location: Borrowing Meaning with Metaphors
Difficulty Level: Medium a. Metaphors and religious beliefs b. Reality and culture c. Political party and belief d. Language and thought
3. The Sapir-Whorf hypothesis examines the relationship between which of the following?
Ans: D
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Comprehension
Answer Location: Question 5.1: How Does Language Affect the Meanings People Assign to Experience?
Difficulty Level: Medium a. time; love b. dance; arguments c. war; illness d. birds; families
4. American English speakers are most likely to use the metaphor of ______ to discuss ______.
Ans: C
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Application
Answer Location: Borrowing Meaning with Metaphors
Difficulty Level: Medium a. war b. eating c. reproduction d. death
5. What is one key metaphor for the Kwakwaka’wakw?
Ans: B
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Knowledge
Answer Location: Kwakwaka’wakw Metaphors of Hunger
Difficulty Level: Easy a. “lost her battle with cancer” b. “add insult to injury” c. “blessing in disguise” d. “to make a long story short”
6. The expression ______ is an example of metaphoric speech.
Ans: A
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Application
Answer Location: Borrowing Meaning with Metaphors
Difficulty Level: Medium a. cycle which constantly repeats b. enemy that must be defeated c. resource with a finite quantity d. sporting event with a winner and a loser
7. Time in the United States is spoken of and treated as a/an ______.
Ans: C
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Comprehension
Answer Location: Borrowing Meaning with Metaphors
Difficulty Level: Medium a. planes of existence b. demons and angels c. objects in isolation from other objects d. nature spirits
8. Modern English witches speak of the world as made up of ______.
Ans: A
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Knowledge
Answer Location: The Metaphors of Contemporary Witchcraft and Magic
Difficulty Level: Easy a. A guide for the interpretation of meaning b. A direct experience of objective reality c. A universal experience shared by all d. A delusion based in ignorance of reality
9. Metaphors like the tarot for modern English witches serve as which of the following?
Ans: A
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Comprehension
Answer Location: The Metaphors of Contemporary Witchcraft and Magic
Difficulty Level: Medium a. egalitarianism b. partners in a dance c. feuding families d. social hierarchy
10. Chess pieces are symbolic portrayals of ______.
Ans: D
Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?
Cognitive Domain: Comprehension
Answer Location: Question 5.2: How does symbolic action reinforce a particular view of the world?
Difficulty Level: Medium a. death b. mealtime c. initiation d. fertility
11. The Cannibal Dance of the Kwakwaka’wakw is a/n ______ ritual.
Ans: C
Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?
Cognitive Domain: Knowledge
Answer Location: The Kwakwaka’wakw Cannibal Dance
Difficulty Level: Easy a. They act to affect the physical world in measurable ways. b. They allow the group to exert symbolic control over potential threats. c. They communicate that everyone in the group is equally important. d. They challenge the power structures of society.
12. What impact do rituals such as the Cannibal Dance have on the world?
Ans: B
Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?
Cognitive Domain: Application
Answer Location: The Kwakwaka’wakw Cannibal Dance
Difficulty Level: Medium a. ritual b. key scenario c. key metaphor d. analogy
13. One ______ in many forms of American media is the quest.
Ans: B
Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?
Cognitive Domain: Comprehension
Answer Location: Dorothy Meets Luke Skywalker
Difficulty Level: Medium a. myth b. mentor c. hero d. quest
14. Harry Potter, Katniss Everdeen, Percy Jackson, and Jesus are all examples of what Joseph Campbell would call a ______.
Ans: C
Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?
Cognitive Domain: Application
Answer Location: Dorothy Meets Luke Skywalker
Difficulty Level: Medium a. mystical experience b. ritual belief c. interpretive drift d. ethnocentrism
15. When Michael Kearney conducted his fieldwork in the Mexican town of Santa Catarina Ixtepeji, he caught himself believing that a witch named Gregoria had successfully attacked him when his arm began to itch. Given that he did not believe in witchcraft prior to his fieldwork, his new belief is an example of ______.
Ans: C
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Application
Answer Location: The Process of Interpretive Drift
Difficulty Level: Medium a. Deciding to be a part of a new group, then adopting their mannerisms, and then beginning to believe b. Beginning to believe, then practicing the beliefs, then learning about the belief system c. Learning about the new belief system, then beginning to believe, and then practicing the beliefs d. Practicing the beliefs, then beginning to believe, and then learning about the belief system
16. According to Tanya Luhrmann, how do people come to new beliefs by?
Ans: D
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Comprehension
Answer Location: The Process of Interpretive Drift
Difficulty Level: Medium a. shift from one belief to another in the face of new evidence b. maintain a belief despite evidence that challenges the belief c. draw out meaning from mysterious rituals d. describe what happens when a person leaves their religious community
17. The process of secondary elaboration is used to ______.
Ans: B
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Comprehension
Answer Location: Explaining Why the Sun Moves Around Earth
Difficulty Level: Medium a. secondary elaboration b. appeals to faith c. appeals to authority d. selective perception
18. Galileo’s torture by the Catholic Church was an attempt to maintain the Earth-centric universe belief through ______.
Ans: C
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Comprehension
Answer Location: Explaining Why the Sun Moves Around Earth
Difficulty Level: Medium a. an appeal to faith b. suppressing evidence c. an observation d. contradiction
19. Answering a child’s question about Christianity by saying, “God works in mysterious ways,” is an example of ______.
Ans: A
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Application
Answer Location: Explaining Why the Sun Moves Around Earth
Difficulty Level: Medium a. They try to be open to others’ beliefs b. They must fit in with the groups they study c. They engage with other cultures’ practices, which can lead to changes in beliefs d. They practice relativism
20. Why are anthropologists susceptible to interpretive drift?
Ans: C
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Application
Answer Location: The Process of Interpretive Drift
Difficulty Level: Medium a. interpretive drift b. selective perception c. positivism d. the hero quest
21. One way that people maintain beliefs despite contradictory evidence is through ______.
Ans: B
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Knowledge
Answer Location: Explaining Why the Sun Moves Around Earth
Difficulty Level: Easy a. the beliefs are objectively true or real b. the anthropologists are just as naïve as those they study c. everyone is the same when you put aside ethnocentric beliefs d. practicing new beliefs can shift how people see the world
22. When anthropologists convert to the beliefs of those they study, it shows that ______.
Ans: D
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Comprehension
Answer Location: The Process of Interpretive Drift
Difficulty Level: Medium a. the falsehood of the belief system b. examples of interpretive drift c. different standards of truth d. the uniformity of belief within religions
23. Some modern witches say their magic is objectively real, while others view their beliefs as a metaphor for how the universe works. These differing views represent ______.
Ans: C
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Comprehension
Answer Location: Explaining Why the Sun Moves Around Earth
Difficulty Level: Medium a. two b. five c. seven d. nine Ans: B
24. Mary Douglas outlined ______ different cultural types.
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Knowledge
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Easy a. Group refers to loyalty and exclusivity of group membership, while grid refers to individual freedoms or limitations. b. Group refers to group freedoms or limitations, while grid refers to the level of mobility allowed c. Group refers to rules that apply to everyone within the society, while grid refers to rules that apply only to the lowest strata of society. d. Group refers to the people with whom one can interact, while grid refers to the places one can go with freedom.
25. How do group and grid constraints differ?
Ans: A
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Application
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Medium a. interpretive drift b. an assumption of heterogeneity within groups c. a particular lens through which members view the world d. stereotypes
26. Cultural types lead to ______.
Ans: C
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Comprehension
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Medium a. hermit b. fatalist c. individualist d. egalitarian
27. The culture type that experiences neither group nor grid constraints is the ______.
Ans: A
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Knowledge
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Easy a. high group and high grid b. high group and low grid c. low group and high grid d. low group and low grid
28. The hierarchist cultural type experiences ______ constraints.
Ans: A
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Comprehension
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Medium a. an objective reality b. a socially constructed understanding of reality c. individual views without influence from society d. a collective consciousness
29. Beliefs about the world reflect which of the following?
Ans: B
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Knowledge
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Easy a. individualist b. fatalist c. egalitarian d. hierarchist
30. The military is an example of which cultural type?
Ans: D
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Knowledge
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Easy a. all within the group are equal and superior to those outside the group b. all people both within and outside of the group are equal c. those within the group are superior to those outside the group, but people within the group are not equal d. those within the group are of less value than those outside the group
31. A society with high group but low grid constraints would be most likely to believe that ______.
Ans: A
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Application
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Medium a. individualist b. fatalist c. egalitarian d. hermit
32. The belief that the economy is unpredictable and that individuals cannot do much about their place within the economic system is characteristic of the ______ cultural type.
Ans: B
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Application
Answer Location: What Kinds of Worldviews Are Associated With Each Cultural Type?
Difficulty Level: Medium a. Following social upheavals b. In times of peace c. Immediately following conquest d. Among settlers in new lands
33. Revitalization movements tend to happen under which circumstances?
Ans: A
Learning Objective: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?
Cognitive Domain: Knowledge
Answer Location: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?
Difficulty Level: Easy a. the violent overthrow of oppressor groups b. stockpiling wealth c. reducing inequality d. secularization
34. Revitalization movements often share which common goal?
Ans: C
Learning Objective: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?
Cognitive Domain: Comprehension
Answer Location: Mother Ann Lee and the Shakers
Difficulty Level: Medium a. accuracy b. cultural type c. frame d. theoretical perspective
35. The two statements, “Rashida is bossy,” and “Rashida is a strong leader,” differ in their ______.
Ans: C
Learning Objective: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?
Cognitive Domain: Application
Answer Location: Political Counseling and the Power of Metaphor
Difficulty Level: Medium
True/False
1. Anthropological research involves determining whether various religious beliefs are true. Ans: F
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Comprehension
Answer Location: The Metaphors of Contemporary Witchcraft and Magic
Difficulty Level: Medium
2. Ritual participants can really experience powerful feelings during a ritual. Ans: T
Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?
Cognitive Domain: Comprehension
Answer Location: The Ritual of Contemporary Witchcraft and Magic
Difficulty Level: Medium
3. Believers interpret ritual failures as evidence that their belief systems are flawed. Ans: F
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Comprehension
Answer Location: The Process of Interpretive Drift
Difficulty Level: Medium
4. The data supports the worldview of the fatalist cultural type. Ans: F
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Comprehension
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Medium
5. The Ghost Dance was an example of a revitalization movement. Ans: T
Learning Objective: Question 5.5: How can people reorder their view of the world if it becomes unsatisfactory?
Cognitive Domain: Knowledge
Answer Location: Wovoka and the Ghost Dance
Difficulty Level: Easy
Short Answer
1. What do the key metaphors in American culture reflect about how Americans see the world? Ans: Answers may vary, but should include that some key metaphors are war, sports, and economic exchange. A sample answer follows: Some key metaphors in American society are war, sports, and economic exchange. Many experiences are mapped onto these metaphors, leading to the interpretation of many other domains of experience through the lens of one of the metaphors. Consider how many things we ‘fight’ on a daily basis: traffic, sleepiness, hunger, and more. Each of these is generally considered an individual ‘battle’ as well, which reflects the American ideal of individual achievement.
Learning Objective: Question 5.1: How does language affect the meanings people assign to experience?
Cognitive Domain: Analysis
Answer Location: Borrowing Meaning with Metaphors
Difficulty Level: Hard
2. Analyze a piece of Western media (book, movie, or play) that you have enjoyed recently in terms of Joseph Campbell’s work on myths. How does the main character fit the role of ‘hero’ and what do the qualities of the hero reflect about American ideals? What journey does the hero take? Who serves as mentor to the hero? What obstacles does the hero face? What helpers appear to aid the hero? What is the hero’s goal?
Ans: Answers will vary depending on the example chosen by the student. An example response using the first book of the Harry Potter series follows: Joseph Campbell wrote about myths that contain heroes who reflect the values of society. Harry Potter is a young boy who suffers at the hands of his aunt and uncle until he is whisked away into a magical world. He serves as the hero of the story, and has many qualities prized by Western society: he is brave, and good, and stands up for what is right. His ‘journey’ is not the one from London to Hogwarts, but rather the one he takes as he figures out who he is and where he stands in relation to the main villain in the story, Lord Voldemort. The main mentor is Albus Dumbledore, who does not teach a subject but teaches Harry valuable lessons, nonetheless. Hagrid is a secondary mentor. Helpers include Ron and Hermione, Harry’s best friends. The obstacles Harry faces include detention, the three-headed dog guarding the trapdoor, and of course Lord Voldemort himself. Harry’s ultimate goal is to defeat Lord Voldemort, but the more immediate goal in the first book is to prevent the theft of the sorceror’s stone. He succeeds with the help of his friends and Professor Dumbledore.
Learning Objective: Question 5.2: How does symbolic action reinforce a particular view of the world?
Cognitive Domain: Analysis
Answer Location: Dorothy Meets Luke Skywalker
Difficulty Level: Hard
3. How do people protect their beliefs when evidence exists that does not support their beliefs?
Ans: There are many ways for believers to continue to believe despite evidence that does not support their beliefs. They may come up with ways to explain away contradictory evidence in a way that allows them to maintain the belief. They may also practice selective perception and ignore evidence that does not fit within their belief system. Institutions sometimes suppress evidence that does not fit with their worldview. Sometimes beliefs are upheld by appealing to faith, the idea of mystery, or authority figures.
Learning Objective: Question 5.3: How do people come to believe what they do, and how do they continue to hold their beliefs even if they seem contradictory or ambiguous?
Cognitive Domain: Analysis
Answer Location: Explaining Why the Sun Moves Around Earth
Difficulty Level: Hard
4. Compare and contrast societies with high grid versus low grid constraints. Ans: Grid constraints refer to societal limitations on individual freedoms. Societies with high grid constraints would have lots of rules about who can interact with whom and what those interactions should be. Societies with low grid constraints would have few restrictions related to social interaction. In a high grid society, people might be able to marry only certain people, for example, while those in low grid societies would have a much larger pool of potential marital partners.
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Analysis
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Hard
5. Compare and contrast the worldviews of the hierarchist and the egalitarian cultural types. Ans: Both hierarchists and egalitarians have high group constraints, reflecting the strong group boundaries or ‘us versus them’ mindset that they share. However, the level of grid constraints is high with the hierarchists and low with the egalitarians. In a hierarchist society, then, individuals would be more highly constrained in their relationships with other group members. In an egalitarian society, members can interact freely with one another.
Learning Objective: Question 5.4: How can we account for different meanings people assign to experiences?
Cognitive Domain: Analysis
Answer Location: Question 5.4: How can we account for different meanings people assign to experiences?
Difficulty Level: Hard
Chapter 6: Patterns of Family Relations Test Bank
Multiple Choice a. mother b. grandmother c. aunt d. cousin
1. Nuclear families include a person’s ______.
Ans: A
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Knowledge
Answer Location: Question 6.1: What is the composition of the typical family group?
Difficulty Level: Easy a. ambilineal b. matrilineal c. patrilineal d. bilateral
2. In the United States, kinship is ______.
Ans: D
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Knowledge
Answer Location: Question 6.1: What is the composition of the typical family group?
Difficulty Level: Easy a. Fathers passing their last names to children b. Mothers more frequently gaining custody of children during divorce c. Inheriting property from both maternal and paternal grandparents d. Women serving in Congress
3. What is one matrilineal practice in the United States?
Ans: B
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Comprehension
Answer Location: Question 6.1: What is the composition of the typical family group?
Difficulty Level: Medium a. which gender holds more political power b. whether men or women are considered more valuable c. whether kin ties are stronger with the mother’s or father’s side of the family d. whether sons or daughters are preferred
4. The major difference between matrilineal and patrilineal systems is ______.
Ans: C
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Comprehension
Answer Location: Question 6.1: What is the composition of the typical family group?
Difficulty Level: Medium a. social construction of reproduction b. inherent usefulness of each gender c. biological superiority of one gender over another d. objective understanding of biological reproduction
5. The ______ is correlated with gender power dynamics in societies.
Ans: A
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Application
Answer Location: Question 6.1: What is the composition of the typical family group?
Difficulty Level: Medium a. equal b. male-dominated c. female-dominated d. dominated by the fittest parent
6. Biologically speaking, the relative contributions of each parent to reproduction are ______.
Ans: C
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Application
Answer Location: Question 6.1: What is the composition of the typical family group?
Difficulty Level: Medium a. the mother’s side b. the father’s side c. both sides d. whichever side is more prestigious
7. The Bushmen trace descent from ______.
Ans: C
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Comprehension
Answer Location: The Family Composition of the Bushman
Difficulty Level: Medium a. a husband, wife, and children b. the nuclear family plus maternal grandparents c. the nuclear family plus paternal extended family d. all female siblings and their children plus all unmarried male siblings
8. A typical Bushman family includes ______.
Ans: A
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Knowledge
Answer Location: The Family Composition of the Bushman
Difficulty Level: Easy a. his children b. his maternal uncle c. his wife d. his paternal aunt
9. A Trobriander man’s dala would include ______.
Ans: B
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Application
Answer Location: The Family Composition of the Trobriand Islanders
Difficulty Level: Medium a. Traditional Chinese farmers b. Bushmen c. Trobriand Islanders d. Americans
10. Which of the following groups were/are matrilineal?
Ans: C
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Comprehension
Answer Location: The Family Composition of the Trobriand Islanders
Difficulty Level: Medium a. the nuclear family plus married daughters b. the living as well as the dead c. a woman and all of her descendants d. a man, his unmarried male children, and his unmarried male grandchildren
11. Traditional Chinese farming families included ______.
Ans: B
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Application
Answer Location: The Family Composition of the Chinese
Difficulty Level: Medium a. was chosen for them by their parents b. is similar to them in terms of class, race, and religion c. pays a high dowry d. has been vetted by a matchmaker
12. An American is mostly likely to marry someone who ______.
Ans: B
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Comprehension
Answer Location: Question 6.2: How are families formed and ideal family types maintained?
Difficulty Level: Medium a. couple themselves b. community as a whole c. bride’s family d. groom’s family
13. American weddings are traditionally paid for by the ______.
Ans: C
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Knowledge
Answer Location: Question 6.2: How are families formed and ideal family types maintained?
Difficulty Level: Easy a. the husband, who gains social status, food, and sex from his wife b. the husband, who receives a large dowry from his wife’s family c. the wife, who receives protection and wealth from her husband d. the wife, who gains social status, food, and sex from her husband
14. Marriage among the Bushmen is most beneficial for ______.
Ans: A
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Application
Answer Location: The Family Cycle of the Bushman
Difficulty Level: Medium a. he loves b. is similar to him in race, status, and religion c. his parents chose for him d. is wealthiest
15. A Bushman man is most likely to select the marriage partner who(m) ______.
Ans: C
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Application
Answer Location: The Family Cycle of the Bushman
Difficulty Level: Medium a. lives in a neighboring village b. has been with other women c. is a few years older than their daughter d. shares the father’s name
16. The parents of a young Bushman girl are selecting her husband. They would be least likely to choose the potential match who ______.
Ans: D
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Application
Answer Location: The Family Cycle of the Bushman
Difficulty Level: Medium a. Bushmen and Trobriand Islanders b. patriarchal societies c. Americans d. traditional Chinese farmers
17. Divorce is easier to obtain for which group?
Ans: A
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Comprehension
Answer Location: The Family Cycle of the Bushman
Difficulty Level: Medium a. nonexistent b. restricted to partners one would not marry c. common but punished harshly d. socially acceptable and frequent
18. Premarital sexual activity among the Trobrianders is ______.
Ans: D
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Comprehension
Answer Location: The Family Cycle of the Trobriand Islanders
Difficulty Level: Medium a. Young women often strongly object to marriage. b. They observe exogamy and marry out of one clan and into another. c. Their choice of a marriage partner is based on love and sexual attraction. d. The family lineage is interdependent on the living and dead.
19. Which of the following statements about the Trobrianders is true?
Ans: B
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Knowledge
Answer Location: The Family Cycle of the Trobriand Islanders
Difficulty Level: Easy a. Fish b. Boats c. Yams d. Arrows
20. ______ are important in the Trobriander negotiation of status and family relationships.
Ans: C
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Comprehension
Answer Location: The Family Cycle of the Trobriand Islanders
Difficulty Level: Medium a. he is bad at growing yams b. his wife’s family thinks poorly of him c. he cannot afford to have one built d. the ancestors do not approve of him
21. If a Trobriander man never receives a yam house, it publicly demonstrates that ______.
Ans: B
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Application
Answer Location: The Family Cycle of the Trobriand Islanders
Difficulty Level: Medium a. father and son b. husband and wife c. brother and sister d. nephew and maternal uncle
22. The traditional Chinese farming family is arranged around the relationship between ______.
Ans: A
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Comprehension
Answer Location: The Family Cycle of the Chinese
Difficulty Level: Medium a. It flows from the bride’s side to the groom’s side. b. It flows from the groom’s side to the bride’s side. c. It goes both directions. d. It involves the couple merging their assets.
23. Which of the following statements is true about the wealth exchange in a traditional Chinese marriage?
Ans: C
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Application
Answer Location: The Family Cycle of the Chinese
Difficulty Level: Medium a. she bears a son b. the couple is engaged c. the couple marries d. her dowry is paid
24. The traditional Chinese wife becomes a full member of her husband’s household when ______.
Ans: A
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Knowledge
Answer Location: The Family Cycle of the Chinese
Difficulty Level: Easy a. Bushmen b. Trobriand Islanders c. Chinese d. Americans Ans: A
25. Women’s sexuality is most supported throughout life among the ______.
Learning Objective: Question 6.3: What are the roles of sexuality, love, and wealth?
Cognitive Domain: Comprehension
Answer Location: Sex, Love, and Wealth Among the Bushmen
Difficulty Level: Medium a. Bushmen b. Trobriand Islanders c. Chinese d. Americans Ans: C
26. Bridal virginity is most important among the ______.
Learning Objective: Question 6.3: What are the roles of sexuality, love, and wealth?
Cognitive Domain: Comprehension
Answer Location: Sex, Love, and Wealth Among the Chinese
Difficulty Level: Medium a. During adolescence but not once she marries b. Only once she marries c. Throughout her life d. Only if she is a prostitute
27. When is a Trobriander woman most likely to emphasize her sexuality?
Ans: A
Learning Objective: Question 6.3: What are the roles of sexuality, love, and wealth?
Cognitive Domain: Application
Answer Location: Sex, Love, and Wealth Among the Trobriand Islanders
Difficulty Level: Medium a. one husband and three wives b. one wife and two husbands c. one husband and one wife d. two husbands and no wife
28. Which of the following marital units is polygynous?
Ans: A
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Application
Answer Location: Threats to the Bushman Family
Difficulty Level: Medium a. higher; higher b. higher; lower c. lower; higher d. lower; lower
29. Bushman men with multiple wives experience ______ status and ______ stress.
Ans: A
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Comprehension
Answer Location: Threats to the Bushman Family
Difficulty Level: Medium a. discipline b. infidelity c. sorcery d. childlessness
30. The biggest source of conflict for Bushman families is ______.
Ans: B
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Knowledge
Answer Location: Threats to the Bushman Family
Difficulty Level: Easy a. The husband sleeps with a woman who is not his wife, causing jealousy in his wife. b. A cousin dies in his sleep. c. The wife cannot bear a son. d. The husband buys a large television even though the family cannot afford it.
31. Which of the following situations would cause the most conflict for a Trobriander family?
Ans: B
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Application
Answer Location: Threats to the Trobriand Island Family
Difficulty Level: Medium a. happiness b. kindness c. resilience d. generosity
32. One usually positive trait that can be weaponized among the Trobrianders is ______.
Ans: D
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Knowledge
Answer Location: Threats to the Trobriand Island Family
Difficulty Level: Easy a. is obligated to obey his father’s authority b. will not receive yams from his brother-in-law if he does not c. has a very affectionate relationship with his father d. will be susceptible to sorcery from other families if he does not
33. A traditional Chinese son takes care of his father in his old age because he ______.
Ans: A
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Comprehension
Answer Location: Threats to the Chinese Family
Difficulty Level: Medium a. a woman leaving town to become a prostitute b. a series of funerals in which families compete to give away the most c. a husband being unfaithful to his wife, who gets even by being unfaithful herself d. brothers conspiring to get the biggest share of the inheritance from their father
34. A soap opera plot that appeals to rural Chinese families would most likely feature ______.
Ans: D
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Application
Answer Location: Threats to the Chinese Family
Difficulty Level: Medium a. genetic b. bilateral c. partible d. impartible
35. Wealth in traditional Chinese families is ideally passed down via ______ inheritance.
Ans: D
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Knowledge
Answer Location: Threats to the Chinese Family
Difficulty Level: Easy
True/False
1. Matrilineal societies are also matriarchal.
Ans: F
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Comprehension
Answer Location: The Family Composition of the Trobriand Islanders
Difficulty Level: Medium
2. Bushman women often do not wish to marry.
Ans: T
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Comprehension
Answer Location: The Family Cycle of the Bushman
Difficulty Level: Medium
3. Traditional Chinese people look down on women who are prostitutes. Ans: F
Learning Objective: Question 6.3: What are the roles of sexuality, love, and wealth?
Cognitive Domain: Knowledge
Answer Location: Sex, Love, and Wealth Among the Chinese
Difficulty Level: Easy
4. Infidelity is rare among the Bushmen.
Ans: F
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Knowledge
Answer Location: Threats to the Bushman Family
Difficulty Level: Easy
5. One way for a Trobriander man to show his feelings about his brother-in-law is to not work hard in his sister’s yam garden.
Ans: T
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Comprehension
Answer Location: Threats to the Trobriand Island Family
Difficulty Level: Medium
Short Answer
1. What was the importance of male descendants in traditional Chinese farming families?
Ans: Male descendants were especially important in traditional Chinese farming families for a few reasons. Daughters were expected to grow up, marry men, and become part of those men’s families rather than staying with their own parents. Sons (and their wives and children), however, stayed with their parents. Raising a daughter, for some Chinese families, was seen as a waste of resources that could be invested in a boy who would then care for the parents when he grew up. It was also crucial to have sons both to honor his father and male ancestors and also to continue the family line. Children of a son belong to his lineage, while children of a daughter belong to their father’s lineage.
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Analysis
Answer Location: The Family Composition of the Chinese
Difficulty Level: Hard
2. Compare and contrast the ideal American, Bushman, Trobriand, and traditional Chinese families.
Ans: The ideal American family centers around the nuclear family, including the married couple and their biological and/or adopted children. This is similar to the ideal Bushman family. Trobriand families, however, include the entire matrilineage, so the father would not be included, but everyone on the mother’s side would be. The ideal traditional Chinese family would include the nuclear family but also the husband’s parents. The married couple is much less important as a unit than the father/son/grandson relationship.
Learning Objective: Question 6.1: What is the composition of the typical family group?
Cognitive Domain: Analysis
Answer Location: Question 6.1: What is the composition of the typical family group?
Difficulty Level: Hard
3. For the Bushmen, Trobriand Islanders, and traditional Chinese, how does the most significant family relationship impact the family as a whole?
Ans: While families are vital to the functioning of each society, the family centers on a different relationship in each society. For the Bushmen, the most important relationship is that of husband and wife. Bushman brides are often reluctant to marry, while grooms are eager. The couple goes to live by themselves rather than with either the bride’s or groom’s families. For the Trobrianders, it is the brother-sister relationship. Though Trobrianders marry (and do not marry their siblings or even the wider category of ‘brothers’ and ‘sisters’ reflected in kinship terminology), they remain deeply involved with their siblings and with the children of their siblings. In fact, a child does not inherit from their father, but from their mother’s brother. There are complex rights and obligations between spouses and their siblings-in-law as well. For the Chinese, the most important relationship is the father-son relationship. This is reflected in the emphasis on ancestors and descendants. Since daughters belong to their husband’s families, sons are more prized than daughters, and sons have an obligation to produce still more sons. Marriage among the traditional Chinese is not for personal satisfaction, but rather as a means of getting sons.
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Analysis
Answer Location: Question 6.2: How are families formed and ideal family types maintained?
Difficulty Level: Hard
4. Compare and contrast the formality of marriage and divorce among the Bushmen, Trobriand Islanders, and traditional Chinese farming families. What cultural factors lead to this formality and to the ease or difficulty of obtaining divorce?
Ans: Marriage for the Bushmen is arranged, often despite the protest of a daughter. If a daughter protests too much, the marriage may not go through, but often it does. Parents push their daughters into marriage (partially because they benefit from the match). Divorce is fairly common, so women who are deeply unhappy do not need to stay in bad marriages. Marriage for Trobriand Islanders is pretty informal, involving a girl spending the night at her boyfriend’s home. Still, her parents must either approve (and show that approval by bringing food) or take her back home, so social recognition is still involved. Divorce is simple in the first year, which makes sense given that little has been invested by the community at that point but rare after that, when resources have been invested into the couple by the society. For traditional Chinese families, it often takes a long time to make the arrangements for a marriage. Families exchange wealth during the negotiations and right before the ceremonies begin, and the wedding itself is an expensive, long process. When families put so much effort into choosing a marriage partner, it makes sense that the process would be highly formalized. Divorce is basically unheard of, which makes sense since that would involve the loss not only of all of the wealth and time and effort, but also status.
Learning Objective: Question 6.2: How are families formed and ideal family types maintained?
Cognitive Domain: Analysis
Answer Location: Question 6.2: How are families formed and ideal family types maintained?
Difficulty Level: Hard
5. How is the biggest threat to the family among the Bushmen, Trobriand Islanders, and traditional Chinese reflective of the family as a whole?
Ans: Each group centers a different idea of the family. For the Bushmen, the family centers around the married couple, so it makes sense that the biggest threat would be infidelity, especially when men have so much to lose from losing a wife. Trobriand Islanders see the matrilineage as a whole to be a family and each person within the matrilineage represents the whole. Given that deaths are always due to sorcery rather than natural causes or accidents, the death of a member of the matrilineage of course represents a threat to the whole. Traditional Chinese families emphasize the importance of the ancestor/descendant relationship (with the male role especially emphasized since women join their husbands’ lineage). Thus, any threat to that line of descent whether lack of a son or the severance of a father/son relationship serves as the biggest threat.
Learning Objective: Question 6.4: What threatens to disrupt the family unit?
Cognitive Domain: Analysis
Answer Location: Question 6.4: What threatens to disrupt the family unit?
Difficulty Level: Hard
Chapter 7: The Cultural Construction of Identity
Test Bank
Multiple Choice a. egocentric b. individualistic c. holistic d. aspirational
1. In a sociocentric group, people have a/n ______ view of the self.
Ans: C
Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?
Cognitive Domain: Comprehension
Answer Location: Question 7.1: How Does the Concept of Personhood Vary from Society to Society?
Difficulty Level: Medium a. first name only b. first and family name c. first and family names along with place of origin d. first names and social position
2. A person in an egocentric society would introduce themselves to a stranger using their ______.
Ans: B
Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?
Cognitive Domain: Application
Answer Location: The Egocentric and Sociocentric Self
Difficulty Level: Medium a. egocentric b. heliocentric c. sociocentric d. child-centric
3. Japanese people have a more ______ sense of self than American people.
Ans: C
Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?
Cognitive Domain: Knowledge
Answer Location: Personhood in Japan and America
Difficulty Level: Easy a. Race b. Gender c. Socioeconomic status d. Religion
4. ______ is a universal social identity.
Ans: B
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Knowledge
Answer Location: Question 7.2: How Do Societies Distinguish Individuals from One Another?
Difficulty Level: Easy a. age b. income c. kinship d. skill
5. In traditional societies, what is the central organizing principle?
Ans: C
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Comprehension
Answer Location: Question 7.2: How Do Societies Distinguish Individuals from One Another?
Difficulty Level: Medium a. language b. cuisine c. fashion d. sexuality
6. The Académie Française exists to preserve which French identity marker?
Ans: A
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Knowledge
Answer Location: Question 7.2: How Do Societies Distinguish Individuals from One Another?
Difficulty Level: Easy a. gender has a biological basis b. sex during pregnancy is harmful c. gender is a social construct d. gender is hardwired
7. The existence of intersex babies demonstrates that ______.
Ans: C
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Application
Answer Location: Constructing Male and Female
Difficulty Level: Medium a. biologically male but culturally female b. biologically female and attracted to women c. biologically female but culturally male d. biologically male but a third gender category
8. The berdache or nadle is ______.
Ans: D
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Knowledge
Answer Location: Constructing Male and Female
Difficulty Level: Easy a. sexual b. clothing c. occupational d. play
9. Native American gender categories are based on ______ preference.
Ans: C
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Comprehension
Answer Location: Constructing Male and Female
Difficulty Level: Medium a. Allowing their son to wear dresses at home but not in public b. Explaining the difference between gender and sexuality to a stranger at a coffee shop c. Refraining from commenting when their daughter plays rough at the park d. Refusing to purchase dolls for their son
10. Which of the following is an example of gender hedging?
Ans: A
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Application
Answer Location: Constructing Male and Female
Difficulty Level: Medium a. “otherizing” himself b. becoming more intelligent c. being phony d. renegotiating his social identity
11. A man who makes an active effort to lose his Southern accent is ______.
Ans: D
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Application
Answer Location: Language, Gender, and Race
Difficulty Level: Medium a. linguistic hedging b. apartheid c. “telling” d. “otherizing” language
12. Using the term “those people” to describe a group you don’t belong to is an example of ______.
Ans: D
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Application
Answer Location: Language, Gender, and Race
Difficulty Level: Medium a. Thanksgiving b. taking communion c. graduation d. the Super Bowl
13. Which of the following is an example of a rite of passage?
Ans: C
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Application
Answer Location: Question 7.3: How Do Individuals Learn Who They Are?
Difficulty Level: Medium a. separation from existing identity b. transition c. incorporation into new identity d. initiation
14. A wedding reception would most align with van Gennep’s ______ phase.
Ans: B
Question 7.3: How do individuals learn who they are?
Cognitive Domain: Application
Answer Location: Question 7.3: How Do Individuals Learn Who They Are?
Difficulty Level: Medium a. girls are expected to take on more adult roles from childhood b. boys must distance themselves from their mothers to become men c. men must bear more responsibility than women in most societies d. male identity is much more straightforward than female identity
15 Males are more likely than females to undergo rites of passage that change them from children into adults because ______.
Ans: B
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Comprehension
Answer Location: The Transition to Adulthood
Difficulty Level: Medium a. initiation b. conversion c. marriage d. birth
16. Circumcision for the Maasai is part of the ______ rite of passage.
Ans: A
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Knowledge
Answer Location: The Transition to Adulthood
Difficulty Level: Easy a. bid day b. initiation/hazing c. choosing a fraternity to pledge d. being welcomed as a full fraternity brother
17. The part of joining a fraternity that is correlated with van Gennep’s transition phase is ______.
Ans: B
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Application
Answer Location: The Transition to Adulthood
Difficulty Level: Medium a. brothers b. maleness c. students d. athletes
18. Fraternity membership involves the strengthening of the social identity of ______.
Ans: B
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Comprehension
Answer Location: The Transition to Adulthood
Difficulty Level: Medium a. transition phase in marriage b. solidification of adult identity c. male bonding ritual d. rite of passage
19. Gang rape in America frequently serves as a ______.
Ans: C
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Comprehension
Answer Location: The Transition to Adulthood
Difficulty Level: Medium a. the demonstration of sexual power over women b. positive attributes associated with men c. making sure only men do jobs that are dangerous for women d. expanding ideas of maleness to include traits associated with homosexual men
20. Phallocentric ideas of masculinity involve ______.
Ans: A
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Comprehension
Answer Location: The Transition to Adulthood
Difficulty Level: Medium a. harassment and discrimination b. celebration of her talent and skill c. transition rituals d. classification in a third gender category
21. An American woman who chooses work that has been traditionally designated as “men’s work” is likely to experience ______.
Ans: A
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Comprehension
Answer Location: Work and Career
Difficulty Level: Medium a. social responsibility b. redistribution c. hierarchy d. reciprocity
22. Gifts involve the expectation of ______.
Ans: D
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Knowledge
Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?
Difficulty Level: Easy a. of higher status than Jessica b. dismissive of the relationship with Jessica c. Jessica’s best friend d. demonstrating her femininity
23. Raquel gives Jessica an expensive handmade fountain pen as a gift, and Jessica gives Raquel a cheap candy-filled mug. According to Mauss’s theory Raquel is most likely ______.
Ans: A
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Application
Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?
Difficulty Level: Medium a. the potlatch b. the kula c. Christmas gifting d. name competitions
24. Reciprocal exchange in the Trobriand Islands takes the form of ______.
Ans: B
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Knowledge
Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?
Difficulty Level: Easy a. offspring for fostering b. commodities and possessions c. red shell necklaces and white shell armbands d. banana leaf bundles and yams
25. The kula ring involves the exchange of ______.
Ans: C
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Knowledge
Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?
Difficulty Level: Easy a. family membership b. social status c. gender positioning d. religious affiliation
26. A Gitksan’s man name changes along with his ______.
Ans: B
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Comprehension
Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?
Difficulty Level: Medium a. his firstborn son through patrilineal inheritance b. his sister’s firstborn son through matrilineal inheritance c. the most generous person at the funeral potlatch d. the person who claims it via single combat
27. The name of a Gitksan chief goes to ______ upon his death.
Ans: C
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Comprehension
Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?
Difficulty Level: Medium a. is very wealthy b. is expected to give many gifts instead c. comes from outside the area d. has low social status
28. Giving a Gitksan potlatch guest very few gifts demonstrates that the guest ______.
Ans: D
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Application
Answer Location: Question 7.4: How Do Individuals Communicate Their Identities to One Another?
Difficulty Level: Medium a. Bag of flour purchased from the locally owned general store b. Mug purchased at Starbucks c. Handknit sweater d. Kula armband
29. Which is an example of an alienated commodity?
Ans: B
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Application
Answer Location: Gifts and Commodities
Difficulty Level: Medium a. old b. beautiful c. meaningful d. expensive
30. The difference between a commodity and a possession is how ______ it is.
Ans: C
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Comprehension
Answer Location: Gifts and Commodities
Difficulty Level: Medium a. A man in his sixties sees himself as looking much younger than his same-aged peers, but others see him as an old man b. A teenaged boy believes he is overweight and his parents constantly suggest dieting and exercise tips c. A woman believes she is intelligent and capable, and her coworkers respect her abilities d. A little girl is shy and quiet, and her parents encourage her to be more outgoing
31. Which of the following is an example of an identity struggle?
Ans: A
Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?
Cognitive Domain: Application
Answer Location: Question 7.5: How Do Individuals Defend Their Identities When They Are Threatened?
Difficulty Level: Medium a. his wife b. his worst enemy c. the sons of his sister d. an unrelated acquaintance
32. A Big Man in Papua New Guinea is most likely to make moka with ______.
Ans: D
Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?
Cognitive Domain: Application
Answer Location: Making Moka in Papua New Guinea
Difficulty Level: Medium a. walk away with the most gifts b. give more than the other partner can return c. choose the nicest gifts d. produce all moka gifts without help from others
33. To be successful in moka trading, one must ______.
Ans: B
Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?
Cognitive Domain: Comprehension
Answer Location: Making Moka in Papua New Guinea
Difficulty Level: Medium a. he does not want to maintain the moka partnership b. his kin networks are strong c. his magic is not as powerful as it should be d. he needs more time to raise moka gifts
34. If a Big Man pushes to delay a moka ceremony, it shows that ______.
Ans: D
Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?
Cognitive Domain: Comprehension
Answer Location: Making Moka in Papua New Guinea
Difficulty Level: Medium a. maintains b. strengthens c. threatens d. does not impact
35. Migration ______ identity.
Ans: C
Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?
Cognitive Domain: Comprehension
Answer Location: Migrants and Refugees
Difficulty Level: Medium
True/False
1. People in all societies use personal names. Ans: T
Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?
Cognitive Domain: Knowledge
Answer Location: Question 7.1: How Does the Concept of Personhood Vary from Society to Society?
Difficulty Level: Easy
2. Race is a social identity in every society. Ans: F
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Knowledge
Answer Location: Question 7.2: How Do Societies Distinguish Individuals from One Another?
Difficulty Level: Easy
3. Social identities are permanent. Ans: F
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Comprehension
Answer Location: Question 7.3: How Do Individuals Learn Who They Are?
Difficulty Level: Medium
4. Commodities are changed into possessions via the process of appropriation.
Ans: T
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Knowledge
Answer Location: Gifts and Commodities
Difficulty Level: Easy
5. One moka partner always owes the other.
Ans: T
Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?
Cognitive Domain: Knowledge
Answer Location: Making Moka in Papua New Guinea
Difficulty Level: Easy
Short Answer
1. How do personal names reflect something about society as a whole?
Ans: Personal names, while ascribed to individuals within a society, nevertheless reflect important information about society as a whole. In places that are more egocentric, the personal name may have only an individual and family name. In more sociocentric places, personal names have more information, including place of origin or information about one’s social position.
Learning Objective: Question 7.1: How does the concept of personhood vary from society to society?
Cognitive Domain: Analysis
Answer Location: The Egocentric and Sociocentric Self
Difficulty Level: Hard
2. How does language convey gender?
Ans: Many turns of phrase, linguistic tendencies, and words are used in a gendered way. In English, for example, profanity is typically associated with masculinity so when women swear, they are often judged much more harshly for it. Likewise, women who speak as directly as men do are likely to be seen as overly aggressive rather than assertive. Linguistic features such as hedging allows women to say what they mean without seeming as direct. The linguistic expectations from each gender can indicate a lot about the relative power of each in society. Women’s speech patterns indicate powerlessness relative to men’s speech patterns.
Learning Objective: Question 7.2: How do societies distinguish individuals from one another?
Cognitive Domain: Analysis
Answer Location: Language, Gender, and Race
Difficulty Level: Hard
3. Apply Arnold van Gennep’s phases to a rite of passage in American culture.
Ans: Answers will vary depending on the rite of passage chosen. It should be clear what the original identity, transition phase, and new identity is. An example answer follows:
According to Arnold van Gennep, rites of passage mark transitions from one social category to another. For example, the rite of passage of marriage involves a transition from a single person to a married person. In this case, the original identity would be as single person, the new identity would be the married person, and the transition phase would be the engagement or possibly even the dating period (when the person is no longer single but not yet married).
Learning Objective: Question 7.3: How do individuals learn who they are?
Cognitive Domain: Analysis
Answer Location: Question 7.3: How Do Individuals Learn Who They Are?
Difficulty Level: Hard
4. How are commodities converted into possessions appropriate for gifting in America?
Ans: Commodities impersonal objects are converted into meaningful possessions in several ways in America. Companies spend a lot of marketing money positioning their wares as possessions by creating personal connections between consumers and either employees or the brand itself. They also personalize commodities by portraying them as excellent gifts that will enhance their social relationships. Then, consumers appropriate commodities into possessions by assigning meaning to them. Impersonal gifts take on meaning when chosen for personal reasons or used in personal ways.
Learning Objective: Question 7.4: How do individuals communicate their identities to one another?
Cognitive Domain: Analysis
Answer Location: Gift Giving and Christmas in America
Difficulty Level: Hard
5. How does the moka process impact identity in Papua New Guinea?
Ans: One of the most important social identities in Papua New Guinea is that of Big Man. However, the status of Big Man is not permanent or even very secure. A Big Man must have many moka partnerships, and must be successful in moka trades. Success is defined by outgiving one’s moka partner, so the Big Man identity must be backed by serious wealth. The wealth is not to hoard, as it is in the West, but rather to give away. If a Big Man cannot meet his moka obligations, he ceases to be Big Man.
Learning Objective: Question 7.5: How do individuals defend their identities when they are threatened?
Cognitive Domain: Analysis
Answer Location: Making Moka in Papua New Guinea
Difficulty Level: Hard
Chapter 8: The Cultural Construction of Violent Conflict Test Bank
Multiple Choice a. restricting religious freedom b. framing war rhetoric around the idea of defending freedom c. letting people out of prison early for good behavior d. treating soldiers as heroes
1. One way that the United States rewards collective violence is by ______.
Ans: D
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Application
Answer Location: Question 8.1: How Do Societies Create a Bias in Favor of Collective Violence?
Difficulty Level: Medium a. the number of horses they owned b. how many wives they could support c. whether they had war honors d. their generosity
2. What was the major difference between those in the first rank (ongop) and those in the second rank (ondeigupa) among the Kiowa?
Ans: C
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Comprehension
Answer Location: Horses, Rank, and Warfare Among the Kiowa
Difficulty Level: Medium a. sword with an illustrious history b. yam house built by his in-laws c. horse to ride on raids d. club with which to beat other men
3. Which item was necessary for Kiowa men to achieve high status?
Ans: C
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Knowledge
Answer Location: Horses, Rank, and Warfare Among the Kiowa
Difficulty Level: Easy a. defending against evil b. capturing and protecting resources c. acquiring high status d. spreading religious ideals
4 Yanomamö collective violence is most often for the purpose of ______.
Ans: B
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Knowledge
Answer Location: Good Hosts Among the Yanomamö
Difficulty Level: Easy a. justified by religious differences b. carried out via ridicule, shame, and joking c. enforced through socialized aggression from childhood d. a genetic characteristic passed down through the mitochondrial DNA
5. The Yanomamö quality of waiteri is ______.
Ans: C
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Application
Answer Location: Good Hosts Among the Yanomamö
Difficulty Level: Medium a. members of their villages only b. outsiders only c. members of other villages and men in their own village only d. members of other villages and both men and women in their own village
6. The Yanomamö direct violence toward ______.
Ans: D
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Comprehension
Answer Location: Good Hosts Among the Yanomamö
Difficulty Level: Medium a. forced fights among young boys to make them aggressive b. carefully balanced retaliation for slights to honor c. the glorification of soldiers d. the construction of indifference to status
7 Dushmani in Kohistan involves ______.
Ans: B
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Comprehension
Answer Location: Defending Honor in Kohistan
Difficulty Level: Medium a. an attack by the Pakistani military b. a man flirting with his friend’s unmarried sister c. a brother-in-law failing to provide the expected number of yams d. a moka partner giving fewer gifts than status demands
8. Which incident might spark a blood feud among the Kohistani?
Ans: B
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Application
Answer Location: Defending Honor in Kohistan
Difficulty Level: Medium a. It is the only kind that is justified. b. It does not achieve its goal c. It often has a secular basis as well d. It leads to salvation and peace.
9 Which of the following statements is true regarding violence motivated by religion?
Ans: C
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Knowledge
Answer Location: Constructing Religious Justifications for Violence
Difficulty Level: Easy a. a code of honor b. reward and status c. protecting resources d. religious ideas of good versus evil
10 Operation Rescue justifies violence based on ______.
Ans: D
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Comprehension
Answer Location: Constructing Religious Justifications for Violence
Difficulty Level: Medium a. Killing abortion providers is justified by biblical law b. The establishment of an Islamic state required by Allah c. Killing those who belong to a corrupt system saves them from accruing bad karma d. Violence in the name of God is morally unjustified
11 The Army of God believes which of the following?
Ans: A
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Knowledge
Answer Location: Constructing Religious Justifications for Violence
Difficulty Level: Easy a. not engage in violence even to defend themselves against outside violence b. not practice internal collective violence and rarely practice violence on an individual scale c. resolve conflicts peacefully, limit internal collective violence, and refuse to eat meat d. value nonaggression, prize poetic composition, and have disdain for warriors
12. In order for anthropologists to classify a society as peaceful, members must ______.
Ans: B
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Comprehension
Answer Location: Question 8.2: How Do Societies Create a Bias Against Violent Conflict?
Difficulty Level: Medium a. Through the expectation that the owner of the arrow that kills the animal must distribute the meat b. By never denying a group member anything necessary to sustain life c. Through teaching even the smallest child to survive without the need for meat d. By rewarding the best hunters with increased status
13. How do the Ju/wasi reduce competition for meat resources?
Ans: A
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Knowledge
Answer Location: Characteristics of Peaceful Societies
Difficulty Level: Easy a. ridiculing the person with Pehunan for lacking the necessities b. requiring those who display violence to leave the group c. instilling a strong sense of personal responsibility d. helping each person meet their needs as a group
14. The Semai respond to Pehunan by ______.
Ans: D
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Application
Answer Location: Characteristics of Peaceful Societies
Difficulty Level: Medium a. Smiling and laughing even when they are angry b. The destruction of anything that might be used as a weapon c. Ridiculing anyone who is too boastful d. Economic monopolies on life-sustaining goods
15. Which is a strategy used by the Ju/wasi to reduce violence?
Ans: C
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Comprehension
Answer Location: Characteristics of Peaceful Societies
Difficulty Level: Medium a. smile or laugh often b. joke around to settle conflicts c. satisfy Pehunan d. give many gifts
16. An Inuit person may ______ so that others do not interpret them as hostile.
Ans: A
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Comprehension
Answer Location: Characteristics of Peaceful Societies
Difficulty Level: Medium a. smile or laugh b. ask a friend for a favor c. accept help from a friend d. share meat with a neighbor
17. An Inuit person is least likely to ______.
Ans: B
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Application
Answer Location: Characteristics of Peaceful Societies
Difficulty Level: Medium a. he does not know how b. stoneworking is women’s work c. intervillage cooperation would be at risk d. pots are more highly prized than axes
18. A Xingu potter does not make stone axes because ______.
Ans: C
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Application
Answer Location: Characteristics of Peaceful Societies
Difficulty Level: Medium a. council edicts b. rites of passage c. endogamous practices d. economic monopolies
19. Xingu village ______ encourage intervillage cooperation.
Ans: D
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Comprehension
Answer Location: Characteristics of Peaceful Societies
Difficulty Level: Medium a. They are considered polluted and must be cleansed of blood b. They leave the village and are not allowed back c. They are revered by those who can then remain nonviolent d. They become leaders with high status
20. Which of the following statements is true about Xingu warriors who successfully defend the village?
Ans: A
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Comprehension
Answer Location: Characteristics of Peaceful Societies
Difficulty Level: Medium a. Ju/wasi b. Yanomamö c. Americans d. Semai Ans: B
21. Thomas Hobbes’ characterization of life as “solitary, poore, nasty, brutish, and short” in places without a strong central authority is most true for the ______.
Learning Objective: Question 8.3: What are the economic, political, or social differences between peaceful and violent societies?
Cognitive Domain: Comprehension
Answer Location: Question 8.3: What Are the Economic, Political, or Social Differences
Between Peaceful and Violent Societies?
Difficulty Level: Medium a. “heart” for the Vice Lords b. Pehunan for the Semai c. moka for Papua New Guineans d. mana for Polynesians
22. The characteristic of ______ is most similar to the Yanomamö quality of waiteri.
Ans: A
Learning Objective: Question 8.3: What are the economic, political, or social differences between peaceful and violent societies?
Cognitive Domain: Comprehension
Answer Location: The Need to Protect Resources and Honor
Difficulty Level: Medium a. The Yanomamö have been fierce for their entire history. b. The Yanomamö became violent when land became scarce. c. Yanomamö violence followed a series of cultural changes after Western contact. d. Yanomamö violence developed in response to direct aggression from nearby indigenous groups.
23. How did Yanomamö violence develop?
Ans: C
Learning Objective: Question 8.3: What are the economic, political, or social differences between peaceful and violent societies?
Cognitive Domain: Application
Answer Location: Creating the Conditions for Violence
Difficulty Level: Medium a. few men die in small-scale warfare b. only men who have children already are permitted to fight c. the men who die in battle would not have produced children anyway d. polygyny increases when many men die
24. Warfare in small-scale societies does not have a big impact on the number of children born because ______.
Ans: D
Learning Objective: Question 8.4: What are the effects of war on societies?
Cognitive Domain: Comprehension
Answer Location: The Impact of War on Population
Difficulty Level: Medium a. Natural selection produces more male babies. b. Female infanticide rises. c. Aggressive men are more likely to reproduce than peaceful men. d. Women are killed in higher numbers than men.
25. Why do sex ratios sometimes skew more male as societies become more violent?
Ans: B
Learning Objective: Question 8.4: What are the effects of war on societies?
Cognitive Domain: Application
Answer Location: The Impact of War on Population
Difficulty Level: Medium a. warfare b. population decline c. resource scarcity d. illness
26. The key factor in the development of the Zulu state was ______.
Ans: A
Learning Objective: Question 8.4: What are the effects of war on societies?
Cognitive Domain: Knowledge
Answer Location: The Evolution of the Nation-State
Difficulty Level: Easy a. secrecy b. pro-war ideology c. political conservatism d. environmentalism Ans: A
27. One major component in the identity of a nuclear weapons scientist is ______.
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Knowledge
Answer Location: The Anthropology of a Nuclear Weapons Laboratory
Difficulty Level: Easy a. interviewing for an open position b. accepting a salary offer c. gaining entry to the white area d. obtaining the green badge
28. Becoming part of the Livermore nuclear weapons laboratory and being considered a full adult in the lab involves ______.
Ans: D
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Application
Answer Location: The Anthropology of a Nuclear Weapons Laboratory
Difficulty Level: Medium a. know the most secrets b. have many ideas that test successfully c. be a part of the most committees d. have the closest relationship to the Vice President of the United States
29. The most important way for scientists in the Livermore nuclear weapons laboratory to obtain high status is to ______.
Ans: B
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Comprehension
Answer Location: The Anthropology of a Nuclear Weapons Laboratory
Difficulty Level: Medium a. help the scientists picture the human face of the victims of the weapons b. reinforce the objectivity of the teams creating the weapons c. remove accountability for the destruction the weapons will create d. remind the scientists that the weapons will be used to defend their families
30. Domestic metaphors used by scientists in nuclear weapons laboratories serves to ______.
Ans: C
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Comprehension
Answer Location: The Language of Nuclear Destruction
Difficulty Level: Medium a. Q clearance b. chemical burn c. pasture bombing d. Christmas tree farms
31. Which of the following is an example of distancing language used by scientists in nuclear weapons labs?
Ans: D
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Application
Answer Location: The Language of Nuclear Destruction
Difficulty Level: Medium a. an isolated mountaintop in view of a small village b. a river where people wash clothes and collect water c. the belief that the dead cannot rest in peace if they remain unburied d. a plateau that must be crossed to reach the next town
32. One example of “human terrain” is ______.
Ans: C
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Application
Answer Location: The Human Terrain Concept and the Human Terrain Systems (HTS)
Difficulty Level: Medium a. local politicians b. members of Congress c. indigenous advisors d. members of the military Ans: D
33. Human Terrain Teams include social scientists as well as ______.
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Knowledge
Answer Location: The Human Terrain Concept and the Human Terrain Systems (HTS)
Difficulty Level: Easy a. It was supportive of anthropologists using their knowledge to aid their country b. It was neutral since anthropologists are Americans before they are anthropologists c. It was unsupportive since anthropological participation is a dangerous ethical violation d It was supportive since anthropologists can use their knowledge to protect indigenous groups Ans: C
34. How did the American Anthropological Association react to the use of Human Terrain Teams?
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Comprehension
Answer Location: The Anthropological Reaction to HTS
Difficulty Level: Medium a. informants will feel free to deny consent to questioning b. anthropologists will use their knowledge to influence military policy c. anthropologists are in danger in their work d. informants will use their relationships with anthropologists for their own gain
35. One ethical consideration involved in Human Terrain Systems is whether ______.
Ans: A
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Comprehension
Answer Location: The Anthropological Reaction to HTS
Difficulty Level: Medium
True/False
1. Christianity is the only major religion without violent extremists. Ans: F
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Comprehension
Answer Location: Constructing Religious Justifications for Violence
Difficulty Level: Medium
2. There are no societies that meet the anthropological standards for “peacefulness.” Ans: F
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Knowledge
Answer Location: Question 8.2: How Do Societies Create a Bias Against Violent Conflict?
Difficulty Level: Easy
3. Gender roles are more equal in more peaceful societies. Ans: T
Learning Objective: Question 8.3: What are the economic, political, or social differences between peaceful and violent societies?
Cognitive Domain: Knowledge
Answer Location: Sexism and Violent Conflict
Difficulty Level: Easy
4. Russia’s population has still not recovered from the death toll of World War II. Ans: F
Learning Objective: Question 8.4: What are the effects of war on societies?
Cognitive Domain: Knowledge
Answer Location: The Impact of War on Population
Difficulty Level: Easy
5. Scientists who work to develop nuclear weapons want them to be used against others. Ans: F
Learning Objective: Question 8.5: How is it possible to justify the creation of weapons of mass destruction?
Cognitive Domain: Comprehension
Answer Location: The Anthropology of a Nuclear Weapons Laboratory
Difficulty Level: Medium
Short Answer
1. Discuss the major justifications for socially-sanctioned violence and provide an example of each one.
Ans: Many societies sanction and even encourage collective violence. The bias in favor of collective violence is socially constructed in a few ways. One way is to tie violence to social status or make high status difficult or impossible to attain without the use of violence. The glorification of soldiers in the United States is an example of this, as is the rank system among the Kiowa. Next, there are places where cultural factors make it necessary to defend valuable resources using violence. The Yanomamö, for example, must use violence to fight off those trying to kidnap their women and children (though also to kidnap women and children from others). Violence can also be ingrained into the code of honor in a society, such as systems like in Kohistan that call for defending slighted honor with violence. Finally, religion has been used throughout time and across the world to justify violence. Examples include the Army of God, the Crusades, and ISIS.
Learning Objective: Question 8.1: How do societies create a bias in favor of collective violence?
Cognitive Domain: Analysis
Answer Location: Question 8.1: How Do Societies Create a Bias In Favor of Collective Violence?
Difficulty Level: Hard
2. Discuss the cultural factors that allow the Ju/wasi to maintain peace. Ans: The Ju/wasi have several cultural factors allowing them to maintain peace and reduce violence. The power that can accompany the right to distribute food can lead to violence, but they mitigate this danger in a couple of ways. First, the owner of the meat is expected to share it rather than retaining it for himself. Also, the hunter is not the one who gets to distribute the food. Rather, the owner of the arrow used by the hunter distributes the food. Since hunters may use arrows from many owners, the power to distribute food is spread out. In addition, the Ju/wasi practice strategic ridicule, deflating the egos of those who boast too much. Finally, the trance dance ceremonies, intended to cure individual illness, also serves to heal social conflict without violence.
Learning Objective: Question 8.2: How do societies create a bias against violent conflict?
Cognitive Domain: Analysis
Answer Location: Characteristics of Peaceful Societies
Difficulty Level: Hard
3. Compare and contrast characteristics of peaceful and violent societies without centralized governments
Ans: Both peaceful and violent societies with no central authority are small-scale and have few means of resolving conflict in a formal way. They generally lack laws and formal ways to punish wrongdoers. In violent societies, individuals must protect their own resources using force. Since there is not a central authority, each man must be fierce enough to protect himself and his
