Issuu

Chapter 1: The Sociological Perspective Multiple-Choice Questions TB_Q1.1.1 The perspective stresses the social contexts in which people live, and includes people’s ideas, attitudes, and orientations to life. a. personological b. sociological c. natural sciences d. ethnocentric Answer: b. sociological Learning Objective: LO 1.1 Explain why both history and biography are essential for the sociological perspective. Topic/Concept: The Sociological Perspective Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.2.2 is the study of society and human behavior. a. Natural science b. Science c. Psychology d. Sociology Answer: d. Sociology Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.2.3 The corners in life that people occupy because of their location in history and society are referred to by sociologists as . a. social location b. social affiliation c. social structures d. intersections Answer: a. social location Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q1.2.4

Corrine is a sociologist applying the scientific method to understanding the social world. Even though her methods are modern, as a sociologist Corinne knows that scientifically studying the social world originated with __________. a. Auguste Rodin b. Auguste Comte c. Karl Marx d. Emile Durkheim Answer: b. Auguste Comte Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.2.5 The __________ uses objective, systematic observations to test theories. a. naturalistic method b. commonsense method c. scientific method d. research-free technique Answer: c. scientific method Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.6 Karl Marx believed that __________ was the most relevant factor in history. a. democracy b. communism c. reconciliation d. class conflict Answer: d. class conflict Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q1.2.7 Emile Durkheim’s concept of __________ refers to how much people are tied to their social groups. a. social integration b. revolution c. conflict theory d. religion Answer: a. social integration Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber. Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Topic/Concept: Origins of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.2.8 The __________, according to Karl Marx, were the workers who were exploited by those who owned the means of production. a. capitalists b. communists c. proletariat d. bourgeoisie Answer: c. proletariat Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.2.9 According to Max Weber, the key factor in society is __________. a. economics b. politics c. religion d. tradition Answer: c. religion Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.10 When did sociology first take root in the United States? a. the middle of the eighteenth century b. the late nineteenth century c. the middle of the twentieth century d. the early twenty-first century Answer: b. the late nineteenth century Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Remember the Facts TB_Q1.3.11 Why were women NOT more prominent among early sociologists? a. No women obtained advanced degrees in sociology until the 1950s. Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

b. After sociology became a recognized academic discipline, men in academic positions decided that women engaged in social reform were not legitimate sociologists. c. In no field has sexism been more evident than in sociology. d. The field of sociology seemed neither rigorous enough nor relevant enough to attract women. Answer: b. After sociology became a recognized academic discipline, men in academic positions decided that women engaged in social reform were not legitimate sociologists. Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.12 The writings of W. E. B. Du Bois, an African American sociologist working at a time when racism and sexism were prominent in the field, __________. a. were recognized as an important part of the foundations of sociology from the earliest times b. were not published until after his death in 1937 c. were rejected by the National Association for the Advancement of Colored People (NAACP) d. are recognized as important by contemporary sociologists Answer: d. are recognized as important by contemporary sociologists Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.13 W. E. B. Du Bois __________. a. was primarily a novelist b. collected and interpreted the work of others rather than making original contributions c. became a revolutionary Marxist and moved to Ghana d. had the good fortune to grow up in an era virtually free of racism Answer: c. became a revolutionary Marxist and moved to Ghana Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.14 Early sociologist and social reformer Jane Addams __________. a. fought against the American Civil Liberties Union b. won the Nobel Peace Prize c. married W. E. B. Du Bois d. never joined the American Sociological Society Answer: b. won the Nobel Peace Prize Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.15 Talcott Parsons was influential in __________. a. shifting sociology from reform to theory b. warning Americans about the power elite c. developing concrete models for social change d. shifting sociology from theory to reform Answer: a. shifting sociology from reform to theory Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.16 C. Wright Mills was to _________ as Talcott Parsons was to _________. a. social theory; social reform b. symbolic interactionism; functionalism c. functionalism; symbolic interactionism d. social reform; social theory Answer: d. social reform; social theory Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.3.17 Who is the audience for basic (or “pure”) sociology? a. Policy makers b. Clients c. Fellow sociologists and anyone interested in the subject matter d. All social and natural scientists Answer: c. Fellow sociologists and anyone interested in the subject matter Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

TB_Q1.3.18 Pure sociologists analyze some aspect of society to __________. a. make changes in the world b. gain knowledge for its own sake c. solve problems for the betterment of society d. get grants for their departments Answer: b. gain knowledge for its own sake Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.19 __________ harnesses the sociological perspective for the public. a. Basic sociology b. Experimental sociology c. Classical sociology d. Public sociology Answer: d. Public sociology Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Difficulty Level: Easy Skill Level: Understand the Concepts TB_Q1.4.20 In __________, symbols are the key to understanding how we look at the world and communicate with each other. a. functional analysis b. symbolic interactionism c. conflict theory d. order theory Answer: b. symbolic interactionism Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.4.21 From the perspective of symbolic interactionism, as divorce became more common, divorce became __________. a. more stigmatized b. a symbol of failure c. associated with new beginnings d. a symbol of success Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Answer: c. associated with new beginnings Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.4.22 Bruno was studying symbolic interactionism in his sociology class. He was surprised to find that sociologists who adopted this viewpoint thought that having love as the central reason for people to get married __________. a. prevents spouses from blaming each other b. actually may cause a weakening of the marriage c. makes divorce all but impossible d. actually may cause a strengthening of the marriage Answer: b. actually may cause a weakening of the marriage Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.4.23 Robert Merton would describe the harmful consequences of people’s actions as __________. a. functions b. dysfunctions c. latent variables d. balancing functions Answer: b. dysfunctions Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.4.24 __________ operates at the microsociological level. a. Symbolic interactionism b. Functional analysis c. Anthropology d. Conflict theory Answer: a. Symbolic interactionism Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q1.4.25 In __________, the focus is on the struggle for scarce resources by different groups in society. a. functional analysis b. classical sociology c. conflict theory d. symbolic interactionism Answer: c. conflict theory Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.5.26 Why is common sense an insufficient explanation for understanding social behavior? a. The vast variety of people and their opinions means that “common sense” can never emerge. b. Sociologists insist on replicating their findings, and common sense cannot be replicated. c. Common sense explains, but does not describe, what occurs during social interactions. d. Commonsense ideas may or may not be true. Answer: d. Commonsense ideas may or may not be true. Learning Objective: LO 1.5 Explain why common sense can’t replace sociological research. Topic/Concept: Doing Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.27 In the sociological research model, collecting data is necessary before __________. a. formulating a hypothesis b. analyzing the results c. defining the problem d. reviewing the literature Answer: b. analyzing the results Learning Objective: LO 1.6 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.6.28 Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

A(n) __________ predicts a relationship between or among variables. a. research design b. literature review c. hypothesis d. aggregate Answer: c. hypothesis Learning Objective: LO 1.6 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.6.29 Ranjan had spent two years conducting her sociological study of dietary habits on Oeno Island, and had amassed six hundred hours of first-person narrative accounts. What is Ranjan’s next step? a. Analyze the results. b. Generate more hypotheses. c. Select another topic. d. Share the results. Answer: a. Analyze the results. Learning Objective: LO 1.6 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.6.30 Simone tells her sociology professor that she wants to study why similarity leads to attraction. “That’s great,” her professor replies, “but what do you mean, exactly, by ‘similarity’ and ‘attraction’?” What is Simone’s professor urging her to do? a. Propose a theory to explain why similarity is related to attraction b. Create operational definitions of the variables she wants to study c. Compute a correlation coefficient between her variables d. Formulate a hypothesis about the relationship between her variables of interest Answer: b. create operational definitions of the variables she wants to study Learning Objective: LO 1.6 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.7.31 Which activity qualifies as a research method? a. Ensuring validity b. Operationalizing the definition c. Divining an answer d. Using unobtrusive measures Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Answer: d. Using unobtrusive measures Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.32 __________ is the extent to which an operational definition measures what it is intended to measure. a. A variable b. Validity c. Hypothesis d. Reliability Answer: b. Validity Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.33 Reliability refers to __________. a. the consistency of a measurement process b. performing secondary analyses c. how close the data come to proving what a researcher wants to prove d. the way in which a researcher measures a variable

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

Answer: a. sample Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.35 When a researcher selects a sample for a sociological study, the aim is to get __________. Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

a. everyone in the population b. friends, colleagues, or other readily available people to be the sample c. a representative sample d. a different individual to answer each item on the questionnaire

Answer: c. a representative sample Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.36 In a __________, everyone in the target population has the same chance of being included in the study. a. stratified random sample b. random sample c. sample of any sort d. survey Answer: b. random sample Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.37 __________ are the people who respond to a survey. a. Researchers b. Respondents c. Interviewers d. Populations Answer: b. Respondents Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.38 Which phrase illustrates an example of an open-ended question? a. Should public officials who accept bribes be jailed? b. In your opinion, should public officials who accept bribes be required to perform community service? c. Should public officials who have been convicted for accepting bribes be registered in a public list, in the same manner that sex offenders are registered? d. What do you think should happen to a public official who accepts bribes? Answer: d. What do you think should be done to a public official who accepts bribes? Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q1.7.39 To get people to answer in their own words, interviewers often use __________ questions. a. structured b. controlled c. open-ended d. closed-ended Answer: c. open-ended Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.40 Questions that are followed by a list of possible answers to be selected by the respondent are called __________. a. closed-ended questions b. unstructured c. open-ended questions d. unfair Answer: a. closed-ended questions Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.41 It is difficult to __________ participant observation research. a. generalize from b. establish rapport in c. understand alternative lifestyles encountered in d. get a feel for the real life of the respondents studied in Answer: a. generalize Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.42 In secondary analysis, researchers analyze data collected by __________. a. artificial intelligence algorithms b. their own interviews c. others d. the subjects themselves Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Answer: c. others Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Easy Skill Level: Remember the Facts TB_Q1.7.43 The research participants exposed to an independent variable in an experiment are in the __________. a. experimental group b. population c. sources of potential bias d. control group Answer: a. experimental group Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.44 Dr. Sardonicus asks individuals to run on a treadmill for 0, 15, or 30 minutes and then measures their selfreported willingness to help a stranger in need. Dr. Sardonicus predicts that people whose heartrate it elevated will be more likely to offer assistance. In this hypothetical study, the independent variable is: ____________. a. the self-reported willingness to help a stranger a need b. the individuals who run for 15 or 30 minutes c. the individuals who run for 0 minutes d. the number of minutes individuals run on the treadmill Answer: d. the number of minutes individuals run on the treadmill. Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Apply What You Know TB_Q1.7.45 __________ means that two or more variables are present together. a. Control group b. An unobtrusive measure c. Correlation d. Secondary analysis Answer: c. Correlation Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.7.46 Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

The best method of sociological research __________. a. is a survey b. depends on the type of question being asked c. is an experiment d. is document analysis Answer: b. depends on the type of question Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.8.47 In sociological research, gender __________. a. plays no role b. excludes female subjects from most contemporary social research c. bias must be guarded against d. always leads to interviewer bias Answer: c. bias must be guarded against Learning Objective: LO 1.8 Explain how gender is significant in sociological research. Topic/Concept: Gender in Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.9.48 Plagiarism in sociological research __________. a. is acceptable in controlled experimental studies b. is virtually unavoidable c. violates research ethics d. is acceptable when conducting document studies Answer: c. violates research ethics Learning Objective: LO 1.9 Explain why it is vital for sociologists to protect the people they study and discuss the two cases that are presented. Topic/Concept: Ethics in Sociological Research Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.9.49 Professional handling of confidential sociological field notes entails __________. a. publishing them only in professional journals b. burning the notes after the researcher has had time to draw conclusions from them c. publishing them online so that anyone can read them d. protecting respondents Answer: d. protecting respondents Learning Objective: LO 1.9 Explain why it is vital for sociologists to protect the people they study and discuss the two cases that are presented. Topic/Concept: Ethics in Sociological Research Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q1.10.50 Technological breakthroughs have enabled people to communicate, trade, and travel much more freely; the resultant erosion of what were previously impermeable national boundaries is known as __________. a. conflict theory b. globalization c. social understanding d. focusing on the macro level Answer: b. globalization Learning Objective: LO 1.10 Explain how research versus social reform and globalization are likely to influence sociology. Topic/Concept: Trends Shaping the Future of Sociology Difficulty Level: Moderate Skill Level: Understand the Concepts Essay Questions TB_Q1.2.51: Very broadly, where did Max Weber believe that capitalism was more likely to flourish? Feedback: Max Weber believed that religion was the main force impacting social change. He thought that Roman Catholicism encouraged its followers to cling to traditional ways of life, whereas the Protestant belief system encouraged its adherents to embrace change. Weber compared the extent of capitalism in Roman Catholic and Protestant countries and found that capitalism was more advanced in the latter group. Learning Objective: LO 1.2 Trace the origins of sociology, from tradition to Max Weber. Topic/Concept: Origins of Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.3.52: Describe the three historical phases of sociology. Feedback: A tension between social reform and social analysis runs through sociology’s history, and the differential attention paid to these considerations can be seen in three historical phases of the discipline: First phase: Goal: To improve society Timeframe: From the origins of the discipline until the 1920s Second phase: Goal: To develop abstract knowledge Timeframe: From the 1920s until the 1960s Third phase: Goal: To seek ways to apply sociological research findings Timeframe: From the 1960s to the present Learning Objective: LO 1.3 Trace the development of sociology in North America, and explain the tension between objective analysis and social reform. Topic/Concept: Sociology in North America Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.4.53: Discuss how conflict theory can be applied to feminism. Feedback: Karl Marx relied on conflict theory to examine conflict between capitalists (the bourgeoisie) and workers (the proletariat). Many feminists look at conflict between women and men in the same way, as the result of historical inequalities, contemporary inequalities, and global inequalities. From this perspective, the traditional dominance by men can be overcome to bring about equality of the sexes. Not all feminists employ conflict theory, with many opting to apply appropriate theories to their specific questions of interest. Learning Objective: LO 1.4 Explain the basic ideas of symbolic interactionism, functional analysis, and conflict theory. Topic/Concept: Theoretical Perspectives in Sociology Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.6.54: Describe the eight steps of the research model? Feedback: The eight steps of the research model (in chronological order) are 1. Select a topic. 2. Define the problem. 3. Review the literature. 4. Formulate a hypothesis. 5. Choose a research method. 6. Collect the data. 7. Analyze the results. 8. Share the results. Learning Objective: LO 1.6 Know the eight steps of the research model. Topic/Concept: A Research Model Difficulty Level: Difficult Skill Level: Analyze It TB_Q1.7.55: What are the three necessary conditions for establishing a causal relationship between two variables? Feedback: The three conditions necessary to establish causality are a correlation between two variables (they exist together), temporal priority (one variable occurs before the other), and the absence of a spurious correlation (the relationship between the variables is not actually caused by some underlying third variable). Learning Objective: LO 1.7 Know the main elements of the seven research methods. Topic/Concept: Research Methods (Designs) Difficulty Level: Difficult Skill Level: Analyze It

Chapter 2: Culture Multiple-Choice Questions TB_Q2.1.1 The language, beliefs, values, norms, behaviors, and objects passed from one generation to the next make up a group’s __________. a. identity b. ethnocentrism c. culture d. folkways Answer: c. culture Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.1.2 Both _________ and __________ would be part of material culture. a. hairstyles; weapons b. language; art c. beliefs; assumptions d. values; jewelry Answer: a. hairstyles; weapons Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.1.3 Nonmaterial culture refers to a group’s __________. a. art b. use of everyday objects c. ways of thinking and doing d. architecture

Answer: c. ways of thinking and doing Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Understand the Concepts

TB_Q2.1.4 Sociologists agree that material culture _________ . a. is “natural” b. includes gestures c. includes a people’s language d. has nothing “natural” about it Answer: d. has nothing “natural” about it Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.5 Mārtiŋš believes that his Latvian ways are the best: “In Latvia we greet each other with a quick, firm handshake; none of this kissing cheeks or patting backs. All cultures should use a firm handshake.” Mārtiŋš continued without prompting: “Latvians have freedom of religion; any culture that doesn’t allow religious freedom is bad, wrong, and misguided. Our people are quiet and reserved; we don’t go much for excessive displays of emotion. People who do that shouldn’t do that; they need some kind of cultural realignment!” As Mārtiŋš continued his Latvian list long into the night, it became clear that he was showing strong signs of _____________. a. ethnocentrism b. cultural relativism c. inclusiveness d. pluralism Answer: a. ethnocentrism Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.1.6 Trying to understand a culture on its own terms is called __________. a. ethnocentrism b. cultural relativism c. folklore d. cultural education Answer: b. cultural relativism Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Easy Skill Level: Remember the Facts Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

TB_Q2.1.7 Which statement about cultural relativism is correct? a. Cultural relativism has not been criticized by social scientists. b. Cultural relativism has come under attack on various grounds. c. Sociologists accept all cultural practices, without judgment. d. Cultural relativism encourages cultural smugness. Answer: b. Cultural relativism has come under attack on various grounds. Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.1.8 When he arrived at his ecotourism destination after a long plane ride from New York City, Roylston found himself in a dizzying environment of sights, sounds, and smells. Children were badgering him to buy trinkets, while the pungent odor of some kind of tobacco blend filled his nostrils. Small groups of men wearing what appeared to be colorful wraps of cloth were either kissing each other’s cheeks or speaking harshly and loudly, with forceful gestures…although no one seemed to be threatened. Some older women were kneeling and wailing, while others sat in the middle of walkways on rough mats made of thistles. As he worked to gather his wits, Roylston was likely experiencing __________ . a. ethnocentrism b. culture shock c. value contradictions d. cultural universals Answer: b. culture shock Learning Objective: LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing cultural relativism means. Topic/Concept: What Is Culture? Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.9 Sociologists also refer to nonmaterial culture as __________. a. material culture b. symbolic culture c. gestural culture d. culture shock Answer: b. symbolic culture Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

TB_Q2.2.10 An advantage of knowing a culture’s gestures is __________. a. they are closely tied to the language b. that although most gestures are recognized as universal, differences occasionally occur between cultures c. being able to communicate with simplicity d. that they will enable you to completely understand the culture Answer: c. being able to communicate with simplicity Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.11 The primary way people communicate is through __________. a. gestures b. intermarriage c. language d. artwork Answer: c. language Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.2.12 ___________ allows culture to exist. a. Education b. Heredity c. Language d. Sociology Answer: c. language Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.13 The Sapir-Whorf hypothesis proposes that __________. a. languages are universal b. some languages, such as English, are phonetically superior to others c. perception and language are unrelated Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

d. language creates ways of thinking and perceiving Answer: d. language creates ways of thinking and perceiving Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Difficult Skill Level: Analyze It TB_Q2.2.14 People’s __________ have to do with what they think is desirable in life. a. values b. mores c. taboos d. folkways Answer: a: values Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Understand the Concepts TB_Q2.2.15 Sociologists refer to rules of behavior as __________. a. culture b. norms c. moral holidays d. sanctions Answer: b. norms Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Easy Skill Level: Remember the Facts TB_Q2.2.16 When someone breaks a norm, that person typically receives __________. a. positive sanctions b. formal reeducation c. negative sanctions d. hugs and kisses

Answer: c. negative sanctions Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.17 Martino loved to party during Mardi Gras, even if he was not involved in making a float or anything else. The atmosphere on Bourbon Street was just so different, so relaxed, so easy. He had a great time drinking in the morning and observing lots of public nudity. At such a __________, the rules were loosened. a. culture-free event b. police-free event c. free-for-all d. moral holiday Answer: d. moral holiday Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.18 When someone is jogging on the left side of the sidewalk and you, running faster, overtake that person on the right, this action would be counter to a __________ in the United States. a. taboo b. more c. tradition d. folkway Answer: d. folkway Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know TB_Q2.2.19 Murderers have violated a society’s __________. a. mores b. incidental values c. folkways d. ethnocentrism Answer: a. mores Learning Objective: LO 2.2 Know the components of symbolic culture: gestures, language, values, norms, sanctions, folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. Topic/Concept: Components of Symbolic Culture Difficulty Level: Moderate Skill Level: Apply What You Know Copyright © 2024, 2019, 2017 by Pearson Education, Inc. or its affiliates. All Rights Reserved.