Experience Sociology 3rd Edition By Croteau - Test Bank
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Experience Sociology 3rd Edition By Croteau - Test Bank

Experience Sociology 3rd Edition By Croteau - Test Bank   Instant Download - Complete Test Bank With Answers     Sample Questions Are Posted Below   Croteau & Hoynes, Experience Sociology 3e Chapter 5 – Power       Multiple-Choice Questions   Who defined power as the ability to bring about an intended outcome, even …

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Experience Sociology 3rd Edition By Croteau – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Croteau & Hoynes, Experience Sociology 3e

Chapter 5 – Power

 

 

 

Multiple-Choice Questions

 

  1. Who defined power as the ability to bring about an intended outcome, even when opposed by others?
  2. Virginia Held
  3. Nancy Hartsock
  4. Max Weber
  5. Bertrand Russell

Answer: c

Page: 100

Level: Basic

Bloom’s: Remember

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

  1. Which strategy contributes to empowerment?
  2. convincing and persuasion
  3. rewarding compliance
  4. financial incentive
  5. education and training

Answer: d

Page: 101

Level: Basic

Bloom’s: Understand

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

  1. The “ability to bring about an intended outcome” is an example of which approach to power?
  2. “power to”
  3. domination
  4. coercion
  5. meso-level power

Answer: a

Page: 100

Level: Basic

Bloom’s: Remember

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

  1. Which approach to power is most typical of feminist scholarship?
  2. persuasion
  3. soft power
  4. empowerment
  5. opposition

Answer: c

Page: 100

Level: Basic

Bloom’s: Remember

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

  1. Some societies are powerful because they have access to resources and knowledge that enables them to accomplish goals. This approach to power is attributed to which theorist?
  2. Dorothy Smith
  3. Talcott Parsons
  4. Emile Durkheim
  5. Michel Foucault

Answer: b

Page: 100

Level: Moderate

Bloom’s: Remember

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

  1. When organizations form coalitions in order to pool their resources, they are participating in
  2. domination.
  3. networking.
  4. charity.
  5. None of these answers is correct.

Answer: b

Page: 101

Level: Basic

Bloom’s: Understand

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

 

 

 

 

 

  1. ________ is an approach to power that centers on overcoming opposition.
  2. Domination
  3. Empowerment
  4. Deception
  5. Conflict

Answer: a

Page: 101

Level: Moderate

Bloom’s: Understand

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

  1. At which level of society does domination occur?
  2. micro level
  3. macro level
  4. meso level
  5. all levels

Answer: d

Page: 101

Level: Basic

Bloom’s: Remember

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

  1. Karl Marx focused on what level of the operation of power in a society?
  2. macro
  3. micro
  4. meso
  5. All these answers are correct.

Answer: a

Page: 103

Level: Basic

Bloom’s: Remember

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

 

 

 

 

 

 

 

  1. Persuasion is a strategy typical of which approach to power?
  2. domination
  3. empowerment
  4. direct conflict
  5. deception

Answer: a

Page: 101-1022

Level: Basic

Bloom’s: Understand

Topic: power

Learning Objective: Compare the “power to” and “power over” approaches to understanding power.

 

  1. According to French and Raven, what type of power is among the six bases of power in small groups and organizations?
  2. reward
  3. legitimate
  4. expert
  5. All these answers are correct.

Answer: d

Page: 103-104

Level: Basic

Bloom’s: Remember

Topic: bases of power

Learning Objective: Describe the six bases of power within small groups and organizations.

 

  1. Employees’ respect for their boss’s position and authority is an example of what kind of power?
  2. expert power
  3. legitimate power
  4. soft power
  5. organizational power

Answer: b

Page: 103-104

Level: Moderate

Bloom’s: Apply

Topic: bases of power

Learning Objective: Describe the six bases of power within small groups and organizations.

 

 

 

 

 

 

 

 

  1. Soft power tactics focus on
  2. collaboration and friendship.
  3. logical persuasion.
  4. rewards and incentives.
  5. emotional appeal.

Answer: a

Page: 104

Level: Moderate

Bloom’s: Remember

Topic: power tactics

Learning Objective: Identify and classify examples of power tactics, including hard and soft, rational and nonrational, and unilateral and bilateral.

 

  1. Michel Foucault described power as
  2. a punitive system.
  3. knowledge systems.
  4. a control system.
  5. institutional influence.

Answer: b

Page: 106

Level: Basic

Bloom’s: Remember

Topic: power

Learning Objective: Identify and classify examples of power tactics, including hard and soft, rational and nonrational, and unilateral and bilateral.

 

  1. From Michel Foucault’s distinctive perspective of power, people
  2. are coerced by centralized power.
  3. resist coercive authority.
  4. willingly self-regulate to conform.
  5. are vulnerable to persuasion.

Answer: c

Page: 106

Level: Moderate

Bloom’s: Apply

Topic: power

Learning Objective: Identify and classify examples of power tactics, including hard and soft, rational and nonrational, and unilateral and bilateral.

 

 

 

 

 

 

 

 

  1. Public schools in wealthy neighborhoods are typically better funded, better equipped, and more successful than their counterparts in underprivileged areas. This inequality is a result of the residents’ greater ________ power.
  2. economic
  3. persuasive
  4. reward
  5. cultural

Answer: a

Page: 106

Level: Moderate

Bloom’s: Apply

Topic: economic power

Learning Objective: Summarize economic, political, and cultural uses of power.

 

  1. Television shows and movies disproportionately portray the wealthy in a positive light, often as glamorous, able, and good. In contrast, negative characters are often portrayed as poor, criminal, and morally deficient. This is an example of what type of power the media exert over their audience?
  2. informational
  3. soft
  4. legitimate
  5. cultural

Answer: d

Page: 107

Level: Moderate

Bloom’s: Apply

Topic: cultural power

Learning Objective: Summarize economic, political, and cultural uses of power.

 

  1. The fact that history textbooks still disproportionately highlight the achievements of men over those of women, and thus have the power to define men as more important and more able agents of history, is an example of what type of power?
  2. patriarchal
  3. political
  4. cultural
  5. masculine

Answer: c

Page: 107

Level: Difficult

Bloom’s: Apply

Topic: cultural power

Learning Objective: Summarize economic, political, and cultural uses of power.

 

 

 

 

  1. Antonio Gramsci’s concept of power as “hegemony” is based on
  2. the manipulation of ideas to manufacture consent.
  3. superior military power to dominate other nations.
  4. superior economic power to manipulate other nations.
  5. the achievement of global political supremacy.

Answer: a

Page: 107

Level: Difficult

Bloom’s: Understand

Topic: cultural power

Learning Objective: Summarize economic, political, and cultural uses of power.

 

  1. The ability to control and allocate resources defines which type of power?
  2. political power
  3. cultural power
  4. economic power
  5. reward power

Answer: c

Page: 106

Level: Basic

Bloom’s: Remember

Topic: economic power

Learning Objective: Summarize economic, political, and cultural uses of power.

 

  1. Which type of power is based on the ability to define social reality?
  2. referent power
  3. political power
  4. cultural power
  5. informational power

Answer: c

Page: 107

Level: Basic

Bloom’s: Remember

Topic: cultural power

Learning Objective: Summarize economic, political, and cultural uses of power.

 

 

 

 

 

 

 

 

 

 

 

  1. Power that is accepted voluntarily is ________ power.
  2. soft
  3. economic
  4. hegemonic
  5. legitimate

Answer: d

Page: 108

Level: Basic

Bloom’s: Remember

Topic: legitimate power

Topic: authority

Learning Objective: Summarize economic, political, and cultural uses of power.

 

  1. ________ is based on the acceptance of rules and laws.
  2. Legal power
  3. Traditional authority
  4. Rational-legal authority
  5. Political power

Answer: c

Page: 108

Level: Basic

Bloom’s: Remember

Topic: authority

Topic: legitimate power

Learning Objective: Summarize economic, political, and cultural uses of power.

 

  1. Power that sets rules for others to follow is referred to as ________ power.
  2. political
  3. rational
  4. arbitrary
  5. cultural

Answer: a

Page: 107

Level: Basic

Bloom’s: Remember

Topic: political power

Learning Objective: Summarize economic, political, and cultural uses of power.

 

 

 

 

 

 

 

 

  1. ________ is a condition that exists when those in power have successfully spread their ideas—and marginalized alternative viewpoints—so that their perspectives and interests are accepted widely as being universal and true.
  2. Feudalism
  3. The Stockholm Syndrome
  4. Hegemony
  5. Social closure

Answer: c

Page: 107

Level: Basic

Bloom’s: Remember

Topic: cultural power

Learning Objective: Summarize economic, political, and cultural uses of power.

 

  1. Max Weber defined legitimate power as based on
  2. democratic elections.
  3. the acceptance of and belief in authority.
  4. acceptance by the majority.
  5. accountability to a constituency.

Answer: b

Page: 108

Level: Moderate

Bloom’s: Remember

Topic: legitimate power

Topic: authority

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

  1. The queen of England’s power is legitimate because it is based on what kind of authority?
  2. unquestionable authority
  3. regal authority
  4. charismatic authority
  5. traditional authority

Answer: d

Page: 108

Level: Moderate

Bloom’s: Apply

Topic: legitimate power

Topic: authority

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

 

 

 

  1. The power of the president of the United States is legitimate because it is based on what kind of authority?
  2. rational-legal authority
  3. charismatic authority
  4. popular authority
  5. democratic authority

Answer: a

Page: 108

Level: Basic

Bloom’s: Apply

Topic: legitimate power

Topic: authority

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

  1. The most effective way to resist power for those who are weak and low in status, power, and resources is
  2. indirect confrontation.
  3. education.
  4. collective disobedience.
  5. demonstration of revolt.

Answer: c

Page: 109-111

Level: Basic

Bloom’s: Understand

Topic: disobedience

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

  1. According to Dorothy Smith’s “standpoint theory,” people view society and power from
  2. an oppositional stance.
  3. an individualistic perspective.
  4. a biased standpoint.
  5. the perspective of their group.

Answer: d

Page: 111

Level: Moderate

Bloom’s: Remember

Topic: power

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

 

 

 

 

  1. Which of the following does NOT describe the typical charismatic leader?
  2. He or she inspires devotion in followers.
  3. The leader determines to whom he or she will transfer power.
  4. His or her power is short-lived.
  5. The leader’s power is derived from his or her personal characteristics.

Answer: b

Page: 108

Level: Basic

Bloom’s: Understand

Topic: legitimate power

Topic: authority

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

  1. ________ theory focuses on multiple viewpoints, especially the perspectives of the oppressed.
  2. Standpoint
  3. Privilege
  4. Vision
  5. Noncompliance

Answer: a

Page: 111

Level: Basic

Bloom’s: Remember

Topic: power

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

  1. Long-term hostages tend to identify with their captor’s point of view over time and voluntarily comply with their demands. This phenomenon is called
  2. going native.
  3. the Stockholm syndrome.
  4. the Belgian illusion.
  5. the prisoner’s dilemma.

Answer: b

Page: 108

Level: Moderate

Bloom’s: Remember

Topic: compliance

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

 

 

 

 

  1. Power that uses force to accomplish obedience is
  2. traditional.
  3. illegitimate.
  4. rational.
  5. primitive.

Answer: b

Page: 108

Level: Basic

Bloom’s: Remember

Topic: illegitimate power

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

  1. Power whose legitimacy depends on a personal characteristic of the leader is referred to as ________ authority.
  2. devotional
  3. inspirational
  4. charismatic
  5. traditional

Answer: c

Page: 108

Level: Basic

Bloom’s: Remember

Topic: legitimate power

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

  1. Max Weber defined a person’s status as
  2. inseparable from class.
  3. existing apart from the individual.
  4. indistinguishable from class.
  5. independent and distinct from class.

Answer: d

Page: 112

Level: Moderate

Bloom’s: Understand

Topic: power

Topic: inequality

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

 

 

 

 

 

  1. Based on Max Weber’s understanding of status, people who are wealthy and powerful
  2. have a guaranteed status.
  3. can have low status.
  4. do not care about status.
  5. always have high status.

Answer: b

Page: 112

Level: Basic

Bloom’s: Remember

Topic: power

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. Wealthy women CEOs enjoy the privileges of their class and status, but at the same time have to contend with the lower status women are assigned in the male-dominated business environment. Which theory of power best addresses this contradiction?
  2. Patricia Hill Collins: intersectionality theory
  3. Max Weber: theory of power as privilege
  4. Dorothy Smith: standpoint theory
  5. Michel Foucault: power/knowledge

Answer: a

Page: 113

Level: Moderate

Bloom’s: Apply

Topic: power

Topic: inequality

Topic: intersectionality theory

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. Patricia Hill Collins’s concept of a matrix of domination is best described as
  2. a silent conspiracy.
  3. multidimensional oppression.
  4. hidden domination.
  5. indirect oppression.

Answer: b

Page: 114

Level: Moderate

Bloom’s: Understand

Topic: Power and Inequality

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

 

 

 

  1. What does it mean to say a category is “socially constructed”?
  2. It is dependent upon a society’s definition.
  3. It is continually revised.
  4. It is changeable.
  5. All these answers are correct.

Answer: d

Page: 111

Level: Moderate

Bloom’s: Understand

Topic: power

Topic: inequality

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. According to Max Weber, ________ is the process used by members of a dominant status group to maximize their advantage by excluding nonmembers from the benefits of membership.
  2. social exclusion
  3. social divide
  4. segregation
  5. social closure

Answer: d

Page: 113

Level: Moderate

Bloom’s: Remember

Topic: power

Topic: inequality

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. Within what framework did Karl Marx place his examination of class?
  2. status
  3. life chances
  4. the economy
  5. privilege

Answer: c

Page: 112

Level: Basic

Bloom’s: Remember

Topic: power

Topic: economic power

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

 

 

  1. Which theoretical perspective focuses on the multiplicity of dimensions of inequality and their interaction?
  2. interdependence theory
  3. intersectionality theory
  4. standpoint theory
  5. political power theory

Answer: b

Page: 113

Level: Moderate

Bloom’s: Remember

Topic: inequality

Topic: intersectionality theory

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. Lai is a powerful and wealthy businesswoman who enjoys all the benefits of her class background. To attain her position, however, she struggled to overcome the disadvantage and discrimination of her gender in a male-dominated business environment. This scenario corresponds with which concept?
  2. matrix of domination
  3. social closure
  4. traditional authority
  5. power as knowledge

Answer: a

Page: 114

Level: Moderate

Bloom’s: Apply

Topic: power

Topic: inequality

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. According to Max Weber, the opportunities offered by a person’s economic position are known as
  2. rewards.
  3. life chances.
  4. economic advantages.
  5. illegitimate powers.

Answer: b

Page: 112

Level: Moderate

Bloom’s: Remember

Topic: economic power

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. All systems of stratification essentially contain which of the following combinations of factors?
  2. powerful group and an inspirational leader
  3. distinct racial groups and prejudice
  4. unequal distribution of resources and an ideology
  5. prejudice and power

Answer: c

Page: 114

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Sociologists interested in systems of stratification would most likely focus on which of the following?
  2. age-based groups
  3. urban and rural populations
  4. class, race, and gender
  5. ethnic groups

Answer: c

Page: 114

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Which of the following is an example of an ascribed status?
  2. college student
  3. female
  4. musician
  5. poor

Answer: b

Page: 115

Level: Basic

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

 

  1. Systems of stratification based on an ascribed status
  2. allow upward social mobility.
  3. discourage social mobility.
  4. facilitate social mobility.
  5. allow virtually no social mobility.

Answer: d

Page: 115

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Systems of stratification based on an achieved status typically
  2. allow social mobility.
  3. prohibit social mobility.
  4. disregard achievement.
  5. discourage achievement.

Answer: a

Page: 115

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. How do sociologists view the categories of race, class, and gender?
  2. inherent and inevitable
  3. natural and biologically determined
  4. unchangeable and perpetual
  5. socially constructed

Answer: d

Page: 115

Level: Moderate

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

 

 

 

  1. What factor is essential to the continued survival of a system of stratification?
  2. large financial backing
  3. ample resources
  4. an ideology
  5. dedicated members

Answer: c

Page: 115

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Which of the following best describes the Indian caste system?
  2. closed, without social mobility
  3. based on a strict legal system
  4. open, with limited social mobility
  5. based on force

Answer: a

Page: 115

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. The Indian caste system is based on
  2. personal achievement.
  3. ascribed status.
  4. achieved status.
  5. segregation.

Answer: b

Page: 115

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

 

 

 

  1. The structure of inequality in the feudal system of medieval Europe is most similar to
  2. an early European democracy.
  3. the European capitalist system.
  4. the Indian caste system.
  5. early U.S. democracy.

Answer: c

Page: 116

Level: Basic

Bloom’s: Apply

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. What ideology justifies the Indian caste system?
  2. traditional Hindu doctrine
  3. traditional Confucian doctrine
  4. rational pragmatism
  5. elitism

Answer: a

Page: 115

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Under the Indian caste system, the Dalits are a social group
  2. who can only worship with other castes, but cannot work with them.
  3. that occupies the highest rank.
  4. that exists outside of the varna system.
  5. of priests and clergy.

Answer: c

Page: 115

Level: Moderate

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

 

 

  1. The system of racial oppression in the United States prior to the 1960s is an example of which system of stratification?
  2. class-based
  3. agriculture-based
  4. caste-based
  5. achievement-based

Answer: c

Page: 116

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. The ideology that justifies the capitalist system of stratification is centered on
  2. the role of wealth.
  3. individual achievement.
  4. the role of the state.
  5. progressive innovation.

Answer: b

Page: 117

Level: Moderate

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. A country that promotes the collective good, deemphasizes individual interests, and supports economic equality is built on which type of system?
  2. socialism
  3. capitalism
  4. communism
  5. collectivism

Answer: a

Page: 117

Level: Basic

Bloom’s: Apply

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

 

  1. Which system accomplishes the LEAST inequality?
  2. capitalism
  3. communism
  4. state socialism
  5. democratic socialism

Answer: d

Page: 117-118

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Topic: inequality

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. The system of state socialism includes which of the following?
  2. political oppression
  3. a focus on individual achievement.
  4. equality as a primary goal
  5. a reverence for progressive attitudes

Answer: a

Page: 117

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. A country that supports close government involvement in the economy, higher taxation, and a generous social welfare policy is an example of which system?
  2. communism
  3. authoritarianism
  4. democratic socialism
  5. state socialism

Answer: c

Page: 117-118

Level: Basic

Bloom’s: Apply

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

  1. A system in which women play a secondary role to men and have less than equal access to resources and positions of power is known as
  2. a matriarchy.
  3. a patriarchy.
  4. an oligarchy.
  5. a plutocracy.

Answer: b

Page: 118

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. In the study of a patriarchal system, which type of domination would be of main interest to a sociologist?
  2. cultural practices
  3. coercion
  4. physical violence
  5. fear

Answer: a

Page: 118

Level: Basic

Bloom’s: Apply

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Some feminists argue that male domination of women is based on the system of capitalism. From this perspective, women play the role of
  2. “happy homemakers.”
  3. cheap and oppressed labor.
  4. spendthrifts who are addicted to shopping.
  5. less-competent employees than men.

Answer: b

Page: 118

Level: Difficult

Bloom’s: Apply

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

  1. Systems of stratification based primarily on an ascribed status typically
  2. allow virtually no social mobility.
  3. encourage social mobility.
  4. strive to lower inequality.
  5. have little or no inequality.

Answer: a

Page: 115

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. A system of inequality is not viable without
  2. political power.
  3. economic domination.
  4. authority.
  5. a justifying ideology.

Answer: d

Page: 114

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Topic: inequality

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. In the Indian caste system, which is necessary to change one’s caste affiliation?
  2. education
  3. hard work and financial success
  4. a bribe
  5. Virtually no mobility is possible.

Answer: d

Page: 115

Level: Basic

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

 

 

  1. The feudal estate system of stratification was based on
  2. political domination.
  3. class inequality.
  4. an ascribed status.
  5. an achieved status.

Answer: c

Page: 116

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. In contrast to caste systems, class systems
  2. offer less social mobility.
  3. offer more social mobility.
  4. are closed.
  5. are more rigid.

Answer: b

Page: 117

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. In the United States, wealth and resources are
  2. distributed fairly equally.
  3. distributed unequally.
  4. spread across classes.
  5. held by the majority.

Answer: b

Page: 117

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

 

 

 

  1. In the United States, “individual achievement” is the focus of the ideology behind the system of stratification. This idea, that individual effort determines one’s lot in life,
  2. implicitly justifies inequality.
  3. promotes individual achievement.
  4. improves the economy.
  5. promotes justice.

Answer: a

Page: 117

Level: Difficult

Bloom’s: Apply

Topic: systems of stratification

Topic: inequality

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Sociologists see social inequality as being rooted in
  2. a lack of individual effort.
  3. greed.
  4. factors beyond an individual’s control.
  5. personal choice.

Answer: c

Page: 117

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Topic: inequality

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. The ideology behind a socialist system focuses on
  2. the collective good.
  3. individual achievement.
  4. wealth and prosperity.
  5. high taxes.

Answer: a

Page: 117

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

  1. Democratic socialism emphasizes
  2. individual sacrifice.
  3. economic equality.
  4. state control over the individual.
  5. limited freedom.

Answer: b

Page: 117-118

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. What is the principal difference between capitalist and socialist ideologies?
  2. focus on freedom vs. control
  3. focus on money vs. government
  4. focus on the individual vs. the collective
  5. focus on democracy vs. authority

Answer: c

Page: 117

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. In the socialist system, the role of the government is
  2. limited.
  3. to promote equality.
  4. to restrict freedom.
  5. to discourage individual achievement.

Answer: b

Page: 117

Level: Basic

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

 

 

 

  1. From the sociological perspective, inequality is seen as
  2. socially constructed.
  3. inherent and inevitable.
  4. unchanging.
  5. having no solution.

Answer: a

Page: 119

Level: Moderate

Bloom’s: Understand

Topic: inequality

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Political participation in the United States depends most heavily on which of the following factors?
  2. party affiliation
  3. religious affiliation
  4. class
  5. patriotism

Answer: c

Page: 120

Level: Moderate

Bloom’s: Remember

Topic: political participation

Learning Objective: Describe the relationship between inequality and power in U.S. politics.

 

  1. The amount of money spent in American political campaigns has
  2. grown dramatically in recent years.
  3. declined somewhat in recent years.
  4. always been about the same, adjusted for inflation.
  5. been continuously fluctuating since 1988.

Answer: a

Page: 120

Level: Basic

Bloom’s: Remember

Topic: political participation

Topic: political power

Learning Objective: Describe the relationship between inequality and power in U.S. politics.

 

 

 

 

 

 

 

 

  1. A small but powerful minority, comprised of less than 1 percent of Americans, is responsible for what portion of total American campaign contributions?
  2. less than 30 percent
  3. about 40 percent
  4. about 50 percent
  5. about 60 percent

Answer: d

Page: 120

Level: Basic

Bloom’s: Remember

Topic: political power

Learning Objective: Describe the relationship between inequality and power in U.S. politics.

 

  1. The main problem with a highly concentrated economic power in the context of a democracy in the United States is that it can be
  2. used to suppress dissent.
  3. used to limit freedom.
  4. converted into political power.
  5. used to bribe politicians.

Answer: c

Page: 120

Level: Moderate

Bloom’s: Understand

Topic: political power

Learning Objective: Describe the relationship between inequality and power in U.S. politics.

 

  1. Which of the following best summarizes the ruling in Citizens United v. the Federal Election Commission?
  2. Corporations were greatly limited in the amounts they could contribute to political campaigns.
  3. The U.S. Chamber of Commerce was determined to be a “different” type of corporation that required a separate set of political election rules.
  4. Restrictions on corporate spending in political elections were erased.
  5. Corporations were reclassified as “individual donors” in political elections.

Answer: c

Page: 120

Level: Basic

Bloom’s: Remember

Topic: political power

Learning Objective: Describe the relationship between inequality and power in U.S. politics.

 

 

 

 

 

 

  1. The major source of presidential campaign contributions is
  2. corporations.
  3. average Americans.
  4. anonymous online donors.
  5. foreign donors.

Answer: a

Page: 120

Level: Basic

Bloom’s: Remember

Topic: political power

Learning Objective: Describe the relationship between inequality and power in U.S. politics.

 

 

True/False Questions

 

  1. Once power becomes legitimate, its survival depends on the subjects’ compliance.

Answer: True

Page: 108

Level: Moderate

Bloom’s: Understand

Topic: compliance

Topic: legitimate power

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

  1. Those who are weakest and have the lowest status in a society are unable to resist power.

Answer: False

Page: 109

Level: Basic

Bloom’s: Remember

Topic: power

Topic: disobedience

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

  1. All groups that enjoy a privilege in society are keenly aware of their privilege

Answer: False

Page: 111

Level: Basic

Bloom’s: Understand

Topic: power

Topic: privilege

Learning Objective: Distinguish between legitimate and illegitimate forms of power and their relationship to compliance and disobedience.

 

 

  1. In the United States, class represents only a small portion of overall inequality.

Answer: False

Page: 112

Level: Basic

Bloom’s: Remember

Topic: inequality

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. Max Weber conceived of class as the opportunity related to a person’s economic position.

Answer: True

Page: 112-113

Level: Basic

Bloom’s: Remember

Topic: power

Topic: inequality

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. Unlike in Europe, in the United States, class always corresponds with status.

Answer: False

Page: 113

Level: Moderate

Bloom’s: Remember

Topic: power

Learning Objective: Summarize the different views of social inequality according to Max Weber and intersectionality theorists.

 

  1. Economic inequality and the unequal distribution of resources in the United States are some of the more obvious aspects of our stratifications system. But unlike in less-developed countries, our cultural resources are more or less equally distributed.

Answer: False

Page: 114

Level: Moderate

Bloom’s: Apply

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

 

 

 

 

 

 

 

  1. Systems of stratification based on an ascribed status commonly exist in the United States.

Answer: True

Page: 115

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Under the Indian caste system, people must marry within their own caste.

Answer: True

Page: 115

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. In the age of globalization, the caste system is in decline all over India.

Answer: False

Page: 115-116

Level: Basic

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. A class system is based on a combination of achievement and ascribed status.

Answer: True

Page: 115

Level: Moderate

Bloom’s: Remember

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. In a capitalist system, such as in the United States, a small capitalist elite holds disproportionate power.

Answer: True

Page: 117

Level: Basic

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. Countries with democratic socialism as a form of government are among the most affluent in the world.

Answer: True

Page: 117-118

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. All systems of stratification are based on some type of economic inequality.

Answer: False

Page: 115

Level: Moderate

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the common elements shared by stratification systems and identify examples of caste systems, class systems, and patriarchy.

 

  1. In a democracy, political participation is equal for all groups.

Answer: False

Page: 120

Level: Basic

Bloom’s: Understand

Topic: systems of stratification

Learning Objective: Describe the relationship between inequality and power in U.S. politics.

 

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