SOCIOLOGY IN OUR TIMES THE ESSENTIALS 11TH EDITION BY DIANA - Test Bank

SOCIOLOGY IN OUR TIMES THE ESSENTIALS 11TH EDITION BY DIANA – Test Bank

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Sample Questions Are Posted Below

True / False

1. It is possible for a secondary group or an aggregate to become a primary group.
a. True
b. False
ANSWER: True
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: Pickup
2. Sociologists are in agreement that virtual communities—that is, online communities of various types—fit the
sociological definition of a community.
a. True
b. False
ANSWER: False
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: Pickup
Rejoinder: Some sociologists argue that virtual communities are true communities, but
others note that virtual communities do not have geographical or social boundaries and
lack psychologically or emotionally close ties. Thus, they argue virtual communities are
not true communities.
3. People will always accept the values of the groups of which they are members.
a. True
b. False
ANSWER: False
REFERENCES: 131
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Modified
Rejoinder: It is possible that people will accept the values of a reference group more
than the values of the groups of which they are members.Copyright Cengage Learning. Powered by Cognero. Page 1
4. A web of social relationships that links one person with other people and, through them, with other people they know
is called a network.
a. True
b. False
ANSWER: True
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Factual
NOTES: New
5. One of the most important characteristics of a group is its size.
a. True
b. False
ANSWER: True
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
6. Larger groups typically have less solidarity and more formalized leadership than smaller groups.
a. True
b. False
ANSWER: True
REFERENCES: 133
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
7. Only secondary groups have leaders; primary groups do not.
a. True
b. False
ANSWER: False
REFERENCES: 133
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
Rejoinder: Both primary and secondary groups have some type of leadership positions
that enable some members to have some type of power over other members.Copyright Cengage Learning. Powered by Cognero. Page 2
8. In the United States, there is little support for authoritarian leadership.
a. True
b. False
ANSWER: False
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
Rejoinder: In times of crisis, such as a war or natural disaster, authoritarian leaders
may be commended for their decisive actions. In other situations, however, they may
be criticized for being dictatorial and for fostering intergroup hostility.
9. In his series of experiments, Asch found that virtually no one was willing to stand up to group pressure and give the
correct response.
a. True
b. False
ANSWER: False
REFERENCES: 135
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Factual
NOTES: Pickup
Rejoinder: Although the pressure toward group conformity was so great that one-third
of participants were willing to contradict their own best judgment if the rest of the
group disagreed with them, still about 40 percent gave the correct response in about
half of the trials. Another 25 percent always gave correct responses, even though they
felt very uneasy doing so.
10. The Milgram study provides evidence that obedience to even seemingly unreasonable authority may be more
common than most of us would like to believe.
a. True
b. False
ANSWER: True
REFERENCES: 147
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Factual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 3
11. In government and other high-level professional organizations, individuals are more likely to advocate for their own
professional opinions rather than succumb to the pressure of the group.
a. True
b. False
ANSWER: False
REFERENCES: 137
LEARNING OBJECTIVES: SIOT.KEND.18.5-4 – Apply the concept of groupthink to describe how people often
respond differently in a group context than they might if they were alone.
TOPICS: Factual
NOTES: Pickup
Rejoinder: According to Janis’s research on “groupthink,” even high-level professionals
want be “team players.” They may not want to be the ones who undermine the group’s
consensus or who challenge the group’s leaders. Consequently, members often limit or
withhold their opinions and focus on consensus rather than exploring all of the options
and determining the best course of action.
12. In our rapidly changing society, formal organizations continually make significant changes in the way they are
structured.
a. True
b. False
ANSWER: False
REFERENCES: 138
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Factual
NOTES: Pickup
Rejoinder: Formal organizations are highly structured secondary organizations. Because
they are structured to achieve goals in the most efficient way possible, they maintain
their basic structure over many years.
13. A person’s gender is the most significant predictor of whether that person will join a mainstream normative
organization.
a. True
b. False
ANSWER: False
REFERENCES: 139
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Factual
NOTES: Modified
Rejoinder: Though gender is one important predictor, class (socioeconomic status) is
the most significant predictor of whether a person will participate in mainstream
normative organizations.Copyright Cengage Learning. Powered by Cognero. Page 4
14. People voluntarily become members of utilitarian organizations.
a. True
b. False
ANSWER: True
REFERENCES: 139
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Conceptual
NOTES: Modified
15. According to Weber, most modern bureaucracies will fit his ideal type and have all of the characteristics as he
described them.
a. True
b. False
ANSWER: False
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
Rejoinder: Weber described an ideal type. He acknowledged that no existing
organization would fit his type exactly as described.
16. Weber’s theory did not account for the informal side of bureaucracy.
a. True
b. False
ANSWER: True
REFERENCES: 141
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
17. Goal displacement occurs when the rules of an organization become more important than achievement of the actual
goals.
a. True
b. False
ANSWER: True
REFERENCES: 142
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: NewCopyright Cengage Learning. Powered by Cognero. Page 5
18. Once a bureaucratic organization becomes established, it is very resistant to change.
a. True
b. False
ANSWER: True
REFERENCES: 142
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
19. The impersonality and focus on technical ability within bureaucracies make them resistant to inequality based on
race, gender, and class.
a. True
b. False
ANSWER: False
REFERENCES: 143
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: New
Rejoinder: The structure of bureaucracies has served to protect the interests of white,
middle-class men and is resistant to change to fully integrate women, people of color,
and people of different social classes.
20. Gender and racial/ethnic inequalities tend to be perpetuated in bureaucracies.
a. True
b. False
ANSWER: True
REFERENCES: 143
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Modified
21. Within most bureaucratic organizations, there will be resistance to the iron law of oligarchy.
a. True
b. False
ANSWER: True
REFERENCES: 143
LEARNING OBJECTIVES: SIOT.KEND.18.5-7 – Define the iron law of oligarchy and apply the concept to a brief
analysis of the U.S. government.
TOPICS: Conceptual
NOTES: NewCopyright Cengage Learning. Powered by Cognero. Page 6
22. Workers in Japan have greater job security than do workers in the United States.
a. True
b. False
ANSWER: True
REFERENCES: 145
LEARNING OBJECTIVES: SIOT.KEND.18.5-8 – Identify alternative forms of organization that exist today in
nations such as Japan.
TOPICS: Factual
NOTES: Pickup
Multiple Choice
23. A(n) __________ is a collection of two or more people who interact frequently with one another, share a sense of
belonging, and have a feeling of interdependence.
a. social group
b. aggregate
c. category
d. secondary group
ANSWER: a
REFERENCES: 129
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: Pickup
24. A(n) __________ is a collection of people who happen to be in the same place at the same time but share little else
in common.
a. social group
b. category
c. aggregate
d. primary group
ANSWER: c
REFERENCES: 129
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 7
25. Students walking to class, shoppers in a department store, and people lined up to buy tickets are examples of
__________.
a. aggregates
b. categories
c. social groups
d. primary groups
ANSWER: a
REFERENCES: 129
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: Pickup
26. A(n) __________ is a number of people who may never have met one another but share a similar characteristic
(such as education level, age, race, or gender).
a. social group
b. category
c. aggregate
d. secondary category
ANSWER: b
REFERENCES: 129
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: Pickup
27. The least amount of interaction between members occurs in a(n) __________.
a. social group
b. category
c. aggregate
d. formal organization
ANSWER: b
REFERENCES: 129
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 8
28. Women with blue eyes, people who wear contact lenses, people over 7 feet tall, and college men who belong to a
fraternity are each an example of a(n) __________.
a. social group
b. category
c. aggregate
d. formal organization
ANSWER: b
REFERENCES: 129
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: Modified
29. Sociologist Charles H. Cooley used the term __________ to describe a small, less specialized group in which
members engage in face-to-face, emotion-based interactions over an extended period of time.
a. secondary group
b. formal group
c. informal group
d. primary group
ANSWER: d
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
30. The sociologist who first defined the differences between primary and secondary groups is __________.
a. Charles H. Cooley
b. George H. Mead
c. C. Wright Mills
d. Talcott Parsons
ANSWER: a
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Factual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 9
31. Susan and Mary are middle-aged women who have been neighbors for twenty-five years. They talk daily about
each other’s grandchildren, share grocery shopping trips, and offer each other advice. They are an example of a(n)
__________.
a. primary group
b. secondary group
c. formal organization
d. aggregate
ANSWER: a
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Applied
NOTES: Pickup
32. Cooley coined the term __________ for a larger, more specialized group in which the members engage in
impersonal, goal-oriented relationships for a limited period of time.
a. secondary group
b. primary group
c. ingroup
d. outgroup
ANSWER: a
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Factual
NOTES: Modified
33. The term for people with whom we have primary relationships and those in our primary groups is __________.
a. personal others
b. significant others
c. formal others
d. generalized others
ANSWER: b
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Factual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 10
34. Annette, Joshua, Sandra, and Luis are college students who met for the first time in a sociology class. They study
together and pool their notes. Otherwise, they see each other only occasionally when their paths cross between
classes. Sociologists would term them a(n) __________.
a. primary group
b. formal group
c. secondary group
d. informal group
ANSWER: c
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Applied
NOTES: Pickup
35. In discussing primary and secondary groups, the text points out that__________________.
a. secondary and primary groups are always mutually exclusive
b. all secondary groups are approximately the same size
c. primary and secondary groups are equally likely to be specialized, but in different ways
d. people in a secondary group may eventually form a primary group
ANSWER: d
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
36. Sociologist __________ coined the terms ingroup and outgroup to describe people’s feelings toward members of
their own and other groups.
a. Emile Durkheim
b. Max Weber
c. William Graham Sumner
d. Charles H. Cooley
ANSWER: c
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Factual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 11
37. A(n) __________ is a group to which a person belongs and with which the person feels a sense of identity.
a. ingroup
b. outgroup
c. formal group
d. reference group
ANSWER: a
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
38. A(n) __________ is a group to which a person does not belong and toward which the person may feel a sense of
competitiveness or hostility.
a. ingroup
b. outgroup
c. formal group
d. reference group
ANSWER: b
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
39. Cody is a member of the L.A. Crips. The other gangs in his territory are the Bloods and Satan’s Slaves. Cody feels
very antagonistic toward the Bloods and Satan’s Slaves. For Cody, these two rival gangs would be considered
__________.
a. secondary groups
b. ingroups
c. reference groups
d. outgroups
ANSWER: a
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Applied
NOTES: ModifiedCopyright Cengage Learning. Powered by Cognero. Page 12
40. Which of these characteristics do virtual communities and face-to-face communities have in common?
a. geographic boundaries
b. social boundaries
c. shared interests
d. psychological detachment among members
ANSWER: c
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: Pickup
41. The text points out that ingroup and outgroup distinctions______________________.
a. may encourage social cohesion among group members
b. serve to prevent classism, racism, sexism, and ageism
c. discourage feelings of group superiority
d. are less likely to exist in contemporary societies than in traditional ones
ANSWER: a
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
42. What is the term used by sociologists to describe individuals’ awareness that they share commonalities with certain
others?
a. consciousness of kind
b. outgroup feelings
c. cultural relativism
d. homogeneity
ANSWER: a
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 13
43. Members of a country club, sorority or fraternity, or even a group of friends share values and beliefs and are aware
of those whom they believe are like them. Sociologists term this awareness __________.
a. consciousness of kind
b. outgroup construction
c. cultural relativism
d. homogeneity
ANSWER: a
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Applied
NOTES: Pickup
44. Which of these terms does not fit with the concept of ingroup as well as the others?
a. consciousness of kind
b. ethnocentrism
c. cultural relativism
d. closed relationship
ANSWER: c
REFERENCES: 131
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
45. A(n) __________ is a group that strongly influences a person’s behavior and social attitudes, regardless of whether
that individual is an actual member.
a. social group
b. operational group
c. reference group
d. instrumental group
ANSWER: c
REFERENCES: 131
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 14
46. Which of these is not likely to constitute a reference group for a person who strongly believes in the value of human
rights and equal opportunity?
a. Ku Klux Klan
b. American Civil Liberties Union
c. National Organization for Women
d. Human Rights Campaign
ANSWER: a
REFERENCES: 131
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Applied
NOTES: Pickup
47. Jocelyn is a senior at the local university and plans to attend graduate school to study sociology. During her last
semester, she has been using graduate sociology student papers as standards in evaluating her own writing skills. For
Jocelyn, the graduate sociology students have become her __________.
a. outgroup
b. significant others
c. primary group
d. reference group
ANSWER: d
REFERENCES: 131
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Applied
NOTES: Pickup
48. To many __________, groups and organizations are generally characterized by superficiality and depthlessness in
social relationships.
a. symbolic interactionists
b. functionalists
c. postmodernists
d. conflict theorists
ANSWER: c
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: NewCopyright Cengage Learning. Powered by Cognero. Page 15
49. __________ needs cannot always be met by one person, so being in a group enables one to complete tasks or fulfill
a specific goal.
a. Expressive
b. Instrumental
c. Social
d. Individual
ANSWER: b
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
50. __________ needs are met by opportunities of self-expression and support from family, friends, and peers.
a. Expressive
b. Instrumental
c. Social
d. Individual
ANSWER: a
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
51. __________ suggest that groups involve unequal power relationships so that not all members of a group are not
equally likely to have their needs met.
a. Postmodern theorists
b. Functionalists
c. Conflict theorists
d. Symbolic interactionists
ANSWER: c
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 16
52. Which type of theorist is most concerned with the influence of group size on the interaction among members?
a. conflict theorists
b. symbolic interactionists
c. functionalists
d. postmodern theorists
ANSWER: b
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
53. Which type of theorist is most likely to note the scripted nature of interaction in contemporary society (for example
between employees and customers in a fast-food restaurant)?
a. conflict theorists
b. symbolic interactionists
c. functionalists
d. postmodern theorists
ANSWER: d
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
54. In which of these types of groups is the participation of all members crucial to the survival of the group?
a. triad
b. formal organization
c. dyad
d. secondary group
ANSWER: c
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 17
55. Which of these sociologists first suggested that small groups have interaction patterns that do not exist in larger
groups?
a. Emile Durkheim
b. Max Weber
c. Herbert Spencer
d. Georg Simmel
ANSWER: d
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
56. Two best friends, married couples, and domestic partnerships are each an example of a(n) __________.
a. aggregate
b. dyad
c. triad
d. category
ANSWER: b
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Modified
57. A group composed of three members is termed a(n) __________.
a. triad
b. affiliation
c. dyad
d. accommodation
ANSWER: a
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 18
58. Which of these is an example of a coalition?
a. teachers in a school district who work together to demand better wages
b. a couple with a new baby, increasing the size of the family
c. a married couple or domestic partnership of two people
d. friends going out to dinner together
ANSWER: a
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Applied
NOTES: Pickup
59. A(n) __________ is an alliance created in an attempt to reach a shared objective or goal.
a. affiliation
b. coalition
c. dyad
d. accommodation
ANSWER: b
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
60. The U.S. Senate consists of 100 members. In this case, 100 refers to the Senate’s __________ size.
a. relative
b. coalition
c. absolute
d. interaction
ANSWER: c
REFERENCES: 133
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Applied
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61. __________ size refers to the number of potential members a group has.
a. Hypothetical
b. Absolute
c. Dyadic
d. Relative
ANSWER: d
REFERENCES: 133
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
62. From a __________ perspective, if groups exist to meet the instrumental and expressive needs of their members,
then leaders are responsible for helping the group meet those needs.
a. premodern
b. conflict
c. symbolic interactionist
d. functionalist
ANSWER: d
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
63. __________ leadership is goal- or task-oriented.
a. Instrumental
b. Expressive
c. Relational
d. Transitional
ANSWER: a
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
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64. __________ leadership is most appropriate when the group’s purpose is to complete a task or reach a particular
goal.
a. Expressive
b. Transitional
c. Relational
d. Instrumental
ANSWER: d
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
65. Latisha is a member of a group working on a research project for a class assignment. Whenever the group meets,
other members are easily sidetracked and Latisha is always trying to keep the group focused on the assignment.
Latisha would be considered the __________ leader of the group.
a. laissez-faire
b. expressive
c. instrumental
d. authoritarian
ANSWER: c
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Applied
NOTES: Pickup
66. __________ leadership provides emotional support for members.
a. Instrumental
b. Expressive
c. Relational
d. Transitional
ANSWER: b
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
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67. __________ leadership is most appropriate when the group is dealing with emotional issues, and when harmony,
solidarity, and high morale are needed.
a. Expressive
b. Transitional
c. Relational
d. Instrumental
ANSWER: a
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
68. Joaquin is a member of a group working on a project for his biology class. Whenever the group meets, there is
conflict among several group members, and this is upsetting to the others. Joaquin is continuously trying to improve
group harmony and reduce the conflict in the group. Joe would be considered the __________ leader of the group.
a. transitional
b. instrumental
c. expressive
d. laissez-faire
ANSWER: c
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Applied
NOTES: Modified
69. The three major styles of leadership of ingroups include __________ leadership.
a. religious
b. charismatic
c. laissez-faire
d. cooperative
ANSWER: c
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
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70. In times of crisis, such as a war or natural disaster, __________ leaders may be commended for their decisive
actions. In other situations, however, they may be criticized for being dictatorial and for fostering intergroup hostility.
a. cooperative
b. laissez-faire
c. authoritarian
d. democratic
ANSWER: c
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
71. A dozen inexperienced backpackers are preparing to settle in for the night when they realize that someone in the
group is missing. The __________ style of leadership would be most effective in this situation.
a. authoritarian
b. democratic
c. cooperative
d. laissez-faire
ANSWER: a
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Applied
NOTES: Pickup
72. A teacher gives students ideas for an assignment, but encourages them to be creative and pick their own subject and
format. The teacher is using a(n) _________ leadership style.
a. democratic
b. laissez-faire
c. authoritarian
d. autocratic
ANSWER: b
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Applied
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73. Leaders using the __________ style of leadership may be praised for their expressive, supportive behavior toward
group members, but they may also be blamed for being indecisive in times of crisis.
a. authoritarian
b. laissez-faire
c. cooperative
d. democratic
ANSWER: d
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
74. Leaders using the __________ style of leadership are only minimally involved in decision making and encourage
group members to make their own decisions.
a. democratic
b. authoritarian
c. laissez-faire
d. cooperative
ANSWER: c
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
75. The supervisor of the office has been informed that Sarah consistently extends her lunch hour by 30 minutes. He
chooses to take a passive approach to this problem, hoping that it will fix itself. This particular supervisor is exhibiting
which style of leadership?
a. authoritarian
b. cooperative
c. democratic
d. laissez-faire
ANSWER: d
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
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76. Sociologists refer to the process of maintaining or changing behavior to comply with the norms established by a
society, subculture, or other group as __________.
a. conformity
b. anticipatory socialization
c. social control
d. groupthink
ANSWER: a
REFERENCES: 135
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
77. In his study of conformity, Solomon Asch found that __________.
a. subjects stood by their own answers and were not influenced by the incorrect responses of Asch’s assistants
b. subjects chose to conform to the incorrect responses of Asch’s assistants about one‑third (33 percent) of the
time
c. subjects chose to conform to the incorrect responses of Asch’s assistants over one‑half (50 percent) of the
time
d. subjects always chose to conform to the incorrect responses of Asch’s assistants
ANSWER: b
REFERENCES: 135
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
78. After conducting his research, Solomon Asch concluded that __________.
a. succumbing to group pressure is less common than many people would like to believe
b. the size of the group has little influence on the extent to which individuals respond to group pressure
c. the degree of social cohesion felt by participants is very important regarding how individuals respond to group
pressure
d. when it comes to encouraging compliance, groups wield very little power over individuals
ANSWER: c
REFERENCES: 135
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
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79. __________ is the term for compliance in which people follow direct orders from someone in a position of
authority.
a. Cohesion
b. Obedience
c. Symbolic response
d. Learning
ANSWER: b
REFERENCES: 135
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
80. The research conducted by Stanley Milgram and his colleagues provides evidence that obedience to authority
__________.
a. is relatively uncommon
b. takes place only in the presence of charismatic leadership
c. may be more common than most people would like to believe
d. occurs only in totalitarian situations
ANSWER: c
REFERENCES: 136
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
81. In Stanley Milgram’s experiments, none of the “teachers” challenged the process before they had applied
__________ volts.
a. 175
b. 225
c. 300
d. 450
ANSWER: c
REFERENCES: 136
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Factual
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82. Almost __________ of Stanley Milgram’s research subjects went all the way to what could have been a deadly jolt
of electricity if the shock generator had been real.
a. one-quarter
b. one-half
c. two-thirds
d. three-quarters
ANSWER: c
REFERENCES: 136
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Factual
NOTES: Pickup
83. In regard to Stanley Milgram’s study, the text points out that __________.
a. this research raises some questions concerning research ethics
b. Milgram’s subjects knew about the nature of the study but agreed to participate anyway
c. despite problems, many of the research subjects found the experiment interesting and agreed to participate in
future research on the same topic
d. Milgram’s findings have never been supported by later research
ANSWER: a
REFERENCES: 136
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Factual
NOTES: Pickup
84. Social psychologist __________ examined group decision making among political experts and found that major
blunders in U.S. history may be attributed to pressure toward group conformity.
a. Robert Merton
b. Stanley Milgram
c. Irving Janis
d. Solomon Asch
ANSWER: c
REFERENCES: 137
LEARNING OBJECTIVES: SIOT.KEND.18.5-4 – Apply the concept of groupthink to describe how people often
respond differently in a group context than they might if they were alone.
TOPICS: Factual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 27
85. __________ is the term for the process by which members of a cohesive group arrive at a decision that many
individual members privately believe is unwise.
a. Group conformity
b. Groupthink
c. Iron law of oligarchy
d. Self-fulfilling prophecy
ANSWER: b
REFERENCES: 137
LEARNING OBJECTIVES: SIOT.KEND.18.5-4 – Apply the concept of groupthink to describe how people often
respond differently in a group context than they might if they were alone.
TOPICS: Factual
NOTES: Pickup
86. The leader of a work group has proposed a solution to a problem that some group members believe will have
negative results. Instead of discussing their concerns, they do not want to challenge the leader’s authority. The result
is an unwise decision. The group has experienced __________.
a. the iron law of oligarchy
b. self-fulfilling prophecy
c. collective unconscious
d. groupthink
ANSWER: d
REFERENCES: 137
LEARNING OBJECTIVES: SIOT.KEND.18.5-4 – Apply the concept of groupthink to describe how people often
respond differently in a group context than they might if they were alone.
TOPICS: Factual
NOTES: Pickup
87. In 2010, concern about cost overruns and staying on schedule kept executives of BP, Halliburton, and Transocean
from sharing information and concerns with each other. The result was a shared assumption of safety that ultimately
resulted in the explosion of a BP oil rig and an unprecedented environmental disaster. The failure to express
concerns and confront potential risk is an example of __________.
a. false consciousness
b. the iron law of oligarchy
c. groupthink
d. self-fulfilling prophecy
ANSWER: c
REFERENCES: 137
LEARNING OBJECTIVES: SIOT.KEND.18.5-4 – Apply the concept of groupthink to describe how people often
respond differently in a group context than they might if they were alone.
TOPICS: Factual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 28
88. A(n) __________ organization is a highly structured secondary group formed for the purpose of achieving specific
goals in the most efficient manner.
a. traditional
b. formal
c. secondary
d. primary
ANSWER: b
REFERENCES: 138
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Conceptual
NOTES: Pickup
89. Sociologist Amitai Etzioni classified formal organizations into three categories. Which of these is not one of them?
a. normative
b. coercive
c. utilitarian
d. totalitarian
ANSWER: d
REFERENCES: 138
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Conceptual
NOTES: Pickup
90. We voluntarily join __________ organizations when we want to pursue some common interest or gain personal
satisfaction or prestige from being a member.
a. coercive
b. normative
c. totalitarian
d. utilitarian
ANSWER: b
REFERENCES: 138
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Conceptual
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91. Political parties, ecological activist groups, religious organizations, parent–teacher associations, and college sororities
and fraternities are examples of __________ organizations.
a. normative
b. utilitarian
c. coercive
d. totalitarian
ANSWER: a
REFERENCES: 138
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Applied
NOTES: Pickup
92. A person’s class (socioeconomic status based on a person’s education, occupation, and income) is the most
significant predictor of whether a person will participate in a mainstream __________ organization.
a. totalitarian
b. coercive
c. normative
d. utilitarian
ANSWER: c
REFERENCES: 139
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Factual
NOTES: Pickup
93. People do not voluntarily become members of __________ organizations.
a. utilitarian
b. normative
c. totalitarian
d. coercive
ANSWER: d
REFERENCES: 139
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Conceptual
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94. Total institutions, such as boot camps, prisons, and some mental hospitals, are examples of __________
organizations.
a. normative
b. coercive
c. totalitarian
d. utilitarian
ANSWER: b
REFERENCES: 139
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Applied
NOTES: Pickup
95. We voluntarily join __________ organizations when they can provide us with a material reward we seek.
a. normative
b. coercive
c. utilitarian
d. totalitarian
ANSWER: c
REFERENCES: 139
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Applied
NOTES: Pickup
96. Which of these is an example of a utilitarian organization?
a. high school
b. parent–teacher organization
c. prison
d. social movement organization
ANSWER: a
REFERENCES: 139
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Applied
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 31
97. Most government, business, education, and religious organizations are __________ in form.
a. human rights
b. bureaucratic
c. democratic
d. grassroots
ANSWER: b
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
98. A(n) __________ is an organizational model characterized by a hierarchy of authority, a clear division of labor,
explicit rules and procedures, and impersonality in personal matters.
a. democracy
b. monarchy
c. anarchy
d. bureaucracy
ANSWER: d
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
99. Weber’s term __________ refers to the process by which traditional informal and spontaneous methods of social
organization are gradually replaced by efficiently administered formal rules and procedures.
a. rationality
b. oligarchy
c. transition
d. assimilation
ANSWER: a
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 32
100. Which of these sociologists applied ideal type analysis and borrowed from the field of economics to study
bureaucracies?
a. Irving Janis
b. Solomon Asch
c. Karl Marx
d. Max Weber
ANSWER: d
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Factual
NOTES: Pickup
101. A(n) __________ is an abstract model that describes the recurring characteristics of some phenomenon (such as
bureaucracy).
a. symbolic representation
b. ideal type
c. repetitive paradigm
d. archetype
ANSWER: b
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
102. A college president need not be effective in designing promotional brochures. A corporate executive need not be able
to program the department’s computer system. These examples illustrate __________ in a bureaucratic
organization.
a. impersonality
b. hierarchy of authority
c. goal displacement
d. division of labor
ANSWER: d
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 33
103. A school district is run by a board of elected officials, which hires a superintendent, who in turn selects principals for
its schools and other administrative staff. This is an example of the bureaucratic characteristic of __________.
a. impersonality
b. goal displacement
c. rules and regulations
d. hierarchy of authority
ANSWER: d
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
104. The ideal-type characteristics of bureaucratic organizations, as specified by Max Weber, include an emphasis
on____________________________.
a. a division of labor
b. a flat organizational structure
c. relationships
d. employment based on personal reputation
ANSWER: a
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
105. According to sociologist George Ritzer, __________ refers to a world of no surprises.
a. efficiency
b. predictability
c. rationality
d. impersonality
ANSWER: b
REFERENCES: 141
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
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106. The text uses the expression “bureaucracy’s other face” to refer to __________.
a. the organizational chart for a bureaucracy
b. the formal structure of a bureaucracy
c. bureaucracy’s invisible quality
d. the informal activities within a bureaucracy
ANSWER: d
REFERENCES: 141
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
107. The “grapevine” spreads information (with varying degrees of accuracy) much faster than do official channels of
communication, which tend to be slow and unresponsive. Within a bureaucracy, the “grapevine” is an example of
__________.
a. impersonality
b. informal structure
c. rules and regulations
d. hierarchy of authority
ANSWER: b
REFERENCES: 141
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
108. A homeless man appears at the door of a shelter 10 minutes after the deadline for intake. He is refused shelter for
the night because he arrived late. Applying the terms for problems that are frequent within bureaucracy, this is an
example of __________.
a. informal structure
b. work culture
c. goal displacement
d. trained incapacity
ANSWER: c
REFERENCES: 142
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 35
109. Several employees at a fast-food restaurant call in sick at the last minute. The manager tries to fill in but doesn’t
know how to run the drive-through intercom or broiler. Applying the terms for problems that are frequent within
bureaucracy, this is an example of __________.
a. informal structure
b. work culture
c. goal displacement
d. trained incapacity
ANSWER: d
REFERENCES: 142
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
110. “Bureaucratic personality” refers to_____________________________.
a. the CEO or other person who comes to be associated with a bureaucratic organization
b. the image a bureaucracy presents to the media
c. an employee who is more concerned with following the rules than getting the job done
d. employees’ interaction with each other while at work
ANSWER: c
REFERENCES: 142
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
111. The bureaucratic tendency toward rule by the few is termed __________.
a. bureaucracy
b. oligarchy
c. autocracy
d. the power elite
ANSWER: b
REFERENCES: 143
LEARNING OBJECTIVES: SIOT.KEND.18.5-7 – Define the iron law of oligarchy and apply the concept to a brief
analysis of the U.S. government.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 36
112. Within a bureaucracy, leaders have access to information that others in the organization do not have. This is one of
the primary reasons for the emergence of __________.
a. bureaucracy
b. oligarchy
c. trained incapacity
d. goal displacement
ANSWER: b
REFERENCES: 143
LEARNING OBJECTIVES: SIOT.KEND.18.5-7 – Define the iron law of oligarchy and apply the concept to a brief
analysis of the U.S. government.
TOPICS: Conceptual
NOTES: Pickup
113. Part of the movement to humanize bureaucracy includes________________________.
a. a more rigid hierarchical structure
b. a greater emphasis on sharing information
c. helping employees focus on work
d. a reduction in the amount of informal activity
ANSWER: b
REFERENCES: 145
LEARNING OBJECTIVES: SIOT.KEND.18.5-8 – Identify alternative forms of organization that exist today in
nations such as Japan.
TOPICS: Conceptual
NOTES: Pickup
Subjective Short Answer
114. Define the differences among the sociological concepts of groups, aggregates, and categories.
ANSWER: A social group is a collection of two or more people who interact frequently with one
another, share a sense of belonging, and have a feeling of interdependence. An
aggregate is a collection of people who happen to be in the same place at the same
time but share little else in common (such as several people waiting for a traffic light to
change). A category is a number of people who may never have met one another but
share a similar characteristic (such as education level, age, race, or gender).
REFERENCES: 129
LEARNING OBJECTIVES: SIOT.KEND.18.5-1 – Explain what constitutes a social group as opposed to an
aggregate or a category.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 37
115. Differentiate between primary and secondary groups and explain how people’s relationships differ in each.
ANSWER: Sociologist Charles H. Cooley used the term primary group to describe a small, less
specialized group in which members engage in face-to-face, emotion-based interactions
over an extended period of time. We have primary relationships with other individuals
in our primary groups—that is, with our significant others, who frequently serve as role
models. In contrast, a secondary group is a larger, more specialized group in which the
members engage in more impersonal, goal-oriented relationships for a limited period of
time.
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
116. Provide definitions for ingroup, outgroup, and reference group, and describe the significance of these concepts in
everyday life.
ANSWER: All groups set boundaries by distinguishing between insiders who are members and
outsiders who are not. An ingroup is a group to which a person belongs and with which
the person feels a sense of identity. An outgroup is a group to which a person does not
belong and toward which the person may feel a sense of competitiveness or hostility.
Ingroups provide us not only with a source of identity but also with a point of
reference. A reference group is a group that strongly influences a person’s behavior
and social attitudes, regardless of whether that individual is an actual member.
REFERENCES: 130–131
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
117. Compare the perspectives of functionalists and conflict theorists on the purposes of groups.
ANSWER: According to functionalists, people form groups to meet instrumental and expressive
needs. Groups help members do jobs that are impossible to do alone or that would be
very difficult and time-consuming at best. In addition, groups help people meet their
expressive, or emotional, needs, especially those involving self-expression and support
from family, friends, and peers. Conflict theorists suggest that groups also involve a
series of power relationships whereby the needs of individual members may not be
equally served.
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 38
118. Define dyads and triads; explain the effect of group size on interaction patterns.
ANSWER: The size of a group is one of its most important features. Interactions are more
personal and intense in a small group—a collectivity small enough for all members to
be acquainted with one another and to interact simultaneously. A dyad is a group
composed of two members—the active participation of both members is crucial for the
group’s survival. If one member withdraws from interaction or “quits,” the group
ceases to exist. Dyads provide members with a more intense bond and a sense of unity
not found in most large groups. When a third person is added to a dyad, a triad—a
group composed of three members—is formed. In a triad, even if one member ignores
another or declines to participate, the group can still function. In addition, two members
may unite to create a coalition that can subject the third member to group pressure to
conform. As the size of a group increases beyond three people, members tend to
specialize in different tasks, and everyday communication patterns change. In groups
of more than six or seven people, it becomes increasingly difficult for everyone to take
part in the same conversations; therefore, several conversations will probably take
place simultaneously. In groups of more than ten or twelve people, it becomes virtually
impossible for all members to participate in a single conversation unless one person
serves as moderator and guides the discussion.
REFERENCES: 132
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 39
119. Describe types and styles of group leadership.
ANSWER: Instrumental leadership is goal- or task-oriented; this type of leadership is most
appropriate when the group’s purpose is to complete a task or reach a particular goal.
Expressive leadership provides emotional support for members; this type of leadership
is most appropriate when the group is dealing with emotional issues and when harmony,
solidarity, and high morale are needed. Both kinds of leadership are needed for groups
to work effectively. Three major styles of leadership exist in groups: authoritarian,
democratic, and laissez-faire. Authoritarian leaders make all major group decisions and
assign tasks to members. These leaders focus on the instrumental tasks of the group
and demand compliance from others. In times of crisis, such as war or natural disaster,
authoritarian leaders may be commended for their decisive actions. In other situations,
however, they may be criticized for being dictatorial and for fostering intergroup
hostility. By contrast, democratic leaders encourage group discussion and decision
making through consensus building. These leaders may be praised for their expressive,
supportive behavior toward group members, but they may also be blamed for being
indecisive in times of crisis. Laissez-faire leaders are only minimally involved in
decision making and encourage group members to make their own decisions. On the
one hand, laissez-faire leaders may be viewed positively by group members because
they do not flaunt their power or position. On the other hand, a group that needs active
leadership is not likely to find it with this type of leadership, which does not workvigorously to promote group goals.
REFERENCES: 134
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
120. Explain the concept of groupthink and why it can be dangerous for organizations.
ANSWER: The term groupthink refers to the pressure on members of a cohesive group to
conform to the group decision and refrain from contributing conflicting opinions. Janis
examined group decision making among political experts and found that major blunders
in U.S. history may be attributed to pressure toward group conformity. Group members
often limit or withhold their opinions and focus on consensus rather than on exploring all
of the options and determining the best course of action, sometimes with tragic results.
REFERENCES: 137
LEARNING OBJECTIVES: SIOT.KEND.18.5-4 – Apply the concept of groupthink to describe how people often
respond differently in a group context than they might if they were alone.
TOPICS: Conceptual
NOTES: ModifiedCopyright Cengage Learning. Powered by Cognero. Page 40
121. Define normative, coercive, and utilitarian organizations, and give an example of each.
ANSWER: Etzioni classified formal organizations into three categories: normative, coercive, and
utilitarian—based on the nature of membership in each. We voluntarily join normative
organizations when we want to pursue some common interest or gain personal
satisfaction or prestige from being a member. Political parties, ecological activist
groups, religious organizations, parent–teacher associations, and college sororities and
fraternities are examples of normative organizations. Class, gender, and race are
important determinants of a person’s participation in a normative organization. People
do not voluntarily become members of coercive organizations—associations that people
are forced to join. Total institutions, such as boot camps, prisons, and some mental
hospitals, are examples of coercive organizations. The assumed goal of total institutions
is to resocialize people through incarceration. We voluntarily join utilitarian
organizations when they can provide us with a material reward we seek. To make a
living or earn a college degree, we must participate in organizations that can provide us
these opportunities. Although we have some choice regarding where we work or
attend school, utilitarian organizations are not always completely voluntary. For
example, most people must continue to work even if the conditions of their employment
are less than ideal.
REFERENCES: 138–139
LEARNING OBJECTIVES: SIOT.KEND.18.5-5 – Identify the three categories of formal organizations and state
how they differ in membership.
TOPICS: Conceptual
NOTES: Pickup
122. Name the five characteristics comprising Weber’s ideal type of bureaucracy as well as their effects.
ANSWER: Weber described five ideal-type characteristics of bureaucratic organization. However,
he acknowledged that not all organizations would fit his ideal type. The characteristics
are: division of labor, hierarchy of authority, impersonality, rules and regulations, and
qualification-based employment. Their effects include inefficiency and rigidity,
resistance to change, and perpetuation of race, class, and gender inequalities.
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Modified
123. Explain the concept of trained incapacity and its relevance for bureaucracy.
ANSWER: Veblen used the term trained incapacity to characterize situations in which workers
have become so highly specialized or have been given such fragmented jobs that they
are unable to come up with creative solutions to problems. Within bureaucracies,
division of labor and the tendency toward expansion can lead to problems that lead to
inefficiency. One of these is trained incapacity.
REFERENCES: 142
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 41
124. Describe the iron law of oligarchy, and explain why bureaucratic hierarchies and oligarchies go hand in hand.
ANSWER: According to political sociologist Michels, all organizations encounter the iron law of
oligarchy—the tendency to become a bureaucracy ruled by the few. His central idea
was that those who control bureaucracies not only wield power but also have an
interest in retaining their power. Power may be concentrated in the hands of a few
people because rank-and-file members must inevitably delegate a certain amount of
decision-making authority to their leaders. Leaders then have access to information
that other members do not have. They also have “clout,” which they may use to
protect their own interests, sometimes at the expense of the interests of others.
Oligarchy may also result when individuals have certain outstanding qualities that make
it possible for them to manage, if not control, others. The members choose to look to
their leaders for direction; the leaders are strongly motivated to maintain their power
and privileges.
REFERENCES: 143
LEARNING OBJECTIVES: SIOT.KEND.18.5-7 – Define the iron law of oligarchy and apply the concept to a brief
analysis of the U.S. government.
TOPICS: Conceptual
NOTES: Modified
Essay
125. Describe sociologist William Graham Sumner’s concepts of ingroups and outgroups. Explain the positive and
negative consequences of both ingroups and outgroups for members.
ANSWER: Will vary
REFERENCES: 130
LEARNING OBJECTIVES: SIOT.KEND.18.5-2 – Distinguish among ingroups, outgroups, and reference groups,
and give an example of each.
TOPICS: Conceptual
NOTES: Pickup
126. Describe the research of Solomon Asch, and explain its contributions to our understanding of group conformity.
ANSWER: Will vary
REFERENCES: 135
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: Pickup
127. Describe the research of Stanley Milgram, and explain its contributions to our understanding of obedience to
authority. What were some possible ethical problems with Milgram’s research?
ANSWER: Will vary
REFERENCES: 135–136
LEARNING OBJECTIVES: SIOT.KEND.18.5-3 – Discuss how a group’s size shapes group members’
communication, leadership styles, and pressures to conform.
TOPICS: Conceptual
NOTES: ModifiedCopyright Cengage Learning. Powered by Cognero. Page 42
128. Describe the informal structure in bureaucracy, and discuss its positive and negative aspects.
ANSWER: Will vary
REFERENCES: 141
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
129. Discuss social psychologist Irving Janis’s concept of groupthink, including how it emerges, and give examples that
illustrate its potentially negative consequences.
ANSWER: Will vary
REFERENCES: 137
LEARNING OBJECTIVES: SIOT.KEND.18.5-4 – Apply the concept of groupthink to describe how people often
respond differently in a group context than they might if they were alone.
TOPICS: Conceptual
NOTES: Pickup
130. Summarize Weber’s concept of rationality within organizations, and discuss how the characteristics of bureaucracy
are rational according to Weber’s definition.
ANSWER: Will vary
REFERENCES: 140
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
131. Discuss the major shortcomings of bureaucracies, including negative effects on workers, clients, or customers, as
well as negative effects on productivity levels.
ANSWER: Will vary
REFERENCES: 142–143
LEARNING OBJECTIVES: SIOT.KEND.18.5-6 – Debate the strengths and weaknesses of bureaucracies in
contemporary nations such as the United States.
TOPICS: Conceptual
NOTES: Pickup
132. Compare U.S. and Japanese models of organization.
ANSWER: Will vary
REFERENCES: 145
LEARNING OBJECTIVES: SIOT.KEND.18.5-8 – Identify alternative forms of organization that exist today in
nations such as Japan.
TOPICS: Conceptual
NOTES: PickupCopyright Cengage Learning. Powered by Cognero. Page 43