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Sociology
Q:
The discussion of machismo in Latin America in the text indicates that:
a. all cultures construct masculinity in the same way.
b. conceptions of machismo and masculinity are variable and shifting.
c. each culture constructs masculinity differently, but are always internally consistent in that construction.
d. machismo really has nothing to do with masculinity at all.
e. masculinity is constructed variably across and within cultures, but is always conceived and performed consistently by individuals.
Q:
By studying the "fag discourse" in US schools, anthropologists have learned that:
a. only homosexual boys are bullied and teased.
b. teens in all ethnic groups participate in the behavior described.
c. girls can increase their status by performing masculine behavior.
d. though boys are pressured to behave appropriately, violence is not involved.
e. teachers believe that girls who behave in masculine ways are considered lesbians.
Q:
A primary component of the "fag discourse" in US high schools is:
a. bullying of boys whose behavior is seen as sufficiently masculine, even if the boys are heterosexual.
b. bullying of boys whose behavior is seen as not sufficiently masculine, even if the boys are heterosexual.
c. bullying of girls whose behavior is seen as masculine, even if the girls are heterosexual.
d. bullying of boys whose behavior is seen as sufficiently masculine, especially if the boys are homosexual.
e. bullying of girls whose behavior is seen as masculine, especially if the girls are homosexual.
Q:
The behaviors encouraged in sportswhere boys are rewarded for competitiveness and girls are encouraged to play quietlyreflect:
a. societal adult gender roles.
b. gender roles that reverse during adolescence, when boys begin to play quietly and girls become more competitive.
c. the natural result of sexual dimorphism.
d. primary sex characteristics.
e. nothing meaningful; it is just sports.
Q:
In youth sports in the United States, behaviors that tend to receive the most praise from coaches are:
a. gender neutral, for example, honesty and fairness.
b. agility, which is associated with girls.
c. whatever tactics win the game.
d. aggression, which is associated with manliness.
e. following the rules, which are gender neutral.
Q:
Which of the following is a way that sports such as T-ball reinforce gender ideals in US children?
a. Boys typically receive more playing time than girls.
b. Boys have fewer opportunities to touch the ball than girls.
c. Girls spend more time batting than boys.
d. Parents tend to encourage boys and girls equally.
e. Girls and boys receive the same amount of praise for playing well.
Q:
The way in which individuals act out the behaviors associated with masculinity and femininity is called gender:
a. stratification.
b. performance.
c. dimorphism.
d. play.
e. practice.
Q:
The process through which a sense of gender becomes normative and seems natural is called:
a. sexual dimorphism.
b. gender stratification.
c. enculturation.
d. enculturation.
e. hierarchies.
Q:
The learned behaviors perceived as masculine or feminine are called:
a. sexual dimorphism.
b. alternate sexualities.
c. cultural constructions.
d. universal beliefs.
e. gender stratification.
Q:
Studies of physical differences indicate that:
a. chromosomes are the primary determinants of human behavior.
b. all individuals fall into the two assumed categories of male and female.
c. women's bodies are not strong enough for heavy labor.
d. biology drives the division of labor.
e. human male and female bodies are more similar than different.
Q:
On average, human men weigh ________ more than women.
a. 5 percent
b. 15 percent
c. 25 percent
d. 30 percent
e. 50 percent
Q:
Cross-cultural studies indicate that biology predicts:
a. an individual's behavior, strength, and intelligence.
b. the roles men and women play in a given culture.
c. an individual's behavior, strength, and intelligence, as well as the roles of men and women in a given culture.
d. men's and women's roles and behavior in a given culture, but not individuals' strength and intelligence.
e. neither an individual's behavior, strength, and intelligence, nor men's and women's roles in a given culture.
Q:
Which of the following is NOT considered a secondary sexual characteristic?
a. genitalia
b. breast size
c. hair distribution
d. strength
e. pitch of voice
Q:
________ is the term anthropologists use to refer to physical differences in primary and secondary sexual characteristics.
a. Genitalia
b. Sexual dimorphism
c. Transgendering
d. Cultural constructions
e. Performance patterns
Q:
Which of the following does not factor into biological differences between men and women?
a. genitalia
b. gonads
c. hair length
d. hormones
e. chromosomes
Q:
Anthropologists define ________ as the expectations of thought and behavior that each culture assigns to individuals.
a. intersex
b. sex
c. reproduction
d. gender
e. dimorphism
Q:
For anthropologists, ________ refers to the observable physical differences between male and female human beings, especially the biological differences related to human reproduction.
a. gender
b. sex
c. reproduction
d. performance
e. dimorphism
Q:
Which of the following statements about human behavior is true?
a. It is a combination of "nature" (biology) and "nurture" (acculturation).
b. It is completely dictated by "nature" (biology).
c. It is completely dictated by "nurture" (acculturation).
d. It seems to have nothing to do with nature (biology) or nurture (acculturation).
e. It is a result of nature or nurture depending on the person, but never both in the same individual.
Q:
The text notes that for most of the world's people, ethnicity is not a pressing matter in daily life; instead, it becomes active when power relationships undergo negotiation in a community or nation. In a brief essay, give an example and explain how ethnicity has been activated to accomplish some end. Explain the power relationship under negotiation, who was involved, and how ethnicity was activated to accomplish the goal. Describe the outcome of these efforts.
Q:
Define ethnic cleansing and genocide and give an example of each to illustrate your answer.
Q:
In a brief essay, compare and contrast how the Bafokeng and Native American tribes have formed corporations to achieve specific goals. Use specific examples from the class to illustrate your answer.
Q:
The concepts of "ethnicity," "nation-state," "nationality," and "nationalism" are closely related and have serious impacts on countries in the world today. In a brief essay, discuss the situation in Iraq with regard to nation, nation-state, ethnicity, and nationality, and provide examples to support your points.
Q:
In a brief essay, identify three ways that various immigrants from India have created a new and unique Indian American identity in the United States. Is this assimilation or multiculturalism, and why?
Q:
The United States has been described as a "melting pot" for immigrants, but not all immigrant groups follow the same trajectory. In a brief essay, compare and contrast the experiences of Italian, Jewish, Greek, or other European immigrants with those of immigrants from China or India.
Q:
Explain why England is called the "ninety-minute nation" and why it is so important to people who identify as English.
Q:
Identify three things that are used as ethnic boundary markers, and explain what cultures they are used in and how.
Q:
In the text, the author notes that the French national soccer team imploded at the 2010 World Cup because one of the team's stars questioned if some members of the team were actually "French." They have to be citizens of France to play on the team. Explain why this became an issue for the French team.
Q:
In the opening discussion of the chapter, the author discusses how Jerome and Kevin-Prince Boateng have become soccer stars. Their father was Ghanian and their mothers were German; one played soccer for the German national team and the other played for the Ghanian national team. In a brief essay, explain how they can have different nationalities that allow them to play on different national teams, but do they have different ethnicities as well? Why?
Q:
Explain what is meant when we say that a nation is an imagined community, and give an example from the class.
Q:
The Bafokeng people of South Africa formed the corporation Royal Bafokeng Nation, Inc. to:
a. recover land taken by white settlers.
b. get wealthy from platinum mining.
c. make the Bafokeng people wealthy.
d. take advantage of native sovereignty.
e. fight court battles for them.
Q:
During the colonial period, colonial powers redrew the political boundaries of much of the world to suit their economic needs and without regard to local ethnic, political, or religious realities. When colonialism ended, these new boundaries became new countries and most had groups claiming multiple ethnicities and identities within these new countries. This has resulted in:
a. civil war.
b. ethnic cleansing.
c. ethnic conflict.
d. genocide.
e. all of the above
Q:
According to the text, what ended five hundred years of peace between Bosnian Muslims, Catholic Croats, and Orthodox Christian Serbs in the former Yugoslavia?
a. ethnic and cultural policies imposed by state leaders
b. religious beliefs
c. ethnic rivalries
d. colonial interference
e. Russian influence
Q:
In South Africa, the Bafokeng were able to eventually get much of their land back from the white settlers who had taken it through what means?
a. Bafokeng independence
b. guerrilla warfare
c. Bafokeng free state
d. ethnic cleansing
e. Royal Bafokeng Nation, Inc.
Q:
As part of a territorial conflict in Bosnia, ethnic Croats expelled, imprisoned, or killed the Muslim people who they had lived peacefully next door to for more than five hundred years. This illustrates the concept of:
a. removal.
b. genocide.
c. fascism.
d. expulsion.
e. ethnic cleansing.
Q:
When one group of people claims a territory and tries to push out or kill another group of people who live there, this is known as:
a. domination.
b. ethnic cleansing.
c. ethnocide.
d. fascism.
e. removal.
Q:
Efforts by representatives of one ethnic or religious group to remove or destroy another group in a particular geographic area are known as:
a. ethnic cleansing.
b. ethnocide.
c. expulsion.
d. genocide.
e. mass murder.
Q:
The desire of Scots to have their own independent country of Scotland, separate from the United Kingdom, which they are a part of now, illustrates the concept of:
a. dominion.
b. nationalism.
c. partition.
d. schism.
e. separation.
Q:
An ethnic group's desire to assert its domination over a recognized territory and to affirm its values, ambitions, and common destiny is known as:
a. ascendance.
b. dominion.
c. hegemony.
d. nationalism.
e. reign.
Q:
When an ethnic community combines with a desire to create and maintain an exclusive territory in a location where a common destiny can be lived out, this is called:
a. a state.
b. a nation-state.
c. a community.
d. nationalism.
e. a society.
Q:
In the past, groups of people have tried to systematically eradicate people of different religious or ethnic groups. This is referred to as:
a. annihilation.
b. ethnic cleansing.
c. decimation.
d. genocide.
e. mass destruction.
Q:
The deliberate and systematic destruction of an ethnic or religious group is known as:
a. apartheid.
b. ethnic cleansing.
c. divestment.
d. genocide.
e. mass murder.
Q:
The text notes that the stories of the Mayflower, the first Thanksgiving, the Boston Tea Party, the American Revolution, and the settling of the West are retold to emphasize a shared destiny as well as the values of freedom, exploration, and individualism. These illustrate the concept of a(n):
a. folk tale.
b. history.
c. "just so" story.
d. legend.
e. origin myth.
Q:
The Indian American community has broken down many old barriers once held in India, but has chosen to deny efforts by the members of the South Asian Lesbian and Gay Alliance (SALGA) to participate in the India Day Parade. This illustrates the concept of:
a. control of identity.
b. ethnic boundary markers.
c. ethnic making.
d. ethnogenesis.
e. rationalization of self.
Q:
Prior to 1800, the French were a scattered collection of urban and rural people who spoke different languages, celebrated different holidays and festivals, and practiced different religions. Then, in the early 1800s, the development of schools and a road system brought people closer together, and along with a growing economy and a national language united them as French, rather than Gascons, Burgundians, and Parisians. This illustrates the idea of:
a. dominion.
b. ethnic making.
c. ethnogenesis.
d. nation building.
e. unification.
Q:
Immigrants from India come from many different areas with different languages and customs, but once they arrive in the United States, these previous distinctions become less important and they all begin the process of becoming Indian American, EXCEPT which group of people?
a. blacks
b. Brahmins
c. Dalits
d. gays and lesbians
e. harijans
Q:
Sometimes a group of people breaks away from an ethnic group to form a new identity, and, in the past, two ethnic groups have combined to form a new and unique identity. These are examples of:
a. nation building.
b. ethnic making.
c. ethnogenesis.
d. fissioning.
e. syncretism.
Q:
The invented sense of connection and shared traditions that underlies identification with a particular ethnic group or nation whose members likely will never meet refers to the concept of:
a. cultural imperialism.
b. imagined community.
c. invented identity.
d. nation-state.
e. nationalism.
Q:
Anthropological research reveals that most ethnic groups and nations are recent historical creations, our connection to people within these groups is relatively new, and our shared traditions are recently invented. In addition, most members will never meet each other. Therefore, most nations today are:
a. achieved communities.
b. conglomerates.
c. empires.
d. imagined communities.
e. nation-states.
Q:
Despite the often obvious ethnic, socioeconomic, occupational, and religious differences, and the fact that most will never meet each other, most people in the United States see themselves as members of a large community called "Americans," who share common beliefs and traditions. This demonstrates the concept of:
a. ethnic making.
b. ethnogenesis.
c. imagined community.
d. nationalism.
e. national spirit.
Q:
The Tutsi and Hutu originally considered themselves a single group of people differing primarily by occupation; however, the Belgium colonial administration began treating the pastoral Tutsi people as different and superior to the Hutu farmers. Eventually, these two groups of people began to see each other as different as well. This is an example of:
a. ethnic division.
b. apartheid.
c. ethnogenesis.
d. colonialism.
e. ethnic making.
Q:
How long has the Iraqi ethnicity existed in the Middle East?
a. never
b. since World War II
c. two hundred years
d. five hundred years
e. at least two thousand years
Q:
Argentina used soccer, polo, and the tango to unite different groups of immigrants into a new group of people who identified with each other rather than their old homelands. This demonstrates the concept of:
a. ethnogenesis.
b. origination.
c. syncretism.
d. conglomeration.
e. nationhood.
Q:
In Zimbabwe, guerrilla fighters turned to spirit mediums to receive the blessing of ancient Shona kings and gain legitimacy and unity in their fight against British colonialism. This allowed them to promote what concept?
a. colonialism
b. defiance
c. nationalism
d. resistance
e. spiritualism
Q:
What country only exists during the ninety minutes its team plays a soccer match?
a. Puerto Rico
b. England
c. Ghana
d. Monaco
e. Luxembourg
Q:
The French have a strong sense of connection to their history, ideals, and culture that binds them together, and this is clearly missing in Iraq. This illustrates the concept of:
a. dominion.
b. ethnicity.
c. fellowship.
d. society.
e. sodality.
Q:
Many immigrant groups in the United Statessuch as Arabs, Czechs, the French, Irish, Italians, Greeks, Jews, and many othershave assimilated into white American society, and this has been described as a(n):
a. melting pot.
b. patchwork.
c. tossed salad.
d. potpourri.
e. amalgamation.
Q:
The tendency of many ethnic groups that join American culture to assimilate has been described as a(n):
a. tossed salad.
b. melting pot.
c. integration.
d. hash.
e. amalgamation.
Q:
What metaphor is used to describe the process of immigrant assimilation into U.S. dominant culture?
a. nationalism
b. tossed salad
c. melting pot
d. nationhood
e. whitening
Q:
Chinese immigrants in the United States have a long history, but many Chinese American communities still have a distinct Chinese character where they retain many aspects of traditional Chinese cultures. This example illustrates the concept of:
a. amalgamation.
b. biculturalism.
c. integration.
d. multiculturalism.
e. naturalization.
Q:
Some ethnic groups in the United States have adopted certain parts of American culture but still maintain some parts of their distinct ethnic culture. This is referred to as:
a. biculturalism.
b. multiculturalism.
c. segregation.
d. separation.
e. variation.
Q:
The process though which new immigrants and their children enculturate into the dominant national culture but retain a distinct ethnic culture is referred to as:
a. assimilation.
b. biculturalism.
c. multiculturalism.
d. negotiation.
e. naturalization.
Q:
In the 1920s, Italian immigrants were considered dark, strange, and often subhuman by the "white" majority in the United States, who were then primarily of northern European descent. But today, the descendents of these immigrants are considered ordinary "white" folk. This demonstrates the concept of:
a. segregation.
b. nationalization.
c. incorporation.
d. indoctrination.
e. assimilation.
Q:
When minorities abandon their separate identity and adopt the culture and norms of the dominant group, they are practicing:
a. nationalization.
b. integration.
c. incorporation.
d. assimilation.
e. absorption.
Q:
The process by which minorities adopt the patterns and norms of the dominant culture and cease to exist as separate groups is known as:
a. assimilation.
b. indoctrination.
c. multiculturalism.
d. nationalization.
e. naturalization.
Q:
Carlos Murphy is from an Irish Mexican family, and he rides with pride on the Sons of Erin float in the St. Patrick's Day parade and drinks margaritas with his Mexican relatives the next day. This demonstrates the concept of:
a. flexible concept of self.
b. rationalization of identity.
c. simulated nationalism.
d. situational negotiation of identity.
e. transitional nationality.
Q:
An individual's self-identification with a particular group that can shift according to social location is known as:
a. ethnic variation.
b. flexible nationalism.
c. national identification.
d. rationalization of self.
e. situational negotiation of identity.
Q:
Since ethnicity is not biologically fixed, self-identification with a particular ethnic group can change through what process?
a. situational negotiation of identity
b. rationalization of self
c. naturalization of identity
d. ethno-determination
e. ethnic cleansing
Q:
According to Aztec tradition, they wandered across what is today Mexico until they came to an island with an eagle standing on a cactus with a snake in its mouth. According to their prophecy, this would be their new home. The Aztecs established their capital city on an island in Lake Texcoco, where tradition said they found the eagle. This demonstrates the concept of a(n):
a. tall tale.
b. origin myth.
c. folk tale.
d. fairy tale.
e. ethnohistory.
Q:
Most groups of people have tales about where they came from and when, which unite them as a group. These tales are known as:
a. creation stories.
b. folk tales.
c. histories.
d. origin myths.
e. tall tales.
Q:
A story that is told about the founding and history of a particular group to reinforce a common sense of identity is called a:
a. creation story.
b. folk tale.
c. history.
d. "just so" story.
e. origin myth.
Q:
In Jewish tradition, in order to be Jewish, a person must have a Jewish mother, follow the Jewish religion, and abide by kosher food limitations. While these are not ironclad, these customs set off traditional Jewish people from others and demonstrate the concept of:
a. ethnic boundary markers.
b. ethnic-making projects.
c. socially significant traits.
d. nationalistic customs.
e. religious determinism.
Q:
Most ethnic groups establish traits that set them apart from others and identify members of their own group. These are known as:
a. culturally significant traits.
b. ethnic boundary markers.
c. ethnic-making projects.
d. national consciousness.
e. social signifiers.
Q:
Groups of people create and promote traits to signify who is in the group and who is out. These are called:
a. apartheid.
b. cultural walls.
c. ethnic boundaries.
d. segregation.
e. social signifiers.
Q:
When part of an ethnic group splits off or two groups combine to form a new group that identifies itself separately, this is known as:
a. budding.
b. ethnogenesis.
c. fissioning.
d. origination.
e. syncretism.
Q:
Swedish people share a common language, culture, and ideals; therefore, Swedenthe country they live inillustrates the concept of a:
a. dominion.
b. nation.
c. nation-state.
d. society.
e. state.
Q:
When a group of people share a common culture, sense of ancestry, and country, this political entity is called a:
a. state.
b. society.
c. nation-state.
d. nation.
e. mandate.
Q:
What term is used to describe a political entity located within a geographic boundary whose population shares a sense of culture, ancestry, and destiny?
a. nation
b. nation-state
c. nationality
d. society
e. state
Q:
Originally, this term referred to a distinct group of people with a shared place of origin, but it is now most commonly used to refer to a country.
a. state
b. realm
c. mandate
d. nation-state
e. nation
Q:
What term was used in the past to describe a group of people but now refers to a country?
a. community
b. nation
c. nationality
d. nation-state
e. state
Q:
A group of people who share an idea of cultural and ancestral connection and who see themselves as distinct from people in other groups is described as a(n):
a. society.
b. ethnicity.
c. dominion.
d. consortium.
e. brotherhood.