Deck 15: Making It by Faking It: Working-Class Students in an Elite Academic Environment

Question 1

Which sociologist left a legacy of work examining the importance of stigma?

A) Irving Goffman
B) Karl Marx
C) Emile Durkheim
D) Max Weber

Answer 1

A

Question 2

This reading focuses on stigma related to ______.

A) homosexuality
B) mental illness
C) class
D) drug addiction

Answer 2

C

Question 3

When did the law school in the study begin to admit minorities, women, and members of the lower classes to the university?

A) the early 1800s
B) the mid-1800s
C) the early 1900s
D) the mid-1900s

Answer 3

D

Question 4

Out of the 103 students interviewed, how many came from working-class backgrounds?

A) 13
B) 23
C) 43
D) 63

Question 5

What happened to the majority of the students' identification with the working class shortly after they entered law school?

A) It became stronger.
B) It forced them to work harder.
C) It became a source of pride.
D) It diminished.

Question 6

Compared to their more elite counterparts, working-class students reported significantly higher levels of ______ during their first year of studies.

A) competency
B) self-efficacy
C) stress
D) cultural capital

Question 7

How do individuals often adjust to class stigma?

A) through direct confrontation
B) by accepting the spoiled identity
C) through role engulfment
D) by learning to conceal their uniqueness

Question 8

Interviewers who actively interviewed new recruits were most interested in the students' ______.

A) knowledge of law
B) volunteer experiences
C) social competency
D) financial goals

Question 9

Working-class individuals who feel like outsiders in middle-class occupations are experiencing ______.

A) identity ambivalence
B) stranger in paradise syndrome
C) transcendent stigmatization
D) selling out disorder

Question 10

Avoidance and redefining were tactics students used to ______.

A) resolve ambivalence
B) remain ideological
C) protect spare time
D) pursue social change

Question 11

Identify three tactics used by individuals to adjust to deviance and manage their social identity.

Question 12

Describe the methods used by the author to study the law students.

Question 13

Explain the crisis of competency that many of the students experienced.

Question 14

Discuss how stigma limits one's opportunities to participate in social life as a complete citizen, particularly so for those possessing gender or racial stigmas.

Question 15

Provide one example of how working-class students concealed their identity while at the school.