Deck 4: Social Interaction and Identity

Question 1

The Body and Bathing: Help with Personal Care at Home JULIA TWIGG
When older people who need help are going to take a bath, who do they most often want to bathe them?

A) a woman with whom they are familiar
B) a family member of the same gender
C) a close friend of either gender
D) a stranger who neither knows the older person nor will ever get to know them well
20) Women without Class: Chicas, Cholas, Trash, and the Presence/Absence of Class Identity JULIE BETTIE

Answer 1

A

Question 2

The Body and Bathing: Help with Personal Care at Home JULIA TWIGG
When Twigg describes the "gaze of youth" she is referring to:

A) the tendency of people to see themselves as younger than they really are, often imagining themselves to be youthful and carefree
B) how everyone notices young people and what they are doing
C) how the image of youth is highly valued in society, while an older person's body is seen as imperfect, defective, unattractive, and even distasteful
D) young people's innocence and lack of experience, which color their perceptions
E) optimistic attitudes and positive feelings between people who may be quite elderly

Answer 2

C

Question 3

Women Without Class: Chicas, Cholas, Trash, and the Presence/Absence of Class Identity JULIE BETTIE
Bettie found that social class:

A) influences the actions of the police who arrest women for sex crimes; for example, lower-class women are treated much more harshly than middle-class women
B) is much more important to young boys, who aspire to social advancement, than young girls
C) exerted a force on her research subjects, though they had difficulty explaining or even recognizing the effects of social class in discussions with her
D) is discussed openly on television and presented accurately in situation comedies and dramas

Answer 3

C

Question 4

The Body and Bathing: Help with Personal Care at Home JULIA TWIGG
Among the people Twigg studied, what part of the body did people most enjoy having someone bathe?

A) their feet
B) their hair
C) their face, including, for men, having someone shave them in the bath
D) their back
E) None of the above. Those she studied avoided having anyone touch them in the bath

Question 5

On Face-Work ERVING GOFFMAN
According to Goffman, what does it mean to present a "face"?

A) to present an identity that one wants others to accept
B) to put forward an image that masks or hides how onereally feels
C) to challenge what another person says by making facial expressions communicating disbelief or doubt
D) To summon the courage to defy others' expectations and to go one's own way

Question 6

Women Without Class: Chicas, Cholas, Trash, and the Presence/Absence of Class Identity JULIE BETTIE
Among the young women Bettie studied were several groups or "cliques." The Anglo/whites and the Mexican-American students both belonged to a group identified as:

A) hicks
B) skaters
C) dopers
D) preps
E) rockers

Question 7

The Body and Bathing: Help with Personal Care at Home JULIA TWIGG
The personal care Julia Twigg describes in "Body and Bathing" is about:

A) married couples who enjoy bathing together or giving each other baths
B) caregivers who help older people in their home
C) the history of cleanliness
D) power; children refuse to take baths, reject many foods, and speak in slang in order to exert independence from their parents

Question 8

On Face-Work ERVING GOFFMAN
When we consciously don't talk abut certain topics or overlook a discrepancy in what someone says that might indicate that he or she is being dishonest, we are engaging in what Goffman calls:

A) an avoidance strategy
B) a white lie
C) civil inattention
D) a conspiracy of silence

Question 9

The Body and Bathing: Help with Personal Care at Home JULIA TWIGG
According to Twigg's essay, bathing can be understood as:

A) a pleasant experience, a luxury or a time of relaxation
B) hygiene, or simply getting clean and ridding oneself of dirt, bacteria, and unhealthy smells
C) a rite of passage or a transition from one situation to another, for example from sinner to saved
D) a form of punishment or a penalty to pay
E) All of the above are meanings attached to bathing

Question 10

The Body and Bathing: Help with Personal Care at Home JULIA TWIGG
This essay describes people in which country?

A) the United States
B) no particular country; the discussion is very general and could apply to anywhere
C) England
D) Canada

Question 11

On Face-Work ERVING GOFFMAN
Goffman argues that one's face is:

A) rarely shown to others. Rather, we present a "mask" over our face
B) a positive image
C) the difficulties and obstacles in our life
D) one's pride and self-confidence

Question 12

Women Without Class: Chicas, Cholas, Trash, and the Presence/Absence of Class Identity JULIE BETTIE
In order to do her research, Bettie spent months:

A) visiting juvenile detention facilities and medium security prisons near her university
B) working alongside migrant workers in the fields and in sweatshops along the U.S.-Mexico border
C) talking with and observing young women in a small town in California
D) interviewing prostitutes who work out of their homes in a large, unidentified metropolitan area

Question 13

On Face-Work ERVING GOFFMAN
John was a terrible dancer. When he went on a date he was quick to point out this fact, and in so doing he:

A) lost face
B) gained the advantage of deciding what they would do on the date
C) avoided the possibility of his (and his dates) becoming embarrassed or shamefaced later on
D) gained status by agreeing to try to learn to dance
19) The Body and Bathing: Help with Personal Care at Home JULIA TWIGG

Question 14

On Face-Work ERVING GOFFMAN
According to Goffman, our interactions with others involve many strategies and actions that are designed to:

A) make others think we are someone other than who we really are
B) help us practice the culture of our society
C) reflect our personality
D) present a favorable impression of ourselves
E) make other people feel good about themselves

Question 15

Women Without Class: Chicas, Cholas, Trash, and the Presence/Absence of Class Identity JULIE BETTIE
The women in the cliques/groups described by Bettie are:

A) divided by unspoken, almost invisible boundaries; it took Bettie many weeks to recognize the existence of the cliques
B) easily recognizable by the colors they wear, their makeup, and the way they wear their clothes
C) socially recognized by the amount of money they earn or are given by their boyfriends
D) treated very much the same across cliques by teachers and others with whom they interact
E) in denial about belonging to or identifying with a clique or specific group

Question 16

On Face-Work ERVING GOFFMAN
Goffman's discussion is relevant only for situations in which a person is:

A) interacting (communicating) with another person or several persons
B) being interviewed, as for a job
C) an American or Western European. His argument is very ethnocentric and culturally specific.
D) educated enough to understand social theories and paradigms

Question 17

On Face-Work ERVING GOFFMAN
A "corrective interchange" that allows someone to "save face" begins with what act?

A) an apology
B) a short break or recess
C) a payoff
D) a challenge
E) a greeting

Question 18

Women Without Class: Chicas, Cholas, Trash, and the Presence/Absence of Class Identity JULIE BETTIE
Discussions with the women in Bettie's study tended to be filled with descriptions of themselves and others in terms of:

A) their differences in preparation for college or jobs
B) boyfriends: whether they had them, whether their boyfriends had cars and were in school or dropped out, and whether the relationship was long-term and temporary
C) ethnicity or racial identity
D) family values and the strength of attachments to members of one's family
E) sex and sexuality, sexual attractiveness, and sexual experiences
21) Love and Race Caught in the Public Eye HEIDI ARDIZZONE and EARL LEWIS

Question 19

Women Without Class: Chicas, Cholas, Trash, and the Presence/Absence of Class Identity JULIE BETTIE
Bettie's essay is an examination of the way sociological-and especially feminist-theory needs to consider the way social class:

A) affects people differently, depending on both their gender and their ethnicity
B) has diminished in importance from the days of labor conflict and radical politics
C) is ignored by the media in order to make everyone appear to be middle class
D) is more important to young people than social equality

Question 20

On Face-Work ERVING GOFFMAN
"I'm sorry" is what part of a remedial interchange?

A) challenge
B) acceptance
C) offering
D) closing

Question 21

Love and Race Caught in the Public Eye HEIDI ARDIZZONE and EARL LEWIS
Alice Jones and Leonard (Kip) Rhinelander were:

A) married, but their marriage was voided by a legal separation agreement
B) never married, but they continued to maintain a love affair all their lives
C) cousins, so their marriage was never actually legal
D) strangers who never met; they corresponded and planned to marry until he was killed in the war

Question 22

Optional Ethnicities: For Whites Only? MARY WATERS
Waters examines a political dimension in ethnic and racial relations revealed in:

A) the asymmetry between Blacks and Whites, in terms of power, knowledge, stereotyping, historical experience, and choice of identity
B) the laws that control marriage, jobs, and housing
C) affirmative action, white backlash, and reverse discrimination
D) racially exclusive organizations, fraternities, and club sports on campus

Question 23

Optional Ethnicities: For Whites Only? MARY WATERS
In her example of cross-ethnic misunderstanding, Waters describes the different responses to the syndicated column "Dear Abby," in which a reader wondered why:

A) African Americans are seen as outstanding athletes more often than those of other ethnicities
B) her acquaintance found it rude to be asked, Where are you from?
C) her Italian husband didn't like pasta dishes, pizza, or red wine
D) Chinese- and Japanese-American males rarely intermarry with non-Chinese and -Japanese females

Question 24

Optional Ethnicities: For Whites Only? MARY WATERS
According to Herbert Gans, "symbolic ethnicity" :

A) influences who people fall in love with
B) remains hidden from most people, revealed only to intimates such as close friends and family
C) is the most important of all the things that give us a sense of who we are
D) has few if any social costs for the individual, but may confer benefits

Question 25

Love and Race Caught in the Public Eye HEIDI ARDIZZONE and EARL LEWIS
The "rule" that most U.S. states used to determine who was "non-white" was the:

A) "visibly black" rule. A special panel of citizens determined if people were white or non-white depending on their visual perception of them
B) "one-drop" rule. If a person had any known African American ancestor, he or she was considered to be black
C) "quartaroon" rule. If a person had one African American grandparent, he or she was considered to be black
D) "social consensus" rule. If a person's acquaintances believed the person to be non-white, then he or she was considered non-white
E) "pencil rule." If a pencil inserted into a person's hair fell out, he or she was considered to be white.
22) Optional Ethnicities: For Whites Only? MARY WATERS

Question 26

Love and Race Caught in the Public Eye HEIDI ARDIZZONE and EARL LEWIS
This essay describes how social historians and sociologists do research using court records and:

A) personal interviews
B) surveys
C) family and other personal written documents
D) newspaper articles

Question 27

Love and Race Caught in the Public Eye HEIDI ARDIZZONE and EARL LEWIS
The "facts" of this storyare:

A) Kip Rhinelander was a wealthy white male and Alice Jones was a working-class African American female
B) Kip Rhinelander was the false identity of a man who pretended to be a great athlete and Alice Jones was an heiress who pretended to be poor
C) Kip Rhinelander was a married man who wanted to marry Alice Jones for her money
D) The "facts" are hopelessly lost and can never be known

Question 28

Optional Ethnicities: For Whites Only? MARY WATERS
Waters based a great deal of her analysis of ethnic identities on what source of information?

A) national surveys conducted by the Gallup and Roper polling organizations
B) in-depth interviews with a cross section of Americans
C) the decennial U.S. Census of the Population
D) interviews and surveys conducted in twelve randomly selected countries

Question 29

Optional Ethnicities: For Whites Only? MARY WATERS
According to Waters, ethnicity is:

A) a selected characteristic, based on one's (or one's acquaintances') beliefs about who one is
B) the same thing as ancestry
C) a fixed characteristic given at birth (based on one's parents' social and economic background)
D) a fixed, ascribed characteristic attached to all people based on identifiable physical features

Question 30

Optional Ethnicities: For Whites Only? MARY WATERS
Waters's depiction of different college experiences emphasizes which two groups?

A) traditional and non-traditional students such as military veterans and older students
B) black students and white students
C) males and females
D) Asian students and Asian American students

Question 31

Optional Ethnicities: For Whites Only? MARY WATERS
Because most Americans of European ancestry no longer face ethnic discrimination, they can:

A) select which aspects of an ethnic identity they want to recognize, or select none at all
B) sympathize with people who continue to experience ethnic discrimination
C) discriminate against others without fear of retribution
D) "pass" for being any ethnic or racial group they choose, usually picking one they admire