1. According to Eitzen and Zinn, 'socialization' is

the fitting together of the parts of a social system
the process by which individuals seek out the will of God
an arrangement of the societal members in a status hierarchy
the process by which people learn their culture
the interaction of people in public gatherings, such as in a party or crowd

2. Which of the following is FALSE regarding the behaviorist model of socialization?

It was rooted in animal studies
It argues that all behavior is learned
It stresses the role of rewards and punishments in how people learn how to behave in their culture
Critics argue its okay for understanding rats in a maze, or people in total institutions where some people have all the power to socialize others, but in general humans INTERACT, and think about what they do, which is ignored by behaviorists
None of the above; all are true

3. Charles Horton Cooley's concept of how people understand themselves is known as

self-constructionism
self-image
the looking-glass self
ego

4. _______________ is Mead's term referring to people who are most important in determining a child's behavior.

Generalized other
Significant other
Meaningful other
Dominant other

5. One key difference between Freudís theory of child development and that of Cooley and Mead is that

Cooley and Mead view children as largely conformist, while Freud sees a conflict and struggle between the needs and desires of the child and the demands of its society
Cooley and Mead claim that children go through a period of ìlatent sexualityî from the time they are born until puberty, while Freud says this period doesnít start until they are about four years old
Cooley and Mead offer a psychological theory of development, while Freud offers a sociological theory
All of the above are fundamental differences between the two

6. According to Freud, an individual's psychological and social functioning is shaped largely by

perceptions in the womb and the experience of birth
experiences within the family during the first few years of life
interaction with one's peers during late childhood and adolescence
one's genetic heritage
religious experiences

7. In Freud's theory of personality, the ____________ is our mostly conscious self, that rationally controls our desires.

superego
alter ego
ego
id
self

8. Which of the following is NOT one of the key character structure forming crises that Freud believes children face?

Weaning
Potty training
Replacement of baby food with adult food
Parental repression of masturbation
Repression of sexual desire for the mother

9. According to class lecture, schools

tend to socialize students all the same
attempt to socialize working class students to make it to the middle class, and attempt to socialize middle class students to make it into the upper class, while they donít socialize upper class students at all, figuring they donít need help
tend to socialize working class students for working class jobs, and middle class students for middle class jobs
try to undermine cultural differences between social classes so that everyone has an equal shot at making it

10. According to class lecture, working class families tend to use the _________ approach to childrearing, while middle class families tend to use the ______________ approach.

authoritarian / authoritative
authoritative / authoritarian
democratic / authoritarian
authoritarian / democratic

11. Which of the following is NOT characteristic of the media, as portrayed by Eitzen and Zinn?

It undermines traditional U.S. values, since it is generally run by liberals and progressives.
It has a class, race, and gender bias that serves the privileged and powerful.
It bombards children with materialism and consumerism.
It portrays stereotypes of the aged, women, and minorities.
Blacks, Latinos, and other minorities are disproportionately depicted by the media as criminals.

12. Mike Males argues that violence on television and in films

is a major cause of violence in society.
has little or no effects on the levels of violence in society.
produces high levels of violence in poor communities, but has little impact on wealthier communities.
is part of a conspiracy to prepare people to be willing to join the military and fight in wars.

13. In Messner's study of male socialization and sport, he argued that gender identity is

rooted in biology.
formed through an interaction between the internal and the social; he thus stressed the role of agency, similar to cognitive school of socialization theory.
completely formed by the social context, as behaviorists argue.
rooted in male instinct.

14. According to Granfield's study, working class students at an elite law school tended to

maintain their class identities throughout their education.
increasingly hide their working class origins and adopt middle and upper class culture.
grow increasingly strong in their commitments to fighting for social justice.
become more aware of their class differences, but reveled in these differences and became increasingly radicalized.

15. What does Granfield see as a "hidden injury of class?"

Working-class people have fewer opportunities in education.
Working-class people lack confidence when surrounded by upper-class people in education; they fear academic inadequacy.
Working-class people have less money, and cannot pay for more prestigious law schools.
Upper-class people believe they have all the advantages, but have higher rates of academic failure in the end because of over-confidence.

16. Drill instruction is almost universally practiced in boot camps around the world because

recruits love and demand it, since they've watched so many films military films where its portrayed.
it teaches soldiers that orders must be obeyed automatically and instantly.
it teaches soldiers that they are no longer an individual, but part of a group.
all of the above
Both B & C

17. Militaries prefer young recruits primarily because

they are enthusiastic and gung-ho.
they can pay them lower wages.
they are easier to resocialize.
they are more patriotic.

18. Eitzen and Zinn define social control as

rules that specify appropriate and inappropriate behavior.
behavior that violates the expectations of society.
the regulation of human behavior in any group.
the regulation of human behavior in large groups.
the regulation of human behavior in small groups.

19. Which of the following is NOT one of the sources of social control identified by Peter Berger?

Force
Economic rewards and punishments
Ridicule and gossip
Pleading
Belief systems

20. Which of the following is NOT one of the "agents of direct control" identified by Eitzen and Zinn?

the media
welfare
science and medicine
government

21. Eitzen and Zinn argue that parents are a source of social control over their children primarily because

of their allegiance to their society
allegiance to the values of their religion
they want their children to succeed, so they teach them how to fit into society and its rules
of the father's fear of the child's sexual desires for its mother

22. Which of the following is NOT one of the agents of ideological control identified by Eitzen and Zinn?

The family
Education
Religion
Sport
Science and Medicine

23. Eitzen and Zinn argue that schools produce

disobedient students
critical thinking students
anti-religious students
overly obedient students

24. Which of the following is INCONSISTENT with Eitzen and Zinn's views of the impact of religion on social control?

Religion tends to undermine social control mechanisms, since it promotes humanistic values that often challenge the interests of the dominant groups in a society
Religion preserves the status quo by teaching that people should accept problems in society, such as poverty, racism, and war, since they are 'born sinners'
Religion is an opiate of the masses
The poor and downtrodden are encouraged to accept their society, since they are promised their reward in an afterlife
Most religions, especially those of the working class, tend to condemn progressive and radical political movements, and instead preach submission to government authority

25. Which of the following is NOT one of the ways that sport serves to reinforce conforming attitudes and behavior?

Sport promotes nationalism and patriotism
Sport serves as an opiate of the masses, by deflecting attention away from poverty and other social problems
Sport reinforces values such as competition and acceptance of authority
Sport perpetuates the belief that people from the lower classes and discriminated groups can be upwardly mobile by success and sports, and therefore we need not change society to reduce poverty and racial inequality
None of the above, since ALL are ways that sports reinforces conforming attitudes and behavior

26. Which of the following is NOT one of the 'lessons' that Parenti says the media teach us?

Collective action is preferable to individual effort
Free enterprise (a.k.a. capitalism) is the best economic system in the world
Private monetary gain is a central and worthy objective of life
United States military force is used for good goals, such as civilizing the world and promoting democracy
Affluent professionals are more interesting than members of the working class

27. Welfare is used as a method of social control by

increasing benefits when poor people are rebelling against unemployment and poverty.
keeping welfare recipients living in poverty and stigmatized, as an object lesson for others to keep working
forcing poor people to meet the behavioral demands of welfare programs
All of the above

28. Which of the following is NOT one of the ways that science and medicine function as social control mechanisms?

Psychotherapists attempt to treat people who do not follow the expectations of society, believing that such individuals are the ones that need to be changed, rather than seeing society as the root cause of mental suffering
Psychosurgeons can operate on localized potions of the brain that govern particular behaviors, and thereby control specific behaviors considered deviant
Eugenics can be used to control which hereditary characteristics are passed on from person to person
None of the above, since ALL are ways that science and medicine function as social control mechanisms

29. Which of the following is NOT part of conflict theory's views of the relation between the state and the ruling class?

The state exists to serve the ruling class
The law and the legal system reflect and serve the needs of the ruling class
The police and the military derive most of their members directly from the ruling class
The ruling class benefits when domestic opposition to their rule is thwarted by the state

30. Which of the following is NOT one of the actions cited by Eitzen and Zinn as evidence that the U.S. government illegally repressed legal, domestic opposition to its policies?

The CIA opened nearly 250,000 first class letters in the U.S.
The IRS monitored the activities of nearly 100 political groups, including seizing individuals' property, using wiretaps, and hiring prostitutes to occupy suspects while the contents of their briefcases were photocopied
The FBI illegally investigated hundreds of people opposed to Reagan's policies on Central America, including spying on legal activities, breaking into organizations' offices, and attempting to provoke activists into engaging in illegal activities
None of the above; ALL were cited as evidence of illegal government political repression

31. According to Eitzen and Zinn, George Orwell's predictions of massive government control in his book 1984

can not take place, thanks to the creation of modern technologies that undermine government efforts to control the population
is still many decades, if not centuries away, since the technologies Orwell predicted haven't been developed yet
have been at least partially fulfilled, with the development of technologies such as computer databases, drugs, and psychosurgery.
are unlikely to happen since the ruling class' efforts at ideological control are so successful that direct control of the population isn't necessary

32. According to the order paradigm, social control

isn't necessary, since people willingly control themselves
is rooted in a general consensus on the norms, laws, and values of a society
must be rigidly enforced against the natural tendencies towards anarchy if order is to prevail
is the result of government force or the threat of force, and the ideological manipulations of the powerless by the powerful

33. Deviance is defined as

behavior that does not conform to social expectations
behavior that harms others, physically or emotionally
behavior that violates the laws of a particular society
behavior that violates any law
behavior that is seen as ìweirdî by others

34. Who defines which behaviors are 'deviant', according to Eitzen and Zinn?

The majority
The minority
The government
Religious leaders

35. The fact that Egyptian royalty were required to marry their siblings, while European royalty were forbidden to do so, demonstrates that

Egyptians were less cultured than Europeans
Europeans were more repressed than Egyptians
some societies have no norms
incest is a universal taboo
what is defined as deviant varies from culture to culture.

36. Eitzen and Zinn argue that

deviance is a relative rather than an absolute notion
deviance is an absolute rather than a relative notion
deviance is both relative and absolute
deviance is neither relative nor absolute; in fact, nothing can be said about deviance

37. Which of the following theories argues that 'deviance is an integral part of all healthy societies?'

Conflict
Order
Symbolic interactionist
Freudian
Marxist

38. According to Emile Durkheim, it is necessary for society to punish deviants in order to

reassert the importance of the rule that was violated
create boundaries for what is considered acceptable behavior in society
prevent future crimes by punishing the deviant
All of the above
Only A and B

39. Eitzen and Zinn

argue that biological theories of deviance are invaluable in explaining deviance, since most behavior is genetic in origin
argue many biological theories of deviance have been discredited, while other biological theories offer some insight, but must take into account social factors they often ignore
argue that biological theories of deviance offer no help whatsoever in explaining deviance, having been thoroughly discredited
None of the above

40. Freudian theory argues that deviant individuals are deviant because

they haven't developed an adequate ego to control deviant impulses
their superego is so dominant that they commit deviant acts in order to receive the punishment they feel they deserve
they have weak ids
ALL of the above
Both A and B

41. Biological and psychological theories of deviance tend to argue that in order to reduce deviance

society must be changed, since one can't change one's biology or personality
the population needs to be screened for presumed flaws so deviant individuals can be discovered and changed
deviant individuals should be removed from society so they don't infect non-deviants
all of the above

42. Sociologists cite evidence that deviance varies by social class, ethnicity, race, place of residence, and sex, to argue that

anyone can be deviant
everyone is deviant
deviance is rooted in social and economic conditions
psychological and biological theories offer no insights into deviance

43. According to Edwin Sutherland's differential association theory of crime, teenagers in certain neighborhoods became delinquent because they

learned to become deviant through interacting with other deviants.
inherited genes that gave them a predisposition to become delinquent.
were from families that didn't give them enough love and attention.
were labeled as delinquent by school and other authorities at a very early age.

44. Robert Merton argued that members of the lower classes disproportionately commit criminal acts because

they tended to be less intelligent than members of the middle and upper classes
they lived in neighborhoods populated by higher numbers of criminals, and learned from them how to be criminals them self
they were denied legitimate opportunities to achieve socially approved goals, and therefore turned to illegitimate means of doing so
they didn't know any better

45. Banfield's 'subcultural differences by social class' theory of deviance argues that people in the poorer classes are

more conformist because they are socialized by more authoritarian parents and teachers
more conformist because they don't have the resources to be as deviant as wealthier people
more deviant because they have a weaker sense of morality, due to weaker egos, a propensity for taking risks, and a present-time orientation
more deviant because they are often angry at being exploited by capitalists or other powerful classes

46. Which of the following is FALSE, regarding cultural deprivation theories of deviance?

They tend to blame the victim, according to Eitzen and Zinn
They argue that poor children tend to do worse in school because their parents are less educated, and they haven't been exposed to the education experiences of the middle classes
They argue that poor children tend to struggle in school because of irrelevant curriculums, class-biased tests, tracking, and overcrowded school rooms.
They believe the answer to students failing in slum schools is to offer cultural enrichment programs to help overcome the student's cultural deprivations

47. Which of the following is NOT true, regarding labeling theory?

It concentrates on the role of societal reactions in the creation of deviance
It notes that deviant labels are applied disproportionately to the powerless
It explains how deviant careers are established and perpetuated
It suggests that one way to reduce deviance is to leave deviants alone whenever possible
It explains why some people are much more likely to engage in primary deviancy than others

Short Answer Section - Answer ONE question from each of the following sets of questions. Do NOT answer a question that you substantially answered on your take-home exam essay.

48. Socialization - Answer ONE question:
A. Compare and contrast Freud's theory with that of Mead and Cooley. Which do you find more insightful?
B. Define "mass media." What impact does it have on society? Compare the common blaming of violence on the mass media, with Mike Males' critique of this argument. How does he explain high rates of violence in society? Assess this debate.
C . Summarize and respond to the main argument of Messner’s article. Why is the rule-bound structure of organized sports important for many boys? Explain what he means by "conditional self-worth." Finally, explain what impact this has on their development.
D. Summarize Granfield's explanation of what happens to working class students when they attend elite law schools. How do they manage their identity in response? Describe any similar patterns of stigmatization of groups of students at LCC you ave observed.
E. What is resocialization? Summarize the methods militaries use to resocialize civilians. What lessons into the resocialization process do you take from Gwynne Dyer's article “Anybody’s Son Will Do”?

49. Social Control - Answer ONE question:
A. Explain what "agents of ideological control" are, and identify the five such agents that Eitzen and Zinn discuss. Then take TWO of the agents and 1) explain in detail how they function as agents of ideological control; and 2) critically assess their argument that these institutions function as agents of ideological social control.
B. Explain what "agents of direct control" are, and identify the three such agents that Eitzen and Zinn discuss. Then take TWO of the agents and 1) explain in detail how they function as agents of direct control; and 2) critically assess their argument that these institutions function as agents of direct control.
C. Summarize and briefly assess Eitzen and Zinn's argument and evidence there is the very real possibility of Orwell’s distopian view of a future world coming true.

50. Social Deviance - Answer ONE question:
A. Explain Eitzen and Zinn's arguments that "the majority determines who is a deviant" and that "deviance is a relative rather than an absolute notion." What evidence for or against these arguments can you offer?
B. Explain Durkheim's (order paradigm based) argument that "Deviance is an integral part of all healthy societies". How does crime have positive functions for society, and how is deviance "necessary for social order"?
C. Explain Eitzen and Zinn's and Chambliss's argument that "Who gets labeled as a deviant . . . is not just a matter of luck or random selection, but a result of systematic societal bias against the powerless." What are these biases, and who do they disadvantage?
D. Summarize labeling theory. What's the difference between primary and secondary deviance? Give an example of the impact of labeling on deviance (preferably using your own experiences). Bonus: What solutions to deviance does labeling theory suggest?
E. Summarize how McLorg and Taub ("Anorexia Nervosa and Bulimia") use labeling theory to explain the development of anorexia and bulimia. What insights did they think labeling theory offers that would help overcome the limitations of traditional medical and psychological approaches to these disorders?
F. How does Bourgois ("In Search of Respect") explain why people sell illegal drugs? Compare the romanticized portrayals of crack dealers you see on television and in film, with Bourgois' findings.

Self Evaluation of Class Participation

51. Approximately what percent of class sessions did you attend?

100%
90% to 99%
80% to 89%
70% to 79%
60% to 69%
less than 60%

52. Which of the following best describes your frequency of participation?

All or almost all
Most class
Frequently
Occasionally
Rarely or only when called on
Never

53. Which of the following best describes the quality of your participation?

Omniscient offerings; could have taught the class
Engaged discussions with your head and soul; added significant insights to class; asked important questions; engaged materials, professor, and students seriously; offered explanations of readings, issues, and concepts; answered questions from the professor; bestowed humor and wit on the class.
Serious engagement, commented, asked questions, offered explanations of readings, responded to other students points, answered questions from the professor.
Fair engagement, answered some questions, responded to other's points.
Superficial engagement, talked some, but largely on easy questions and issues.
Spoke only when called on, did know the answers.
Spoke only when called on, didn't know the answers.
Ran three pens dry doodling, didn't snore when you slept.
Snored when you slept

54. Comments on your participation (especially important if you talked little or none in class):