Discover Sociology 3rd Edition Chambliss Test Bank 1

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Chambliss, Discover Sociology 3e

SAGE Publications, Inc., 2018
Discover Sociology 3rd Edition

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Test Bank
Multiple Choice
Chapter 8: Global Inequality and Poverty
1. The systematic disparities in income, wealth, health, education, access to technology,

opportunity, and power between countries, communities, and households around the
world are known as ______.
a. systemic inequality
b. global inequality
c. globalized inequity
d. the global life gap
Ans: B
Answer Location: Dimensions of Global Inequality and Poverty
Learning Objective: 8-1: Describe quantitative and qualitative dimensions of global
poverty and inequality.
Cognitive Domain: Knowledge
Difficulty Level: Easy
2. Which of the following is NOT true of gross national income–purchasing power parity
per capita (GNI-PPP)?
a. It tells us about the resources of individual families in a given country.
b. It gives us some insight into economic resources available to the state and society
from a macro perspective.
c. It offers a comparative measure for looking at stratification in the global system.
d. It uses international dollars to indicate the number of goods and services someone
could buy in the United States with a given amount of money.
Ans: A
Learning Objective: LO 8-1: Describe quantitative and qualitative dimensions of global
Cognitive Domain: Comprehension
Difficulty Level: Medium
Instructor Resource
3. Which of the following is NOT a country with a high-income economy?

a. Japan
b. the United States
c. Iraq
d. Estonia
Ans: C
4. Which of the following is NOT a country with a low-income economy?

a. China
b. Cambodia
c. Somalia
d. Bangladesh
Ans: A
5. Which of the following is NOT characteristic of high-income countries?

a. presence of mass education
b. highly urbanized
c. technologically advanced
d. high fertility rate
Ans: D
6. Which of the following is NOT characteristic of middle-income countries?

a. home to vast natural resources
b. very little diversification and development
c. include former Soviet countries, such as Armenia and Belarus, and South and Central
American states, such as Brazil and Belize
d. comprise over 70% of the world’s population
Ans: B
Instructor Resource

7. Which of the following is NOT characteristic of low-income countries?

a. economies mostly based on agriculture
b. rapidly growing populations
c. well-instituted mass education
d. urban dwellers struggle with hunger and nutrition
Ans: C
8.The concept of poverty that puts economic disadvantage in a comparative frame is

known as ______.
a. human poverty
b. absolute poverty
c. human deprivation
d. relative deprivation
Ans: D
9. Which of the following is true of hunger and undernourishment?

a. Undernourished includes about 5% of the population of developing states.
b. Rapid economic growth often comes with increased access to adequate food
supplies.
c. Hunger has decreased rapidly in sub-Saharan Africa.
d. Many of those who lack sufficient food have the economic resources to acquire it.
Ans: B
Answer Location: Hunger, Mortality, and Fertility in Poor Countries
10. In 2014, the most developed countries had an infant mortality rate of ______ per
1,000 live births.
Instructor Resource
a. 36
b. 10
c. 5
d. 1.6
Ans: C
11. In 2014, the less developed countries had an infant mortality rate of ______ per
1,000 live births.
a. 44
b. 23
c. 4.5
d. 1.6
Ans: A
12. In 2014, the least developed countries had an infant mortality rate of ______ per
1,000 live births.
a. 6
b. 44
c. 23
d. 62
Ans: D
13. Which of the following is NOT true of infant mortality rates?

a. They are lowest in countries that offer access to safe pre- and antenatal care.
b. They give us insight into the health status of populations.
c. They are the number of deaths of infants under age 1 per 1,000 live births per year.
d. Countries with highly equal distribution of income have highly unequal infant mortality
rates.
Ans: D
Instructor Resource

14. The average number of children a woman in a given country will have in her lifetime
if age-specific fertility rates hold throughout her childbearing years is known as the
______.
a. age-specific fertility rate
b. age-specific infant birth rate
c. total fertility rate
d. total infant birth rate
Ans: C
15. Which of the following is NOT a key aspect of good health?

a. adequate food
b. sufficient calories
c. good nutrition
d. access to chain restaurants
Ans: D
16. Which of the following is true of infant mortality rates?

a. higher in more developed countries than in less developed countries
b. increased in countries where women are better educated
c. not affected by access to food and nutrition
d. lower in places with more sanitary childbirth facilities
Ans: D
17. About what proportion of fully illiterate adults are women?

a. two thirds
Instructor Resource
b. one half
c. three fourths
d. one third
Ans: A
Answer Location: Education Matters
18. Which of the following is NOT a way education has been shown to improve the lives
of communities and families?
a. a year of school can equal a 10% boost in income
b. knowledge of more effective and efficient farming methods
c. decreased risk of child mortality
d. greater religiosity
Ans: D
19. People in India and China are more likely to have ______ than access to toilets in
their homes.
a. a car
b. potable water
c. a cell phone
d. a computer
Ans: C
Answer Location: Technology: The Great Equalizer?
Learning Objective: LO 8-3: Discuss the role of technology in economic development
across the globe.
20. Which of the following is NOT one of the ways that mobile technology is affecting
the developing world?
a. Mobile phone are affecting literacy across the globe in that people are reading books
and news on their phones.
b. Mobile phones aid farmers in market decision making with apps containing weather
information and market prices.
c. Mobile phones help people in developing countries keep track of their fitness levels
as a tool in losing weight.
Instructor Resource
d. Mobile phones aid in social activism as citizens mobilize against crime, corruption,
and violence.
Ans: C
across the globe.
21. Which of the following is NOT characteristic of a peripheral country?

a. dependence on agriculture
b. high rates of female literacy
c. low national incomes
d. low levels of technological development
Ans: B
Answer Location: Theoretical Perspectives on Global Inequality
Learning Objective: LO 8-4: Apply theoretical perspectives to analyze the existence and
persistence of global inequality.
22. Which of the following would be considered a core country?

a. Japan
b. South Korea
c. China
d. Brazil
Ans: A
23. Which of the following would be considered a semiperipheral country?

a. United States
b. India
c. Nigeria
d. Britain
Ans: B
Instructor Resource
24. Which of the following is NOT characteristic of dependency theory?

a. Present-day exploitation originated in colonial relationships.
b. Affluent countries encourage and support industrial, technological, and economic
development in poorer countries.
c. Prices on the global market for human and natural resources held by poor states are
intentionally kept low to benefit high-income states.
d. Multinational corporations reap profits from the cheap labor and raw materials of poor
countries.
Ans: B
25. The idea that poverty of some countries is a consequence of their exploitation by
wealthy, capitalist states is known as ______.
a. world systems theory
b. dependency theory
c. modernization theory
d. resource mobilization theory
Ans: B
26. According to world systems theory, what countries have low national incomes and
low levels of technological and industrial development?
a. central
b. peripheral
c. semiperipheral
d. core
Ans: B
27. According to world systems theory, what countries are economically advanced,
technologically sophisticated, and well educated?
a. central
b. peripheral
Instructor Resource
c. semiperipheral
d. core
Ans: D
28. Which of the following is considered a hindrance to development in modernization

theory?
a. high living standards
b. technology
c. market-oriented perspectives
d. traditional values
Ans: D
29. Which theory would most likely point to rampant corruption in Nigeria to explain its
devastating poverty despite vast oil wealth?
a. conflict theory
b. dependency theory
c. world systems theory
d. modernization theory
Ans: D
Answer Location: Applying the Theories: The Case of Nigerian Oil Wealth
30. Countries that are exploited for their cheap labor and raw materials by wealthy
countries are referred to as ______.
a. peripheral countries
b. core countries
c. semiperipheral countries
d. modernizing countries
Ans: A
Instructor Resource

31. Which of the following is true of the wealthy global elite?

a. composed largely of working professionals who have made their fortunes rather than
inherited them
b. includes the “commonplace rich” in addition to the “superrich”
c. made their fortunes in banking and finance
d. all come from developed areas such as the United States and Northern Europe
Ans: A
Answer Location: Is There a Global Elite?
Learning Objective: LO 8-5: Describe characteristics of the global elite.
32. Nearly half of the world’s wealth is owned by what percentage of the globe’s
population?
a. 1%
b. 5%
c. 10%
d. 20%
Ans: A
33. Which of the following would NOT be considered part of the global elite?
a. large corporate executives
b. mass-media moguls
c. locally elected officials
d. top military commanders
Ans: C
34. Which of the following is NOT one of the fractions of the transnational capitalist
class, as outlined by Leslie Sklair?
a. state
b. corporate
c. technical
d. environmental
Ans: D
Instructor Resource

35. Which of the following is NOT characteristic of Sklair’s understanding of the global
elite?
a. hail from similar national backgrounds
b. share similar consumer lifestyle choices
c. share global interests and viewpoints
d. seek to exercise control or influence over key political, economic, and cultural-
ideological processes on a global level
Ans: A
36. According to Zygmunt Bauman, the “losers” of modernity are those who
a. are rooted in place and denied geographic and economic mobility
b. are enabled by education, economic resources, and social networks
c. have the means to seek out both personal pleasures and professional opportunities
globally
d. are enabled by transportation and communication technologies
Ans: A
37. What term did Zygmunt Bauman use to describe those who move across the globe
as refugees or poor economic migrants, unable to live in their own countries and
unwanted elsewhere?
a. tourists
b. vagabonds
c. global drifters
d. international nomads
Ans: B
38. The rise of the modern global elite has led to a decline in the significance of what?
a. mass media
Instructor Resource
b. transportation and communication technology

c. nations and borders
d. plutocrats
Ans: C
True/False
39. In Uttar Pradesh, India’s largest state, about 64% of Indians have no indoor
plumbing.
Ans: T
Answer Location: Safe Sanitation
40. Many of the 124 million adolescents and children not in school globally are unlikely
to ever attend.
Ans: T
Learning Objective: LO 8-2: Explain the relationship between armed conflict and
poverty.
41. In India, people are less likely to have a cell phone than an indoor drinking source.
Ans: F
across the globe.
42. About 250 million children are without basic literacy and numeracy skills, although
about half had completed at least four years of school.
Ans: T
across the globe.
Instructor Resource
43. In sub-Saharan Africa, more than half of girls have completed primary education.
Ans: F
across the globe.
44. The world has the capacity to produce enough food for all of its inhabitants.
Ans: T
45. Countries like Nigeria and India have a higher GNI-PPP than more developed
countries like Germany and Japan.
Ans: F
46. About 15% of the earth’s inhabitants live on less than $2 a day.
Ans: T
47. Low-income countries do not have wealthy groups of elites, but they do have stable
middle-class populations.
Ans: F
Short Answer
Instructor Resource
48. Most of the wealth of the world’s global elite has grown due to a rising ______
market and increases in asset prices rather than from newly created businesses.
Ans: stock
49. Zygmunt Bauman has written on what he describes as a ______ war, where
modern citizens vie for a relationship to physical spaces and places, including countries.
Ans: space
50. ______ theory assumes that poverty has been the norm in historical states.
Ans: Modernization
51. About ______% of the globe’s inhabitants live on the equivalent of less than $2 a
day.
Ans: 15
52. Most ______-income countries have rapidly growing populations.

Ans: low
53. The majority of the world’s population lives in ______-income countries.

Ans: middle
Instructor Resource

54. The world’s average GNI-PPP is about $______.

Ans: 15,000
55. By one estimate, ______% of all children under 5 are stunted; that is, their growth
progression is impaired by lack of access to adequate nutrition.
Ans: 25
56. Explain what GNI-PPP is and how it is used. What other measures could be used to
measure global economic inequality?
Ans: GNI-PPP: a comparative economic measure that uses international dollars to
indicate the amount of goods and services someone could buy in the United States with
a given amount of money. Insight into economic resources available to state and society
from a macro perspective. Offers a comparative measure for looking at stratification in
the global system.
Cognitive Domain: Analysis
57. Discuss the debate over measuring poverty. Identify a few of the ways global
poverty is measured and why these might produce different numbers.
Ans: Subsistence implies that those below the poverty line lack the resources for basic
physical subsistence. An income threshold, like that used by the United Nations, is one
way of using subsistence to define poverty. The idea of basic needs represents
recognition of poverty as a condition of multiple deprivations. In this conception, poverty
is recognized as a condition in which one is deprived of economic and social needs.
Relative deprivation is a newer formulation of the concept of poverty that puts economic
disadvantage in a comparative frame, recognizing that rising standards of living in some
places render more acute the real and perceived deprivations in others.
Instructor Resource
Answer Location: The Challenge of Measuring Global Poverty

Cognitive Domain: Application
Difficulty Level: Hard
58. How is global inequality perpetuated, according to dependency and world systems
theory? Include some discussion of historical legacy.
Ans: Varies
59. Global health indicators, such as infant and child mortality rates, are linked not only
to income differences between countries but also to income stratification within
countries. Explain what is meant by this statement. How might infant and child mortality
rates be stratified in the United States?
Ans: Data suggest that those countries with a highly unequal distribution of income also
experience highly variable health outcomes. For instance, in the country of Cambodia,
which is deeply stratified by income, the top fifth of income earners post an infant
mortality rate of 23 per 1,000 live births while those in the bottom fifth have an infant
mortality rate that is 77 deaths in the first year per 1,000 live births. In the United States,
society is stratified greatly by race.
60. Discuss a few of the factors that lead to low educational levels in a country.
Ans: Less developed states, access to education is more limited, the opportunity to go
to school may be affected by a spectrum of factors. Girls often discouraged or
prevented from attending school by economic or cultural factors. School fees present
obstacles to poor families who cannot afford to enroll their children. Presence of armed
conflict.
across the globe.
61. Use a conflict-oriented approach to explain why some regions have greater access
to mobile technology than to clean drinking water and indoor plumbing.
Instructor Resource
Ans: Varies.
62. Some social scientists expose the way technology has made us more isolated and
less social, whereas others highlight how it has made us ever more connected. Present
an argument for the latter, including a reflection on globalization.
Ans: Varies.
63. How does modernization theory reflect an ethnocentric point of view?

Ans: Varies. Based on ideas that the United States and other developed, capitalist,
democratic countries are the best, most advanced, culturally superior, most progressive,
etc. Doesn’t allow for alternative visions.
64. Restate how modernization theory, dependency theory, and world systems theory
can be applied to a developing state like Nigeria.
Ans: Modernization theory: rampant culture of corruption and lack of rule of law; links
between failing state, lack of an effective legal and civic structure, and poverty.
Dependency and world systems perspectives: decades of problematic economic
strategies employed by oil companies, take advantage of weak environmental controls,
offer little compensation for land and few employment opportunities to local
communities, engage in corrupt deals for oil, and use private security forces to commit
violence against those who resist their efforts.
65. How do states become “modern”—that is, economically and technologically

developed and responsively governed? What is problematic about the use of “modern”
as a standard?
Instructor Resource
Ans: Varies.
66. Discuss the global concentration of wealth. Include a description of the global elite,
easily monetized wealth, and the plutocrats.
Ans: Varies.
67. Explain the difference between a tourist and a vagabond, as outlined by Zygmunt
Bauman.
Ans: Tourists can move across the globe, enabled by transportation and communication
technologies and their economic and professional resources. Vagabonds move across
the globe as refugees or poor economic migrants, unable to live in their own countries
and unwanted elsewhere.
Essay
68. Explain the key differences between core, peripheral, and semiperipheral countries,
as outlined in world systems theory. Include a discussion of the relationships and
integration among these three types.
Ans: (1) Core countries: economically advanced, technologically sophisticated, and well
educated. Control vast majority of world’s wealth and reap the greatest benefits from the
world economic order. United States, Canada, Western and Northern Europe, and
Japan. (2) Peripheral countries: low national incomes, low levels of technological and
industrial development; may still depend on agriculture. Exploited by core states for
cheap labor and raw materials. Central and Latin America, Asia, and sub-Saharan
Africa. (3) Semiperipheral countries: share some characteristics with both core and
peripheral states, intermediate and sometimes stabilizing position between them. China,
India, and Brazil may be exploited by core states but have capacity to exploit resources
of peripheral states.
Instructor Resource
69. Provide characteristics of the global elite, and discuss their relationship to wealth,
power, and influence.
Ans: Global elite: a transglobal class of professionals who exercise considerable
economic and political power that is not limited by national borders. Global elite is
powerful not only because it is rich but because it is influential in political decision
making, global markets and industries, technological innovation, the production of
cultural or intellectual ideas, and even world religions. Deeply networked, sharing links
to other members of the elite both through personal and professional ties.
70. Explain Leslie Sklair’s conceptualization of the transnational capitalist class and how
the existence of this class will perpetuate global inequality.
Ans: Theorizes the rise of a transnational capitalist class that is composed not of
capitalists (that is, the bourgeoisie) in the classical Marxian sense but of four categories
of members. Corporate fraction drawn from transnational corporations. State fraction
composed of global political elites. Technical fraction representing globalizing
professionals. Consumerist fraction that comes from executives of marketing and
media.
71. Explain how, according to dependency theory, early colonial relationships between
different countries have resulted in the continued exploitation of countries today.
Illustrate your explanation with an example.
Ans: Dependency theory: poverty of some countries is a consequence of their
exploitation by wealthy states that control the global capitalist system. Originated in
colonial relationships. Continues through multinational corporations that reap profits
from cheap labor and raw materials of poor countries. Prices on the global market for
human and natural resources held by poor states intentionally kept low to benefit high-
income states, so low-income states cannot fully develop industrially, technologically, or
economically. States remain in a dependency relationship with the well-off states that
buy and exploit their labor and raw materials. Examples include Britain, the United
States, other European countries, and India, the Caribbean, Congo, and South Africa.
Instructor Resource
72. Compare and contrast modernization theory, dependency theory, and world
systems theory. Evaluate the strengths and weaknesses of each theory.
Ans: Modernization theory: a market-oriented development theory that envisions
development as evolutionary and guided by “modern” institutions, practices, and
cultures. Dependency theory: poverty of some countries is a consequence of their
exploitation by wealthy states that control the global capitalist system. World systems
theory: global capitalist economic system have long been shaped by a few powerful
economic actors who have ordered it in a way that favors their economic and political
interests.
73. Outline the four stages a country may go through according to modernization theory.
Ans: Modernization theory: a market-oriented development theory that envisions
development as evolutionary and guided by “modern” institutions, practices, and
cultures. Affluent states have “modern” institutions, markets, and worldviews; they
emulate the democratic and capitalist states of the West. Economically underdeveloped
states can progress if they adopt Western institutions, markets, and worldviews. (1) The
Traditional Stage: present and past time oriented, embrace tradition over innovation.
Development limited by low rates of savings and investment, work orientation elevates
subsistence over ambition and prosperity. Traditional beliefs about women’s roles
hinder their educational attainment and access to the labor market. Cultural norm that
stifles national development, as it keeps a segment of the population that could
potentially constitute half of the workforce (women) from contributing its talents and
skills. (2) The Takeoff Stage: moving away from traditional cultural norms, practices,
and institutions and embracing economic development with a sense of purpose and
growing practices of savings and investment. (3) In Flight With Technological Progress
and Cultural Modernity: technology spreads to areas such as agriculture and industry,
innovation is increasing, and resistance to change is declining. Many people are
adopting “modern” cultural values. Advanced countries facilitate these processes by
offering advice and money. Progress may take the form of industrialization, which drives
greater urbanization, as rural dwellers leave poor agricultural areas to seek their
fortunes in cities. It may also be accompanied by lower fertility, driven by the increased
use of contraception, as opportunities for women grow in education and the labor
market. (4) The Stage of High Mass Consumption and High Living Standards: greater
emphasis on the satisfaction of consumer desires as new affluence expands the ranks
of those with disposable income.
Instructor Resource
74. Analyze the relationship between education and technology and global inequality.
How can technology and education help reduce inequality?
Ans: Varies. Education improves the lives of communities and families. Greater access
to knowledge of more effective, efficient farming methods. Helps workers avoid
exploitation and better advocate for their interests. Linked to positive health outcomes.
Decreased risk of child mortality. Mobile technology can be used to improve health,
census/data collection, education, economy and agriculture, social activism, organizing,
and advocacy.
across the globe.
75. Apply a feminist conflict-oriented approach to the issue of sanitation and violence.
Ans: Access to safe, hygienic sanitation facilities has emerged as an issue of public
health concern for many poor communities but also as an issue of dignity and security
for girls and women. Specifically, female inhabitants of communities that lack
accessible, safe toilet facilities face serious vulnerabilities when they need to meet
normal bodily needs.
Answer Location: Safe Sanitation
76. Distinguish between low-income, lower-middle-income and upper-middle-income,

and high-income countries. From the list provided, choose one country from each
category to use as an example, and describe the characteristics of countries at that
income level. (Provide a list.)
Ans: Varies. Low income: $1,045 or less. Agricultural states with rapidly growing
populations, urbanization is a growing phenomenon, cities often lack the jobs and
services that rural migrants seek, and both rural and urban dwellers struggle with
hunger and malnutrition, economic and educational deprivation, and preventable
diseases. May have small and wealthy elite but lack a stable middle class. Lower middle
income: more than $1,046 to $4,125. Upper middle income: more than $4,126 to less
than $12,746. Both lower and upper middle income: On a path to economic
diversification and development, still on way to urbanization and industrialization, still
lag in instituting mass education, may have vast natural resources. High income:
$12,746 or more. Highly industrialized, mass education, urbanized, and technologically
advanced.
Instructor Resource

77. Explain the relationship between gender equality and various measures of global
inequality. That is, how is addressing the rights of women and their equal access to
education, technology, work, and control of their bodies tied to the overall health of a
particular country or society?
Ans: Varies. Generally, as women’s educational levels, rights, and freedoms are
increased, levels also increase for their children, families, community, and country.
Learning Objective: LO 8-2: Explain the relationship between armed conflict and
poverty.
78. Propose a research study that examines the connection between armed conflict and
global inequality. Identify the research topic, include discussion of how you would frame
your research question and what theory or theories you would use, select an
appropriate research methodology, weigh any ethical implications, and discuss any
challenges or threats to data collection, reliability, or validity that may arise.
Ans: Varies.
79. Identify and explain three major sociological factors that might explain differences in
fertility rates.
Ans: One factor is the link between infant and child mortality and fertility. In regions or
countries where early childhood survival is threatened by disease, poverty, or other
risks, families may choose to have more children in order to ensure that some survive
into adulthood to contribute to the household and care for elderly parents in countries
without social welfare supports for retirees. Second, it has been said that children are a
poor man’s riches. Indeed, in many agricultural economies, many hands are needed to
do work, and children are active contributors to a family’s economic well-being.
Economic modernization correlates historically with drops in fertility. As well, where a
lack of access to maternal and child health care is common, there may also be little
access to safe, effective contraceptives that would enable women to control their
fertility. In Nigeria, for instance, which has a TFR of 6.0, fewer than 10% of women use
modern contraceptive methods.
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Chambliss, Discover Sociology 3e

Discover Sociology 3rd Edition

Chapter 8: Global Inequality and Poverty

1. The systematic disparities in income, wealth, health, education, access to technology,

3. Which of the following is NOT a country with a high-income economy?

4. Which of the following is NOT a country with a low-income economy?

5. Which of the following is NOT characteristic of high-income countries?

6. Which of the following is NOT characteristic of middle-income countries?

Learning Objective: LO 8-1: Describe quantitative and qualitative dimensions of global

7. Which of the following is NOT characteristic of low-income countries?

8.The concept of poverty that puts economic disadvantage in a comparative frame is

9. Which of the following is true of hunger and undernourishment?

13. Which of the following is NOT true of infant mortality rates?

Learning Objective: LO 8-1: Describe quantitative and qualitative dimensions of global

15. Which of the following is NOT a key aspect of good health?

16. Which of the following is true of infant mortality rates?

17. About what proportion of fully illiterate adults are women?

21. Which of the following is NOT characteristic of a peripheral country?

22. Which of the following would be considered a core country?

23. Which of the following would be considered a semiperipheral country?

24. Which of the following is NOT characteristic of dependency theory?

28. Which of the following is considered a hindrance to development in modernization

Cognitive Domain: Knowledge

31. Which of the following is true of the wealthy global elite?

Answer Location: Is There a Global Elite?

b. transportation and communication technology

52. Most ______-income countries have rapidly growing populations.

53. The majority of the world’s population lives in ______-income countries.

Learning Objective: LO 8-1: Describe quantitative and qualitative dimensions of global

54. The world’s average GNI-PPP is about $______.

Answer Location: The Challenge of Measuring Global Poverty

63. How does modernization theory reflect an ethnocentric point of view?

65. How do states become “modern”—that is, economically and technologically

Difficulty Level: Hard

Difficulty Level: Hard

76. Distinguish between low-income, lower-middle-income and upper-middle-income,

Learning Objective: LO 8-1: Describe quantitative and qualitative dimensions of global

Learning Objective: LO 8-1: Describe quantitative and qualitative dimensions of global

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