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CHAPTER 7: Stratification, Class, and Inequality

MULTIPLE CHOICE

1. Sociologists study ________ when they are looking at the structured inequalities in a society.
a. social stratification
b. social disapproval
c. social inequity
d. strategic sociality
e. socialism
ANS: A DIF: Easy REF: Page 200 TOP: Systems of Stratification (I)
MSC: Factual

2. In all systems of stratification, people are ranked by:

a. personality
b. social categories
c. intelligence
d. social capital
e. social identity
ANS: B DIF: Easy REF: Page 200 TOP: Systems of Stratification (I)
MSC: Factual

3. Which of the following is NOT true of all systems of social stratification?

a. People are ranked according to social categories such as race and gender.
b. A person’s life chances are significantly influenced by his or her social category.
c. Ranks of social categories tend to change slowly over time.
d. If a person no longer identifies with the other members of his or her category, he or she is
no longer classified at that level.
e. Social rankings reflect social inequality.
ANS: D DIF: Moderate REF: Page 200 TOP: Systems of Stratification (I)
MSC: Factual

4. According to the textbook, what is the main reason that slavery does not exist in most societies around
the world today?
a. because it is an inefficient economic system
b. because slaves are too expensive to buy
c. because human rights became an important concept in industrial societies
d. because a postindustrial society required a different economic system
e. because machines displaced slaves
ANS: A DIF: Moderate REF: Page 201 TOP: Slavery (I.A)
MSC: Factual

5. Today people are taken against their will and forced to work as bricklayers in Pakistan or sex workers
in Thailand. These are examples of:
a. modern-day slavery
b. a caste system based on occupation
c. cheap labor in a capitalist system
d. the worst occupations in a class system
 e. a caste system based on gender
ANS: A DIF: Moderate REF: Page 201 TOP: Slavery (I.A)
MSC: Factual

6. A stratification system in which certain people are owned as property is known as:
a. capitalism
b. caste
c. estates
d. socialism
e. slavery
ANS: E DIF: Easy REF: Page 201 TOP: Slavery (I.A)
MSC: Factual

7. Which of the following is NOT an example of a caste system?

a. forcing rural women in Thailand into sex work
b. giving political and economic rights in South Africa only to people who were genetically
completely white
c. forcing children to accept their parents’ status as their own in India
d. denying all civil rights to blacks in the United States
e. none of the above; all are examples of caste systems
ANS: A DIF: Moderate REF: Page 202 TOP: Caste Systems (I.B)
MSC: Applied

8. The caste system of stratification can be best classified as:

a. an open system in which a person’s intelligence and hard work determine social position
b. an open system in which individuals can move out of the social position in which they are
born
c. a closed system in which all individuals stay within the social position they are born into
d. a closed system in which people are able to own other individuals as property
e. nonexistent in the modern world
ANS: C DIF: Moderate REF: Page 201 TOP: Caste Systems (I.B)
MSC: Factual

9. Which country has a caste system based on occupation groupings?

a. India
b. the United States
c. South Africa
d. a and b only
e. b and c only
ANS: A DIF: Moderate REF: Page 201 TOP: Caste Systems (I.B)
MSC: Factual

10. Caste systems require that individuals marry within their social group. This is referred to as:
a. caste marriage
b. endogamy
c. social marriage
d. endomarriage
e. equal marriage
 ANS: B DIF: Moderate REF: Page 202 TOP: Caste Systems (I.B)
MSC: Factual

11. Scholars believe that __________ has encouraged a shift to class-based systems in countries such as
India that have been traditionally caste-based systems.
a. morality
b. globalization
c. the Internet
d. high divorce rate
e. spread
ANS: B DIF: Moderate REF: Page 202 TOP: Caste Systems (I.B)
MSC: Factual

12. In an industrialized society, which term is most often used to analyze stratification?
a. occupation
b. slavery
c. class
d. caste
e. status
ANS: C DIF: Moderate REF: Page 202 TOP: Class (I.C)
MSC: Factual

13. What do sociologists call a large group of people who occupy a similar economic position in society?
a. workers
b. laborers
c. caste
d. class
e. owners
ANS: D DIF: Moderate REF: Page 202 TOP: Class (I.C)
MSC: Factual

14. In class systems, the boundaries between classes are:

a. stable and very clear-cut
b. fluid and not very clear-cut
c. determined and set at birth
d. based on religion and tradition
e. mandated by the government
ANS: B DIF: Moderate REF: Page 202 TOP: Class (I.C)
MSC: Factual

15. Oprah Winfrey was born into poverty and raised by a single mother, yet today she is one of the richest
women in America. Her life story demonstrates that in a class system, the social position we are born
into affects our life chances, but our class position is also:
a. based on luck
b. based on looks
c. in some part achieved
d. determined in part by affirmative action for women and racial minorities
e. unpredictable
 ANS: C DIF: Moderate REF: Page 202 TOP: Life Chances (I.C.i)
MSC: Factual

16. Which of the following concepts introduced by Max Weber says the idea that your probability of
economic success is largely dependent on the social position you are born into?
a. caste
b. life course
c. life chances
d. status
e. relations of production
ANS: C DIF: Easy REF: Page 202 TOP: Life Chances (I.C.i)
MSC: Factual

17. According to Karl Marx, the working class in industrialized countries would remain poor and live near
subsistence level. Marx was right that there would be economic inequality, but he was wrong because
today:
a. in most industrialized countries there are very few poor
b. most people own the means of production collectively in Western countries
c. most people in Western countries are better off than they were in Marx’s time
d. most industrialized countries distribute wealth through social programs
e. none of the above
ANS: C DIF: Moderate REF: Page 204 TOP: Karl Marx (II.A)
MSC: Factual

18. According to Karl Marx, a class is made up of people who have the same relationship to the:
a. means of production
b. means of employment
c. means of consumption
d. government
e. status system
ANS: A DIF: Moderate REF: Page 204 TOP: Means of Production (II.A.i)
MSC: Factual

19. Karl Marx called those who own the means of production __________ and those who make their
living by selling their own labor power for a wage __________.
a. capitalists; the working class
b. producers; consumers
c. merchants; consumers
d. the working class; capitalists
e. employers; employees
ANS: A DIF: Moderate REF: Page 205 TOP: Capitalists (II.A.ii)
MSC: Factual

20. Workers picking strawberries can pick 100 baskets an hour, but it only costs the employer a value of
20 baskets to pay them their hourly wages. The income the employer collects from the extra baskets is
__________, according to Karl Marx.
a. extra wages
b. surplus value
 c. wage theft
d. surplus income
e. the means of production
ANS: B DIF: Moderate REF: Page 205 TOP: Surplus Value (II.A.iii)
MSC: Applied

21. According to Karl Marx, because workers produce more than is actually needed to pay them, the
relationship between workers and capitalists in an industrial society is:
a. motivational
b. easy to negotiate
c. equal
d. exploitative
e. hard to analyze
ANS: D DIF: Moderate REF: Page 205 TOP: Surplus Value (II.A.iii)
MSC: Factual

22. Max Weber argued that class divisions derive from resources such as people’s:
a. surplus value
b. gender
c. qualifications
d. last name
e. income
ANS: C DIF: Moderate REF: Page 205 TOP: Max Weber (II.B)
MSC: Factual

23. Max Weber believed that __________ are equally as important as class distinctions in understanding
social stratification.
a. status distinctions
b. power distinctions
c. ethnic distinctions
d. gender distinctions
e. none of the above; according to Weber, class distinctions are the only important factor
ANS: A DIF: Moderate REF: Page 205 TOP: Status (II.B.i)
MSC: Factual

24. The social honor or prestige that is accorded to individuals by other members of society is referred to
as:
a. status
b. reputation
c. social class
d. fame
e. pariah
ANS: A DIF: Moderate REF: Page 205 TOP: Status (II.B.i)
MSC: Factual

25. Paris Hilton is a rich and famous celebrity, but she has little higher education or professional
qualification. Max Weber most likely see Paris Hilton as a member of a(n):
a. capitalist group
 b. uneducated class
c. contradictory class
d. deviant group
e. pariah group
ANS: E DIF: Moderate REF: Page 205 TOP: Pariah Groups (II.B.ii)
MSC: Applied

26. Which of the following theorists would be most likely to argue that a medical doctor achieved the
position solely based on his or her own talent and efforts?
a. Kingsley Davis and Wilbert E. Moore
b. Max Weber
c. Karl Marx
d. Liz Murray
e. Max Weber and Karl Marx
ANS: A DIF: Moderate REF: Page 206
TOP: Kingsley Davis and Wilbert Moore (II.C) MSC: Applied

27. __________ argued that social stratification is functional and ensures that the most talented people fill
the roles they are best suited for by rewarding them accordingly.
a. Karl Marx
b. Max Weber
c. Kingsley Davis and Wilbert E. Moore
d. Émile Durkheim
e. Erik Olin Wright
ANS: C DIF: Moderate REF: Page 206
TOP: Kingsley Davis and Wilbert Moore (II.C) MSC: Factual

28. Wealth and income are both important determinants of social class. Which of the following best
characterizes the relationship between wealth and income in the United States?
a. Income disparities between rich and poor have increased in the past three decades,
whereas wealth disparities have decreased during the same time.
b. Wealthy people almost always inherited their money, thus there is no relationship between
wealth and income.
c. The same factors that limit people’s incomes also limit their ability to accumulate wealth.
d. While income is influenced by race, education, and age, wealth is independent of these
variables.
e. Neither wealth nor income is influenced by race, education, and age.
ANS: C DIF: Moderate REF: Page 206 TOP: Income (III.A)
MSC: Conceptual

29. Income inequality grew dramatically in the 1970s as the income of the richest 20 percent saw its
incomes rise __________, while the poorest 20 percent saw its incomes rise by __________.
a. 60 percent; 15 percent
b. 15 percent; 60 percent
c. 100 percent; 5 percent
d. 75 percent; 25 percent
e. none of the above; both groups saw their incomes decline
ANS: A DIF: Moderate REF: Page 206 TOP: Income (III.A)
 MSC: Factual

30. The money a person gets from a wage or salary or from investments is __________; the assets an
individual owns are __________.
a. wealth; property
b. income; wealth
c. wealth; income
d. income; income
e. property; property
ANS: B DIF: Easy REF: Page 206
TOP: Income (III.A) | Wealth (III.B) MSC: Factual

31. Some scholars argue that __________, not __________, is the main determinant of class position.
a. income; wealth
b. education; wealth
c. wealth; income
d. home ownership; income
e. education; not income
ANS: C DIF: Moderate REF: Pages 208 TOP: Wealth (III.B)
MSC: Factual

32. Wealth refers to:

a. the value of one’s home
b. all the assets an individual owns
c. how much money one makes in a year
d. the estimated earnings over one’s life
e. annual income minus annual debt
ANS: B DIF: Moderate REF: Page 208 TOP: Wealth (III.B)
MSC: Factual

33. Which of the following is a strong predictor of one’s occupation, income, and wealth in later life?
a. one’s willingness to work hard
b. the religious background of one’s parents
c. the performance of the stock market
d. one’s access to technology, such as the Internet
e. one’s educational attainment
ANS: E DIF: Easy REF: Page 208 TOP: Education (III.C)
MSC: Factual

34. An economy based on computer and information technology has had what effect on social
stratification in recent years?
a. It has made a college education more expensive.
b. It has made a college education more accessible.
c. It has increased the importance and value of a college education in the job market.
d. It has made it more difficult to attend college.
e. It has made a college education less expensive.
ANS: C DIF: Moderate REF: Page 208 TOP: Education (III.C)
MSC: Factual
35. In 2009, which group had the lowest percentage for achievement of a high school diploma at 62
percent?
a. Latinos
b. African Americans
c. whites
d. Asian Americans
e. women
ANS: A DIF: Moderate REF: Page 208 TOP: Education (III.C)
MSC: Factual

36. In studies where individuals were asked to rank the “prestige” of an occupation, they rank jobs that
required __________ as having the highest prestige.
a. the most professional clothing
b. the most work hours
c. the most education
d. the most titles
e. the most employees
ANS: C DIF: Moderate REF: Page 210
TOP: Education (III.C) | Occupation (III.D) MSC: Applied

37. Although sociologists agree that there are no clear divisions between classes in the United States, they
generally identify __________ classes.
a. six
b. four
c. two
d. five
e. three
ANS: D DIF: Moderate REF: Page 210 TOP: U.S. Class Structure (IV)
MSC: Factual

38. According to the text, the upper class in the United States:
a. is made up of the wealthiest 20 percent of the population
b. has a distinctive lifestyle and is politically influential
c. does not include people who get their wealth from investments
d. is accessible to all Americans with a college education
e. is racially and ethnically diverse
ANS: B DIF: Moderate REF: Page 210 TOP: Upper Class (IV.A)
MSC: Factual

39. The “super-rich” in the United States were able to accumulate vast amounts of wealth partly because
globalization enabled them to:
a. use low-wage labor in other countries
b. sell products to consumers in other countries
c. make investments globally
d. all of the above
e. none of the above
ANS: D DIF: Moderate REF: Page 210 TOP: Upper Class (IV.A)
 MSC: Factual

40. When people are asked to identify which class they belong to, most respond that they are:
a. underclass
b. poor
c. upper class
d. middle class
e. working class
ANS: D DIF: Easy REF: Page 213 TOP: Middle Class (IV.B)
MSC: Factual

41. Members of the lower middle class today:

a. work at primarily white-collar jobs
b. make up about 50 percent of American households
c. are racially and ethnically diverse
d. all of the above
e. none of the above
ANS: D DIF: Moderate REF: Page 213 TOP: Middle Class (IV.B)
MSC: Factual

42. Which of the following occupations is LEAST likely to be held by a lower-middle-class individual?
a. police officer
b. nurse
c. school teacher
d. upper-level manager
e. sales person
ANS: D DIF: Moderate REF: Page 213 TOP: Middle Class (IV.B)
MSC: Factual

43. A farmer with a high school diploma who makes $115,000 a year, lives in a large home, and drives an
expensive car is most likely to be in which class category?
a. upper middle class
b. lower middle class
c. upper class
d. middle class
e. working class
ANS: D DIF: Moderate REF: Page 213 TOP: Middle Class (IV.B)
MSC: Applied

44. Eddie is a factory worker who makes about $32,000 a year. Eddie’s wife, Joan, works part-time as a
dental assistant and makes about $15,000. Their combined income is just enough to pay their mortgage
and make ends meet. Eddie and Joan are considered to be:
a. lower middle class
b. upper middle class
c. old middle class
d. new middle class
e. working class
ANS: E DIF: Moderate REF: Page 216 TOP: Working Class (IV.C)
 MSC: Applied

45. People in blue-collar occupations, such as plumbers and hotel workers, make up the:
a. lower middle class
b. working class
c. old middle class
d. new middle class
e. upper middle class
ANS: B DIF: Moderate REF: Page 216 TOP: Working Class (IV.C)
MSC: Factual

46. Working-class children are most likely to do which of the following after graduating from high
school?
a. travel around Europe
b. attend a four-year college
c. attend a two-year college
d. immediately start working
e. take the summer off to relax
ANS: D DIF: Moderate REF: Page 216 TOP: Working Class (IV.C)
MSC: Factual

47. The lower class has a higher percentage of __________ than any other class in the United States.
a. bilingual speakers
b. educators
c. men
d. nonwhites
e. children
ANS: D DIF: Moderate REF: Page 216 TOP: Lower Class (IV.D)
MSC: Factual

48. Workers in dead-end jobs that pay low wages are most likely found in the:
a. lower class
b. working class
c. lower middle class
d. upper middle class
e. any class, since there are many jobs like this in the United States
ANS: A DIF: Moderate REF: Page 216 TOP: Lower Class (IV.D)
MSC: Factual

49. In the U.S. class system, the “poorest of the poor,” who are structurally disadvantaged and are least
likely to move out of their class position, are called the:
a. poor class
b. lower class
c. left-behind class
d. inner-city class
e. underclass
ANS: E DIF: Moderate REF: Page 217 TOP: Underclass (IV.E)
MSC: Factual
50. Today, the gap between rich and poor in the United States is the largest it has been since:
a. 1929 after the stock market crash
b. 1970 when the United States started to outsource jobs
c. 1947 when the United States started to measure the gap
d. Never; the gap has been getting smaller
e. 1990 when technology become an important part of the economy
ANS: A DIF: Moderate REF: Page 218
TOP: Growing Gap between Rich and Poor (V.A) MSC: Factual

51. Inequality and the gap between rich and poor have been steadily growing in the United States. The
richest 20 percent has __________ of the total income, while the poorest 20 percent has __________
of the total income.
a. 50 percent; 3 percent
b. 3 percent; 50 percent
c. 25 percent; 25 percent
d. 30 percent; 30 percent
e. 20 percent; 20 percent
ANS: A DIF: Moderate REF: Page 218
TOP: Growing Gap between Rich and Poor (V.A) MSC: Factual

52. Which of the following best explains why Latino household income has stagnated and fallen far
behind that of white households?
a. a culture of poverty among Latinos that discourages achievement and saving money
b. the large number of immigrants from Mexico and Latin America that are in low-wage jobs
c. high unemployment among Latinos
d. high divorce rate among Latinos
e. none of the above; there is no income gap
ANS: B DIF: Moderate REF: Page 218
TOP: Ethnic Minorities versus White Americans (V.B) MSC: Factual

53. What factor accounts for racial disparities in wealth and income?
a. lower social and cultural capital
b. education
c. discrimination
d. all of the above
e. none of the above
ANS: D DIF: Moderate REF: Page 218
TOP: Ethnic Minorities versus White Americans (V.B) MSC: Applied

54. While the average income of __________ households has been increasing, that of __________
households has been declining in the last decade.
a. black and Latino; white
b. lower class; middle class
c. white; black and Latino
d. Latino; black
e. black; Latino
ANS: C DIF: Moderate REF: Page 218
 TOP: Ethnic Minorities versus White Americans (V.B) MSC: Factual

55. Social mobility refers to:

a. the movement of individuals and groups between class positions
b. the migration of people from the countryside to town
c. the movement of people between caste positions
d. the change in racial/ethnic identification when individuals intermarry
e. the transportation system of a society
ANS: A DIF: Easy REF: Page 219 TOP: Social Mobility (VI)
MSC: Factual

56. According to sociological studies, the biggest determinant of a person’s social mobility is:
a. personality
b. intelligence
c. wealth
d. education
e. income
ANS: D DIF: Easy REF: Page 219 TOP: Social Mobility (VI)
MSC: Factual

57. Intergenerational mobility is best described as when:

a. a person achieves a different class position than the one he or she was born into
b. a person maintains the same class position as his or her parents or grandparents
c. a person has a different class position from that of his or her parents or grandparents
d. a person achieves a different class position than his or her siblings
e. none of the above
ANS: C DIF: Easy REF: Page 219
TOP: Intergenerational Mobility (VI.A) MSC: Factual

58. Who among the following is most likely to experience intergenerational mobility?
a. the child of a high school teacher
b. the child of two university professors
c. the child of the CEO of a large corporation
d. the child of a school janitor
e. the child of a university groundskeeper
ANS: A DIF: Difficult REF: Page 219
TOP: Intergenerational Mobility (VI.A) MSC: Applied

59. When sociologists examine how far an individual moves up or down the socioeconomic scale in his or
her lifetime, they are studying:
a. optimal mobility
b. intergenerational mobility
c. life change
d. intragenerational mobility
e. pangenerational mobility
ANS: D DIF: Easy REF: Page 219
TOP: Intragenerational Mobility (VI.B) MSC: Factual
60. Researchers of social mobility, including Peter Blau and Otis Dudley Duncan in the 1960s and
William Sewell and Robert Hauser in the 1980s, have shown that:
a. educational attainment has a great deal to do with ultimate social status
b. the family’s social status has little to do with social mobility
c. social position is not inherited, but solely achieved
d. all of the above
e. none of the above
ANS: A DIF: Moderate REF: Page 220
TOP: Opportunities for Mobility (VI.C) MSC: Factual

61. Which of the following is an example of what Pierre Bourdieu refers to as cultural capital?
a. the ability to pay for cultural events such as art museums, opera companies, and symphony
orchestras that charge for admission
b. parents paying for school tutoring
c. parents reading to their children and encouraging them to do well in school
d. learning more than one language
e. none of the above
ANS: C DIF: Moderate REF: Page 220
TOP: Opportunities for Mobility (VI.C) MSC: Applied

62. According to Pierre Bourdieu, working-class parents are just as interested in their children’s education
as middle- and upper-class parents, but they lack the __________ to help their children experience
social mobility.
a. social capital
b. cultural capital
c. tuition capital
d. educational capital
e. language capital
ANS: B DIF: Moderate REF: Page 220
TOP: Opportunities for Mobility (VI.C) MSC: Applied

63. Downward mobility is when:

a. retired people stop receiving Social Security
b. the whole economy declines and all people see a decline in their income
c. when a person chooses a lower occupation than they are qualified for
d. when a person’s income, wealth, or status is lower than his or her parents
e. all of the above
ANS: D DIF: Easy REF: Page 221 TOP: Downward Mobility (VI.D)
MSC: Factual

64. When a person moves from one position in a class structure to a nearly identical position, the person is
said to experience:
a. short-range downward mobility
b. long-range downward mobility
c. declining mobility
d. across-position mobility
e. bi-position mobility
ANS: A DIF: Easy REF: Page 221
 TOP: Short-Range Downward Mobility (VI.D.i) MSC: Factual

65. In which of the following countries is the poverty rate the highest?
a. Germany
b. Norway
c. United States
d. Sweden
e. Japan
ANS: C DIF: Easy REF: Page 220 TOP: Measuring Poverty (VII.A)
MSC: Factual

66. In the United States, the largest concentrations of poverty are found in:
a. rural areas
b. inner cities
c. the South and Southwest
d. all of the above
e. none of the above
ANS: D DIF: Moderate REF: Page 220 TOP: Measuring Poverty (VII.A)
MSC: Factual

67. How does the government determine the poverty line?

a. It multiplies the cost of an adequate, nutritious diet by three.
b. It multiplies the cost of an average household’s rent by three.
c. It calculates the average cost of living in each of four regions of the United States and
divides that number by the average cost of rent in those places.
d. Since the cost of living varies across the country, it calculates the cost of living in each
region and determines a poverty line for each U.S. region.
e. It is based on how much a person would make per year if the person made the federal
minimum wage.
ANS: A DIF: Moderate REF: Page 222 TOP: Measuring Poverty (VII.A)
MSC: Factual

68. At the beginning of her sophomore year of high school, Janis’s family cannot afford to buy her new
clothes and shoes or enough supplies for school. Janis feels poor compared to her classmates who can
afford these things. Janis experiences:
a. absolute poverty
b. relative poverty
c. downward mobility
d. exchange mobility
e. upward mobility
ANS: B DIF: Easy REF: Page 222 TOP: Measuring Poverty (VII.A)
MSC: Applied

69. When a person does not have adequate resources to maintain his or her health, such as enough food to
eat, the person is said to be in:
a. absolute poverty
b. relative poverty
c. downward mobility
d. exchange mobility
 e. the poverty line
ANS: A DIF: Easy REF: Page 222 TOP: Absolute Poverty (VII.A.i)
MSC: Factual

70. Of those who are currently in poverty in the United States, how many are working?
a. 50 percent
b. 25 percent
c. 90 percent
d. none
e. 5 percent
ANS: B DIF: Easy REF: Page 224 TOP: Working Poor (VII.B)
MSC: Factual

71. What is meant by the phrase “feminization of poverty”?

a. the fact that women are more likely to not marry until they find a rich man
b. the fact that a majority of the poor are women
c. the notion that women are not as likely to pursue education or other skill development and
end up in lower paying jobs
d. the idea that women do not work as hard as men and are therefore more likely to be poor
e. none of the above
ANS: B DIF: Moderate REF: Page 225
TOP: Feminization of Poverty (VII.C) MSC: Applied

72. Child poverty rates in the United States are:

a. relative to the poverty rates of men
b. the highest in the world
c. the lowest in the industrialized world
d. the highest in the industrialized world
e. almost nonexistent
ANS: B DIF: Moderate REF: Page 226 TOP: Children in Poverty (VII.D)
MSC: Factual

73. About one-third of children in poverty live in:

a. households headed by single fathers
b. households headed by single mothers
c. rural areas
d. urban areas
e. households with three or more children
ANS: B DIF: Moderate REF: Page 226 TOP: Children in Poverty (VII.D)
MSC: Factual

74. Although official estimates show that relatively few elderly people live in poverty, these statistics may
not be accurate because:
a. they do not consider the large number of elderly people who go hungry
b. they do not consider the large number of elderly people who live alone
c. they do not consider the high cost of medical care
d. they do not consider the high cost of rent
e. they do not consider the high number of social services used by the elderly
 ANS: C DIF: Moderate REF: Page 227 TOP: Elderly in Poverty (VII.E)
MSC: Factual

75. The income of most elderly people is dependent on:

a. their part-time jobs
b. money from their children
c. pensions
d. Social Security
e. none of the above
ANS: D DIF: Moderate REF: Page 227 TOP: Social Security (VII.E.i)
MSC: Factual

76. In addition to Social Security, __________ has/have helped to lift many of the elderly out of poverty.
a. food banks
b. Meals on Wheels
c. unemployment
d. Medicare
e. none of the above
ANS: D DIF: Moderate REF: Page 227 TOP: Medicare (VII.E.ii)
MSC: Factual

77. Those who believe that poverty results from structural factors beyond the control of individuals would
see which of the following as a source of poverty?
a. unequal distribution of educational resources
b. lack of universal healthcare
c. growing income inequality
d. all of the above
e. none of the above.
ANS: D DIF: Difficult REF: Page 227 TOP: Explaining Poverty (VIII)
MSC: Applied

78. If a person believes that people are poor because they have been socialized into a set of values, beliefs,
and norms that result in behavior that leads to poverty, then that person is said to believe which of the
following theories of poverty?
a. culture of poverty
b. structural poverty
c. value poverty
d. dependency poverty
e. poverty of the mind
ANS: A DIF: Moderate REF: Page 227 TOP: Culture of Poverty (VIII.A)
MSC: Applied

79. Those who believe that the culture of poverty theory explains why most people are in poverty would
favor which of the following anti-poverty programs?
a. subsidized housing
b. universal healthcare
c. welfare-to-work programs
d. food stamps
 e. direct cash aid
ANS: C DIF: Difficult REF: Page 227 TOP: Culture of Poverty (VIII.A)
MSC: Conceptual

80. According to the sociologist Charles Murray, there are groups among the poor that do not enter the
labor market and rely on government interventions, which undermines self-help and personal
ambition. He says that these poor are part of:
a. the unambitious culture
b. the dependency culture
c. the least-motivated poor
d. the poverty problem
e. the structural poor
ANS: B DIF: Difficult REF: Page 228
TOP: Dependency Culture (VIII.A.i) MSC: Factual

81. Individuals living in rural communities cut off from resources and opportunities and individuals living
in inner cities with high crime rates are both likely to experience what sociologists call:
a. social exclusion
b. social deprivation
c. unequal education
d. economic exclusion
e. apathy
ANS: A DIF: Moderate REF: Page 228 TOP: Social Exclusion (VIII.B)
MSC: Applied

82. One of the most distressing signs of the growing stratification in the United States is the growth in the
number of:
a. substance abusers
b. the mentally ill
c. women with college degrees
d. homeless people
e. people on food stamps
ANS: D DIF: Moderate REF: Page 229 TOP: Homeless (VIII.C)
MSC: Factual

ESSAY

1. Compare and contrast slavery, caste, and class as systems of stratification. What is the basis of
inequality in each? How much social mobility exists in each? What system of stratification best
describes the United States?

ANS:
 To answer this question, students should know how to describe each type of system of stratification.
Slavery is an extreme form of inequality, in which certain people are owned as property by others.
There is very limited social mobility in slave systems, but how slaves are treated varies and depends
on the type of slave system. A caste system is a social system in which one’s social status—based on
race, parental religion, or caste—is given for life, and all individuals must remain at the social level of
their birth throughout life. In caste systems, there is no social mobility since intermarriage among
castes is generally forbidden and caste are segregated from each other in social, economic, and
political spheres. Class systems are fluid, and unlike the other types of strata, classes are not
established by legal or religious provisions. Class positions are in part achieved, although race and
gender matter, and are often economically based. There is a much greater chance for social mobility in
class societies, but factors that individuals do not have control over such as race and gender can often
impede their social mobility. The class system best describes the United States since there is social
mobility within the United States. However, factors out of the control of individuals such as race and
class often determine their access to economic resources, which are the foundation of social mobility
in a class system.

DIF: Moderate REF: Pages 200–203 TOP: Systems of Stratification (I)

MSC: Applied

2. According to the textbook, what three main characteristics do social systems of stratification share?
Provide an example of each.

ANS:
To answer this question, students should know the characteristics common to all systems of social
stratification. One is that the rankings apply to social categories of people who share a common
characteristic, such as gender or ethnicity. An example of this is that women may be ranked differently
from men, white people differently from black, and wealthy people differently from the poor. The
categories are what are meaningful in the ranking. Another characteristic is that people’s life
experiences and opportunities depend heavily on how their social category is ranked. For example,
being male or female, black or white, upper class or working class makes a big difference in terms of
your life chances—often as big a difference as personal effort or good fortune. The third characteristic
is that the ranks of different social categories tend to change very slowly over time. In U.S. society, for
example, only in the last forty years have women begun to achieve economic equality with men.
Similarly, only since the 1970s have significant numbers of African Americans begun to obtain
economic and political equality with whites—even though slavery was abolished nearly a century and
a half ago and discrimination was declared illegal in the 1950s and 1960s. Specific examples for each
characteristic can vary.

DIF: Moderate REF: Page 203 TOP: Systems of Stratification (I)

MSC: Factual

3. Compare and contrast Karl Marx, Max Weber, and Kingsley Davis and Wilbert E. Moore’s
explanations for the basis of social stratification in society. Which explanation do you think best
describes social stratification in the United States today?

ANS:
 To answer this question, students should be able to demonstrate an understanding of the three
explanations and the primary ways they differ. For Marx, the term class refers to people who stand in a
common relationship to the means of production—the means by which they gain a livelihood. Marx
believed there were two main classes: capitalists, or those who own the means of production, and those
who earn their living by selling their labor to them, or the working class. The relationship between
classes, according to Marx, is an exploitative one. Marx saw the economic system as the basis for
stratification in society. Weber agreed that the economic system was important, but he felt that it was
not only how people were related to the means of production that mattered, but also the skills they had
to market themselves. Weber also believed that noneconomic factors such as status and prestige
mattered and could be positive or negative for a person. In other words, someone such as a movie
actress could have a high economic class position but low social status. Both Marx and Weber
recognized that the system of stratification is based on power relationships whether it was derived
from economic or social status. Davis and Moore differ from Marx and Weber in that they argued that
stratification has benefits for society. They claimed that certain positions or roles in society, such as
brain surgeons, are functionally more important than others, and these positions require special skills
for their performance. However, only a limited number of individuals in any society have the talents or
experience appropriate to these positions. To attract the most qualified people, rewards need to be
offered, such as money, power, and prestige. Davis and Moore determined that since the benefits of
different positions in any society must be unequal, then all societies must be stratified. To conclude,
the student must provide a convincing argument for why the United States fits into one of these
models.

DIF: Moderate REF: Pages 204–6

TOP: Systems of Stratification (I) | Theories of Stratification in Modern Societies (II)
MSC: Applied

4. What is the difference between income and wealth? How are income and wealth related? Which is
more important in determining one’s position in the system of stratification in the United States? Why?

ANS:
To answer this question, students must begin by defining the terms income and wealth. Income refers
to wages and salaries earned from paid occupations, plus unearned money (or interest) from
investments. Wealth refers to all assets individuals own: cash; savings and checking accounts;
investments in stocks, bonds, and real estate properties; and so on. While most people earn their
income from their work, the wealthy often derive the bulk of theirs from interest on their investments,
some of them inherited. Some scholars argue that wealth—not income—is the real indicator of social
class. Income can be based on one’s earnings from work but also from wealth. Sociologists argue that
wealth is more important than income in determining one’s social position because wealth accumulates
over generations and can become the starting point for the next generation. In fact, economists
estimate that more than half of the wealth that a person accumulates in a lifetime can be traced to that
person’s progenitors.

DIF: Moderate REF: Pages 206–8 TOP: Income (III.A) | Wealth (III.B)
MSC: Factual

5. How has the distribution of income in the United States changed over the past thirty years? Apply one
of the stratification theories discussed in the chapter to explain the reason for this change.

ANS:
 Students should begin by explaining that income inequality reveals a clear case of the “haves” and
“have nots.” In 2009, the top 5 percent of households in the United States received 21.7 percent of
total income; the top 20 percent obtained 50.3 percent; and the bottom 20 percent received only 3.4
percent. Between 1977 and 2009, income inequality increased dramatically. The average household
earnings, meaning the combined incomes of all persons living in a single household, of the bottom 20
percent of people in the United States rose by almost 15 percent, but during the same period, the
richest 20 percent saw incomes grow by 60 percent. And for the richest 5 percent of the population,
income rose by more than 85 percent. This unequal growth in income happened despite the growth of
the economy and millions of new jobs, as these trends continued throughout the 1990s and into the
new century. Some observers see the United States as a “two-tiered society.” However, recent
estimates indicate that income inequality has been declining or at least not increasing. Income
inequality decreased between 2007 and 2009, as measured by shares of aggregate household income
by quintiles. In fact, the share of all quintiles declined—the lowest by 3.3 percent, the middle three by
4 percent, and the highest by 2 percent. The larger decline in the share of the middle three quintiles is
indicative, albeit weakly, of a decline in inequality. Students can apply any of the theories in the
chapter to explain the inequality in income: Karl Marx, Max Weber, Kingsley Davis and Wilbert E.
Moore, culture of poverty, or structural explanations.

DIF: Difficult REF: Page 218 TOP: Growing Gap between Rich and Poor (V.A)
MSC: Applied

6. What are the differences in average income and wealth between whites, African Americans, and
Latinos? What are the sociological explanations for why these gaps exist?

ANS:
To answer this question, students should begin by explaining the differences and then a few of the
reasons that these differences exist. According to the textbook, there are substantial differences in
income based on race and ethnicity. Black and Latino household income, for example, averages
between two-thirds and three-quarters that of whites. The situation has, however, worsened over the
last decade. While the average income of whites has been rising consistently, that of blacks and
Latinos has been declining. One of the main reasons for the inequality is because minorities in the
United States are more likely to hold the lowest-paying jobs. For Latinos, however, the inequality has
worsened, as recent immigrants from rural areas in Mexico and Central America find themselves
working at low-wage jobs. For blacks, there is a slight improvement over previous years as a growing
number of blacks have gone to college and moved into middle-class occupations. However, the
“wealth gap” between blacks and whites is even greater than the income gap. While blacks on average
earned two-thirds as much as whites, their net worth was only one-tenth as much, and when blacks
attained educational or occupational levels comparable to that of whites, the wealth gap still did not
disappear. One explanation for this is that blacks in the United States have encountered many barriers
to acquiring wealth throughout history. After the Civil War ended slavery in 1865, legal discrimination
(such as mandatory segregation in the South and separate schools) tied the majority of blacks to the
lowest rungs of the economic ladder. The Civil Rights Act of 1964 made racial discrimination illegal;
nonetheless, discrimination has remained, and although some blacks have moved into middle-class
occupations, many have remained poor or in low-wage jobs where the opportunities for accumulating
wealth are nonexistent. Student’s answers will vary but should include a discussion of occupational
segregation and discrimination.

DIF: Difficult REF: Page 227 TOP: Ethnic Minorities versus White Americans (V.B)
MSC: Factual
7. What is social mobility, and what is the difference between intergenerational and intragenerational
mobility? Do you think you will experience intragenerational mobility in your lifetime? Explain why
or why not.

ANS:
To answer the questions, students must start with defining the concepts. Social mobility refers to the
upward or downward movement of individuals and groups between different class positions as a result
of changes in occupation, wealth, or income. Intergenerational mobility describes how far people
move up or down the socioeconomic scale in the course of their working lives. Mobility across the
generations is called intergenerational mobility, and it allows us to analyze where children are on the
scale compared with their parents or grandparents. Students should then explain if they believe they
will experience intragenerational social mobility. To do so, they should mention the two studies on the
relationship between parents’ background and an individual’s social mobility. The first one by Peter
Blau and Otis Dudley Duncan argues that a child’s educational attainment is influenced by family
social status and this, in turn, affects the child’s social position later in life. Second, Pierre Bourdieu’s
study emphasizes the importance of family background to social status, but his emphasis is on the
cultural advantages that parents can provide to their children. Bourdieu argued that among the factors
responsible for social status, the most important is the transmission of cultural capital, or the cultural
advantages that coming from a “good home” confer. Wealthier families are able to afford to send their
children to better schools, an economic advantage that benefits the children’s social status as adults.
Parents from the upper and middle classes are mostly highly educated themselves and tend to be more
involved in their children’s education—reading to them, helping with homework, purchasing books
and learning materials, and encouraging their progress. Bourdieu noted that working-class parents are
concerned about their children’s education, but they lack the economic and cultural capital to make a
difference. After explaining these studies, students should explain how they think their own parents’
educational backgrounds will affect their social mobility.

DIF: Difficult REF: Page 219 TOP: Social Mobility (VI)

MSC: Conceptual

8. Explain how the official definition of poverty is calculated. According to critics, what are some of the
problems with this way of calculating poverty today? What factors do you believe should be
considered in the calculation of poverty and why?

ANS:
To answer this question, the student must start with how the U.S. government calculates the poverty
line: an income equal to three times the cost of a nutritionally adequate diet for a family of four. This
strict, no-frills budget assumed a nutritionally adequate diet could be purchased in 1999 for only $3.86
per day for each member, along with about $7.72 on all other items. For a family of four in 2011, that
works out to an annual cash income of $22,350. Some critics believe it overestimates the amount of
poverty. They point out that the current standard fails to take into account noncash forms of income
available to the poor, such as food stamps, Medicare, Medicaid, and public housing subsidies, as well
as “under the table” pay that is obtained from work at odd jobs and is concealed from the government.
Other critics counter that the government’s formula greatly underestimates the amount of poverty,
because it overemphasizes the proportion of a family budget spent on food and severely
underestimates the share spent on housing. According to some estimates, poor families today may
spend as much as three-quarters of their income on housing alone. Still others observe that this formula
dramatically underestimates the proportion of older adults (age 65 and older) who live in poverty,
because they spend a relatively small proportion of their income on food yet are faced with high
healthcare costs. To conclude, the student should discuss which of the factors they believe should be
considered and explain why. These factors can be from those mentioned above or other factors the
student believes are important.
 DIF: Moderate REF: Page 222 TOP: Measuring Poverty (VII.A)
MSC: Applied

9. Who are the working poor? What are the explanations for why those who are working are still in
poverty?

ANS:
To answer this question, students must start by explaining who the working poor are. The working
poor are people who work but whose earnings are not high enough to lift them above poverty. About
one-fourth of those officially living in poverty are actually working. In 2009, there were an estimated
10.4 million working poor. Of those working poor, 5.6 million usually worked full-time and another 5
million usually worked part-time. Most poor people, contrary to popular belief, do not receive welfare
payments, because they earn too much to qualify for welfare. Only 5 percent of all low-income
families with a full-time, full-year worker receive welfare benefits, and over half rely on public health
insurance rather than employer-sponsored insurance. The working poor are disproportionately
nonwhite and immigrant. One of the explanations for why those who are working may still remain in
poverty is the federal minimum wage. As of July 24, 2011, the minimum wage was $7.25 per hour
although individual states can set higher minimum wages than the federal standard. Although the
federal minimum wage has increased over the years since it was created in 1965, it has failed to keep
up with inflation. This means that people who work may not earn enough to take care of their basic
needs.

DIF: Difficult REF: Page 224 TOP: Working Poor (VII.B)

MSC: Factual

10. Why do sociologists say we are seeing “the feminization of poverty”? Which social groups are most
likely to be represented among poor women? How has this affected the number and percentage of
children living in poverty in the United States?

ANS:
To answer the question, students must start by defining the feminization of poverty, which describes an
increase in the proportion of the poor who are female. Growing rates of divorce, separation, and
single-parent families have placed women at a particular disadvantage since it is extremely difficult for
unskilled or semi-skilled, low-income, poorly educated women to raise children by themselves while
they also hold down jobs that could raise them out of poverty. As a result, in 2009, 29.3 percent of all
single-parent families headed by women were poor, compared to only 5.8 percent of married couples
with children. The feminization of poverty is particularly acute among families headed by Latino
women. Although the rate declined by almost 30 percent since its peak in the mid-1980s (64 percent in
1985), 35.2 percent of all female-headed Latino families lived in poverty in 2009. An almost identical
percentage (36.2 percent) of female-headed African American families also lived in poverty in 2009.
Both numbers were considerably higher than either white (26.3 percent) or Asian (15.5 percent)
female-headed households. Given the high rates of poverty among families headed by single women, it
follows that children are the principal victims of poverty in the United States. Child poverty rates in
the United States are by far the highest in the industrial world. One of the reasons that there is a high
rate of poverty among single mothers is that a single woman attempting to raise children alone is
caught in a vicious circle. If she has a job, she must find someone to take care of her children since she
cannot afford to hire a babysitter or pay for day care. From her standpoint, she will take in more
money if she accepts welfare payments from the government and tries to find illegal part-time jobs that
pay cash not reported to the government rather than find a regular full-time job paying minimum wage.
Even though welfare will not get her out of poverty, a regular job means she will lose her welfare
altogether, and she and her family may be even worse off economically.
 DIF: Moderate REF: Page 225 TOP: Feminization of Poverty (VII.C)
MSC: Factual

11. Compare the “blame the victim” explanation of poverty with the “blame the system” explanation.
Which explanation do you think best explains poverty in the United States today?

ANS:
To answer this question, students must start with the comparison. The “blame the victim” explanation,
also known as the culture of poverty theory, sees poor individuals as responsible for their status. The
“blame the system” explanation views poverty as produced and reproduced by structural forces in
society. “Blame the victim” theories hold the poor responsible for their own disadvantaged positions.
The poor are seen as those who are unable—due to lack of skills, moral or physical weakness, absence
of motivation, or below-average ability—to succeed in society. Social standing is taken as a reflection
of a person’s talent and effort; those who deserve to succeed do so, and others less capable are doomed
to fail. The existence of winners and losers is regarded as a fact of life. The “blame the system”
explanations for poverty focus on the lifestyles or “culture” of poor people. Poverty is not a result of
individual inadequacies but is a result of a larger social and cultural milieu into which poor children
are socialized. The culture of poverty is transmitted across generations because young people from an
early age see little point in aspiring to something more. Instead, they resign themselves fatalistically to
a life of impoverishment. The “blame the system” theories emphasize larger social processes that
produce conditions of poverty that are difficult for individuals to overcome. According to such a view,
structural forces within society—factors like class, gender, ethnicity, occupational position, education
attainment, and so forth—shape the way in which resources are distributed. Those who advocate
structural explanations for poverty argue that reducing poverty is not a matter of changing individual
outlooks. Instead it requires policy measures aimed at distributing income and resources more equally
throughout society. The students must conclude with specific examples supporting why they believe
the “blame the victim” explanation or the “blame the system” explanation best explains poverty in the
United States today. Specific examples that can be used are racial and ethnic income/wealth
inequalities, feminization of poverty, and the homeless.

DIF: Difficult REF: Pages 218–19 TOP: Culture of Poverty (VIII.A)

MSC: Conceptual
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 1888

Colonel-in-Chief.
H.R.H. Duke of Cambridge, Field Marshal, Commander-in-
Chief
Colonel.—H. R. Benson, C.B. (Gen.)
Lieut.-Colonels.—T. A. Cooke
S. M. Benson
Majors.—E. A. Belford
Hon. J. P. Bouverie
F. W. Benson
M. G. Neeld
H. C. Jenkins
Captains.—C. H. Purvis
H. Fortescue
T. A. Steele
E. B. Herbert
Hon. L. H. D. Fortescue
C. J. Anstruther Thomson
C. H. Butler
Lieutenants.—W. G. Renton
C. Coventry
H. W. R. Ricardo
Hon. H. A. Lawrence
G. C. C. D’Aguilar
G. F. Milner
E. W. N. Pedder
C. A. S. Warner
B. P. Portal
A. J. T., Viscount Clandeboye
N. T. Nickalls
E. D. Miller
H. M. Jessel
V. S. Sandeman
2nd Lieuts.—R. du P. Grenfell
T. G. Collins
Paymaster —J M Russell (Capt )
Paymaster. J. M. Russell (Capt.)
Adjutant.—C. Coventry
Riding-Master.—H. M’Gee
Quartermaster.—D. Shawe

1889

Colonel-in-Chief.
H.R.H. Duke of Cambridge, Field Marshal, Commander-in-
Chief
Colonel.—H. R. Benson, C.B. (Gen.)
Lieut.-Colonel.—S. M. Benson
Majors.—E. A. Belford
Hon. J. P. Bouverie
F. W. Benson
M. G. Neeld
H. C. Jenkins
Captains.—C. H. Purvis
H. Fortescue
T. A. Steele
E. B. Herbert
Hon. L. H. D. Fortescue
C. J. Anstruther
W. G. Renton
C. Coventry (Adjutant)
H. W. R. Ricardo
Lieutenants.—Hon. H. A. Lawrence
G. C. C. D’Aguilar
G. F. Milner
C. A. S. Warner
F. P. M. Maryon-Wilson
B. P. Portal
A. J. T., Earl of Ava
A. Rawlinson
N. T. Nickalls
E. D. Miller
H. M. Jessel
V S Sandeman
 V. S. Sandeman
2nd Lieuts.—R. du P. Grenfell
T. G. Collins
Prince Adolphus of Teck
H. C. Noel
Paymaster.—J. M. Russell
Riding-Master.—H. M’Gee
Quartermaster.—D. Shawe

1890.

Colonel-in-Chief.
H.R.H. Duke of Cambridge, Field Marshal, Commander-in-
Chief
Colonel.—H. R. Benson, C.B. (Gen.)
Lieut.-Colonel.—S. M. Benson
Majors.—E. A. Belford
Hon. J. P. Bouverie
F. W. Benson
M. G. Neeld
H. C. Jenkins
Captains.—C. H. Purvis
H. Fortescue
T. A. Steele
E. B. Herbert
Hon. L. H. D. Fortescue
C. J. Anstruther
W. G. Renton
C. Coventry
H. W. R. Ricardo
Lieutenants.—Hon. H. A. Lawrence
G. C. C. D’Aguilar
G. F. Milner
C. A. S. Warner
F. P. M. Maryon-Wilson
B. P. Portal
A. J. T., Earl of Ava
A Rawlinson
 A. Rawlinson
N. T. Nickalls
E. D. Miller
H. M. Jessel
V. S. Sandeman
2nd Lieuts.—T. G. Collins
Prince Adolphus of Teck
H. C. Noel
W. F. Egerton
W. A. Tilney
Paymaster.—J. M. Russell
Adjutant.—C. Coventry
Riding-Master.—H. M’Gee
Quartermaster.—D. Shawe

1891.

Colonel-in-Chief.
H.R.H. Duke of Cambridge, Field Marshal, Commander-in-
Chief
Col.—H. R. Benson, C.B. (Gen.)
Lieutenant-Colonel.—S. M. Benson
Majors.—E. A. Belford
Hon. J. P. Bouverie
F. W. Benson
M. G. Neeld
H. C. Jenkins
Captains.—C. H. Purvis
H. Fortescue
T. A. Steele
E. B. Herbert
Hon. L. H. D. Fortescue
C. J. Anstruther
W. G. Renton
C. Coventry
H. W. R. Ricardo
Lieutenants.—Hon. H. A. Lawrence
G C C D’Aguilar
 G. C. C. D Aguilar
G. F. Milner
C. A. S. Warner
F. P. M. Maryon-Wilson
B. P. Portal
A. J. T., Earl of Ava
A. Rawlinson
N. T. Nickalls
E. D. Miller
H. M. Jessel
V. S. Sandeman
2nd Lieuts.—T. G. Collins
Prince Adolphus of Teck
H. C. Noel
W. F. Egerton
W. A. Tilney
Adjutant.—Hon. H. A. Lawrence
Riding-Master.—H. M’Gee
Quartermaster.—D. Shawe

1892.

Colonel-in-Chief.
H.R.H. Duke of Cambridge, Field Marshal, Commander-in-
Chief
Colonel.—H. R. Benson (Gen.)
Lieutenant-Colonel.—S. M. Benson
Majors.—E. A. Belford
Hon. J. P. Bouverie
F. W. Benson
M. G. Neeld
H. C. Jenkins
Captains.—C. H. Purvis
H. Fortescue
E. B. Herbert
Hon. L. H. D. Fortescue
C. J. Anstruther
W G Renton
 W. G. Renton
C. Coventry
H. W. R. Ricardo
Lieutenants.—Hon. H. A. Lawrence
G. C. C. D’Aguilar
G. F. Milner
C. A. S. Warner
F. P. M. Maryon-Wilson
B. P. Portal
A. J. T., Earl of Ava
A. Rawlinson
N. T. Nickalls
E. D. Miller
H. M. Jessel
V. S. Sandeman
2nd Lieuts.—T. G. Collins
Prince Adolphus of Teck
H. C. Noel
W. F. Egerton
W. A. Tilney
Adjt.—Hon. H. A. Lawrence
Riding-Master.—W. Pilley (Hon. Lieutenant)
Quartermaster.—D. Shawe

1893.
 Colonel-in-Chief.
H.R.H. Duke of Cambridge, Field Marshal, Commander-in-
Chief
Colonel.—Sir D. C. Drury-Lowe, K.C.B. (Lieut.-Gen.)
Lieutenant-Colonel.—E. A. Belford
Majors.—F. W. Benson (Attached Egyptian Army)
M. G. Neeld
H. C. Jenkins
Captains.—C. H. Purvis
H. Fortescue
E. B. Herbert
Hon. L. H. D. Fortescue
C. J. Anstruther
W. G. Renton
C. Coventry
H. W. R. Ricardo
Hon. H. A. Lawrence
Lieutenants.—G. C. C. D’Aguilar
G. F. Milner
C. A. S. Warner
F. P. M. Maryon-Wilson
B. P. Portal
N. T. Nickalls
H. M. Jessel
V. S. Sandeman
T. G. Collins
2nd Lieuts.—Prince Adolphus of Teck
H. C. Noel
W. F. Egerton
W. A. Tilney
Adjutant.—Hon. H. A. Lawrence
Riding-Master.—W. Pilley
Quartermaster.—C. Clarke (Hon. Lieutenant)

1894.
 Colonel-in-Chief.
H.R.H. Duke of Cambridge, Field Marshal, Commander-in-
Chief
Colonel.—Sir D. C. Drury-Lowe, K.C.B. (Lieut.-Gen.)
Lieutenant-Colonel.—E. A. Belford
Majors.—M. G. Neeld
C. H. Purvis
H. Fortescue
Captains.—E. B. Herbert
Hon. L. H. D. Fortescue
C. J. Anstruther
W. G. Renton
C. Coventry
H. W. R. Ricardo
Hon. H. A. Lawrence
Lieutenants.—G. C. C. D’Aguilar
C. A. S. Warner
B. P. Portal
N. T. Nickalls
H. M. Jessel
V. S. Sandeman
T. G. Collins
Prince Adolphus of Teck
H. C. Noel
2nd Lieutenants.—W. F. Egerton
W. A. Tilney
Sir F. Burdett, Bt.
Adjutant.—Hon. H. A. Lawrence
Riding-Master.—W. Pilley
Quartermaster.—C. Clarke
 APPENDIX B
QUARTERS AND MOVEMENTS OF THE I7TH LANCERS SINCE THEIR
FOUNDATION

[1 signifies headquarters]
1759. November 7th.—Warrant for raising the regiment.
November 26th (?)—First rendezvous. Watford and Rickmansworth.
December.—Coventry.
1760. October.—Haddington,1 Musselburgh.
1761. August.—Perth,1 Falkland, Aberdour, Cupar, Culross, Leven.
1762. June.—Musselburgh1 (2 troops), Dalkeith (2), Hamilton.
September.—Haddington,1 Dalkeith, Dunbar, Hamilton,
Musselburgh, Linlithgow.
1763. January.—Haddington1 (2), Dalkeith, Dunbar, Musselburgh,
Linlithgow.
1764 to 1771.—Ireland. [Gap in the muster-rolls; 2 troops in the Isle of
Man 1766.]
1772. January.—Clonmell1 (3), Clogheen (2), Leightonbridge (1).
July.—Kilkenny1 (2), Carrick (2), Ross (2).
1773. January.—Kilkenny1 (2), Carrick (2), Ross, Leightonbridge.
July.—Carlow,1 Athy, Tullow, Callen.
1774. January.—Carlow,1 Athy, Tullow, Callen.
July.—Maryborough,1 Mount Mellick.
1775. April.—Embarked for Boston; arrived 10–15 June.
America, active service.
1776. March.—Embarked for Halifax.
June.—Left Halifax.
July.—Landed Staten Island.
August.—Mustered Staten Island.
1777. January.—Mustered at New York.
May. „ Perth and Amboy.
August. „ Camp, New York Island, and Bloomendale.
1778. February. „ Philadelphia.
1779. September. „ Flushing, Long Island (detachment to
Carolina).
1780. May.—Mustered at Hampstead, Long Island.
1780. July.—Mustered at East Chester.
1781. January. „ Haarlem, N. Y., and Hampstead, L. I.
July. „ Flushing, L. I.
1782. January. „ Hampstead, L. I.
July. „ Fort Knyphausen.
1783. January. „ New York and Haarlem.
July. „ New York.
Embarked for Ireland.
1784. January.—Cork (on arrival).
July.—Maryborough,1 (3), Mount Mellick (3).
1785. January.—Maryborough,1 Mount Mellick.
July.—Tullamore,1 Philipstown.
1786. January.—Tullamore,1 Philipstown.
July.—Longford,1 Navan.
1787. January.—Athlone,1 Mount Mellick, Navan, “Man-of-War.”
July.—Castlebar,1 Sligo, Ballinrobe.
1788.—Castlebar,1 Sligo, Ballinrobe.
1789.—Bandon.
1790. July.—Kilkenny.
1791. January.—Kilkenny,1 Carrick, Ross.
July.—Kilkenny.
1792. January.—Kilkenny.
July.—Phœnix Park.
1793. January.—Collon.
July.—Lisburn.
1794.—Belturbet.
1795. May?—Three troops embarked for West Indies—Jamaica.
August. „ „ „ St. Domingo.
Active service.
1796.—Jamaica, Grenada, St. Domingo.
1797. March.—Port Royal (3 troops)? for embarkation.
May.—Trowbridge (2 troops? depôt).
August.—Return from West Indies. Nottingham, Trowbridge,
Gloucester, Bath, Bristol.
1798.—Canterbury (detachment on active service to Ostend).
1799.—Canterbury. Two troops to Southampton.
Summer.—Swinley Camp.
Winter.—Exeter and Taunton.
1800. Summer.—Bagshot Heath.
Winter.—Duffield (in aid of civil power).
1801 to 1802.—Manchester,1 Lancaster, Chester, Bolton, Preston.
1803. May.—Embarked for Ireland.
Tullamore,1 Philipstown, Carlow, Kilkenny.
1804.—Clonmel,1 Tullamore, Philipstown, Carlow, Kilkenny.
1805.—Dublin.
September.—Moved to Northampton.
1806. April.—Brighton, Romney, Rye, Hastings.
October.—Embarked for active service in South America.
December.—Arrived in La Plata.
1807.—Active service in South America.
November.—Embarked for England.
1808. January.—Disembarked at Portsmouth and marched to Chichester.
February.—Embarked for East Indies.
August.—Fort William, Calcutta.
1809. February.—Surat. Detachment to Persia.
1810.—Surat.
1811. December.—Ruttapore.
1812 to 1821.—Ruttapore. Active service, detachments 1813 to 1815;
whole regiment, 1816 to 1821.
1822.—Ruttapore.
1823. January.—Embarked for England.
May.—Arrived in England. Quarters, Chatham.
1824. June.—Regent’s Park Barracks.
July.—Canterbury.
1825. June.—Regent’s Park Barracks.
July.—Brighton, Chichester.
1826. March.—Exeter and Topsham.
1827. January.—Hounslow and Hampton Court.
1828. April.—Dundalk, Belturbet.
1829. May.—Dublin.
1830. May.—Newbridge,1 Armagh, Navan, Kells, Kilkenny.
1831. April.—Limerick,1 Ennis, Newmarket, Adair.
June.—Headquarters to Ballincollig.
1832. April.—Portobello Barracks, Dublin.
June.—Newport,1 Berkeley, Dursley.
July.—Dursley,1 Wootton-under-Edge.
November.—Headquarters to Gloucester.
(Cholera year.)
1833. March.—Hounslow,1 Hampton Court, Kensington.
1834. May.—Leeds,1 Burnley.
1835. May.—Manchester.
1836. April.—Norwich, Ipswich.
1837. May.—Coventry, Northampton.
1838. June.—Portobello Barracks, Dublin
1839. January.—Royal Barracks, Dublin.
August.—Portobello Barracks.
1840.—Portobello Barracks.
1841.—Glasgow, Edinburgh.1
1842.—Leeds.
1843. April.—Nottingham.1
[Autumn.]—Birmingham.1
1844. May.—Hounslow.1
1845. April.—Brighton.1
1846. June.—Dundalk.1
1847. April.—Island Bridge,1 Portobello and Royal Barracks.
October.—Royal Barracks.
1848 to 1849.—Royal Barracks, Dublin.
1850. April.—Newbridge,1 Clonmel, Kilkenny, Waterford, Carrick.
1851. April.—Woolwich.
October.—Canterbury.
1852. June.—Brighton,1 Christchurch, Trowbridge.
1853. March.—Brighton,1 Dorchester.
June.—Chobham.
July.—Hounslow,1 Hampton Court.
1854. April.—Sailed for active service in the Crimea. Depôt, Canterbury.
1855.—Crimea.
1856. April.—Left the East for Ireland.
May.—Cahir Barracks,1 Fethard, Clonmel, Clogheen, Limerick.
September.—Portobello Barracks.
1857. March.—Island Bridge Barracks.
October.—Embarked for active service in India. Depôt, Canterbury.
1858. February.—Arrived Kirkee, Bombay.
Pursuit of Tantia Topee.
1859. May—Gwalior.
1860. January.—Left Gwalior.
April.—Secunderabad.
1861 to December 1864.—Secunderabad.
1865. January.—Embarked for England.
May.—Colchester.
1866. March.—Aldershot.
1867. August.—Brighton,1 Shorncliffe.
1868. June.—Woolwich,1 Kensington, Hampton Court.
August.—Hounslow, Kensington, Hampton Court.
1869. July.—Edinburgh,1 Hamilton.
1870. April.—Royal Barracks, Dublin.
1871. April.—Longford,1 Athlone, Ballinrobe, Castlebar, Gort.
1872. May.—Ballincollig, Limerick, Cork, Fermoy, Clogheen.
1873. July.—Curragh.
August.—Island Bridge Barracks, Dublin.
1874. August.—Dundalk,1 Belfast, Belturbet (1 troop in December)
1875. June.—Island Bridge1 and Royal Barracks, Dublin.
1876. June.—Embarked for England for autumn manœuvres.
1876. September.—East Cavalry Barracks, Aldershot.
1877. August.—Leeds,1 Preston, Sheffield.
1878. [May.—Detachments to Burnley, Blackburn, and Clitheroe, in aid of
civil power.]
July.—Aldershot.
September.—Hounslow,1 Hampton Court.
1879. February.—Embarked for active service in South Africa. Depôt,
Hounslow.
April.—Arrived Durban.
October.—Embarked for India.
November.—Arrived at Mhow.
1880 to January 1884.—Mhow. Depôt, Canterbury.
1884. January and February.—Lucknow.
1885 to 1890.—Lucknow.
1890. October.—Embarked for England.
November.—Shorncliffe (one squadron in Egypt).
1891. July.—Hounslow.
1892. Hounslow, Hampton Court, and Kensington.
1893. September.—Preston1 [Derby, Alfreton, Normanton (in aid of civil
power)] and Birmingham.
1894. Leeds,1 Birmingham.
 APPENDIX C
PAY OF ALL RANKS OF A LIGHT DRAGOON REGIMENT

1764
S. = “Subsistence.” A. = Arrears. G. = Grass money.

Colonel.
S. £483 12 6
A. 112 13 3
£596 5 9

Lieut.-Colonel.
S. £337 12 6
A. 79 14 9
£417 7 3

Major.
S. £282 17 6
A. 66 7 0
£349 4 6

Captain.
S. £209 17 6
A. 54 3 5
£264 0 11

Capt.-Lt. & Lieut.

S. £127 15 0
A. 25 11 4
£153 6 4
 Cornet.
S. £109 10 0
A. 26 15 8
£136 5 8

Chaplain.
S. £91 5 0
A. 22 6 4
£113 11 4

Adjutant.
S. £82 2 6
A. 20 1 9
£102 4 3

Surgeon.
S. £82 2 6
A. 20 1 9
£102 4 3

Surgeon’s Mate.
S. £54 15 0
A. 4 17 5
£59 12 5

Quartermaster.
S. £75 0 0
A. 20 13 10
£93 13 10
 Sergeant.
S. £18 5 0
A. 9 9 0
G. 1 11 10
£29 5 10

Corporal.
S. £12 2 8
A. 6 2 0
G. 1 11 10
£19 16 6

Trumpeter.
S. £18 5 0
A. 7 16 0
G. 1 11 10
£27 12 10

Farrier.
S. £9 2 0
A. 3 1 0
G. 1 11 10
£13 14 10[15]

Light Dragoon.
S. £9 2 0
A. 3 1 0
G. 1 11 10
£13 14 10
 1796
All the allowances hitherto known under the head of

Bread money,
Grass money,
Poundage money,
New allowances for necessaries,

to be comprised under one head, and form a daily rate of

allowance. Such daily rate for non-commissioned officers and men of
the cavalry (after deduction of 1s. 8d. per man for horsecloth and
surcingle) to be 3½ d. per diem.