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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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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undurable basis of Classical, 132, 198;
column, and arch, 166, 184, 204, 214, 236, 260n., 345;
dimension and direction, cultural relation, 169n., 177, 184, 205,
224;
symbolism in Chinese, 190, 196;
imitation and ornament, becoming and become, 194-198, 202;
history of techniques and ideas, 195;
of Civilization period, 197;
stage of Russian, 201;
Classical, feeble development of style, 204;
pseudomorphic Late-Classical, basilica, 209, 212, 214;
Arabian, dome type, 208, 210-212;
Western façade and visage, 224;
cathedral and infinite space, forest character, 198-200, 224, 396;
Arabian in Italy, 235;
place of Renaissance, 235;
Michelangelo and Baroque, 277;
and cultural morale, 345;
contemporary cultural epochs, table ii.
See also Art; Baroque; Egyptian Culture; Doric; Gothic;
Romanesque
Archytas, irrational numbers and fate, 65n.;
and higher powers, 66;
contemporaries, 78, 90, 112, table i;
and metaphysics, 366
Arezzo, school of art, 268
Aristarchus of Samos, and Eastern thought, 9;
and heliocentric system, 68, 69, 139
Aristogiton, statue, 269n.
Aristophanes, and burlesque, 30, 320n.
Aristotle, ahistoric consciousness, 9;
entelechy, 15;
contemporaries, 17, table i;
and philosophy of being, 49n.;
mechanistic world-conception, 99, 392;
and deity, 124, 313;
tabulation of categories, 125;
as collector, 136n.;
as Plato’s opposite, 159;
on tragedy, 203, 318, 320, 321, 351;
on body and soul, 259;
on Zeuxis, 284;
and inward life, 317;
and philanthropy, 351;
and Civilization, 352;
and diet, 361;
culmination of Classical philosophy, 365, 366;
and mathematics, 366;
on atoms, 386;
as atheist, 409;
condemnation, 411
Arithmetic, Kant’s error, 6n.;
and time, 125, 126.
See also Mathematics
Army, Roman notion, 335
Arnold of Villanova, and chemistry, 384n.
Art and arts, irrational polar idea, 20;
as sport, 35;
and future of Western Culture, 40;
as mathematical expression, 57, 58, 61, 62, 70;
Arabian, relation to algebra, 72;
and vision, 96;
causal and destiny sides, 127, 128;
Western, and “memory,” 132n.;
mortality, 167;
religious character of early periods, 185;
lack of early Chinese survivals, 190n.;
as expression-language, 191;
and witnesses, 191;
imitation and ornament, 191-194;
their opposition, becoming and become, 194-196;
typism, 193;
so-called, of Civilization, copyists, 197, 293-295;
meaning of style, 200, 201;
forms and cultural spirituality, 214-216;
as symbolic expression of Culture, 219, 259;
expression-methods of wordless, 219n.;
sense-impression and classification, 220, 221;
historical boundaries, organism, 221;
species within a Culture, no rebirths, 222-224;
early period architecture as mother, 224;
Western philosophical association, 229;
secularization of Western, 230;
dominance of Western music, 231;
outward forms and cultural meaning, 238;
and popularity, 242;
space and philosophy, 243;
cultural basis of composition, 243;
symptom of decline, striving, 291, 292;
trained instinct and minor artists, 292, 293;
cultural association with morale, 344;
contemporary cultural epochs, table ii.
See also Imitation; Ornament; Science; Style; arts by name
Aryan hero-tales, contemporaries, table i
Asklepios, as Christian title, 408n.
Astrology, cultural attitude, 132, 147
Astronomy, Classical Culture and, 9;
heliocentric system, 68, 139;
dimensional figures, 83;
cultural significance, 330-332
Ataraxia, Stoic ideal, 343, 347, 352, 361
Atheism, and “God”, 312n.;
as definite phenomenon, position, 408, 409;
cultural basis of structure, 409;
and toleration, 410, 411
Athene, as goddess, 268
Athens, and Paris, 27;
culture city, 32;
as religious, 358
Athtar, temples, 210
Atlantis, and voyages of Northmen, 332n.
Atmosphere, in painting, 287
Atomic theories, Boscovich’s, 314n.;
cultural basis, 384-387, 419;
disintegration hypotheses, 423
Augustan Age, Atticism, 28n.
Augustine, Saint, and time, 124, 140;
and Jesus, 347;
contemporaries, table i
Augustus, as epoch, 140;
statue, 295
Aurelian, favourite god, 406;
contemporaries, table iii
Avalon, and Valhalla, 401
Avesta. See Zend Avesta
Aviation, Leonardo’s interest, 279
Avicenna, on light, 381;
Axum, empire, and world-history, 16, 208, 209n., 223
Baader, Franz X. von, and dualism, 307

Baal, shrines as basilicas, 209n.;
cults, 406, 407;
Baalbek, basilica, 209n.;
Sun Temple as pseudomorphic, 210
Babylon, and time, 9, 15;
geographical science, 10;
place in history, 17;
autumnal city, 79
Baccio della Porta. See Bartolommeo
Bach, John Sebastian, contemporaries, 27, 112, 417, table ii;
as analysist, 62;
contemporary mathematic, 78;
fugue, 230;
and dominance of music, 231;
and popularity, 243;
pure music, 283;
ease, 292;
ethical passion, 355;
God-feeling, 394
Bachofen, Johann J., Classical ideology, 28;
on stone, 188
Backgrounds, in Renaissance art, 237;
in Western painting, 239;
in Western gardening, 240.
See also Depth-experience
Bacon, Francis, Shakespeare controversy, 135n.
Bacon, Roger, world-conception, 99;
and mechanical necessity, 392;
Bähr, Georg, architecture, 285
Baghdad, autumnal city, 79;
contemporary cities, 112;
philosophy of school, 248, 306, 307;
contemporaries of school, table i
Ballade, origin, 229
Bamberg Cathedral, sculpture, 235
Barbarossa, symbolism, 403
Baroque, mathematic, 58, 77;
musical association, 87, 228n., 230;
as stage of style, 202;
sculpture as allegory, 219n.;
origin, 236;
depth-experience in painting, 239;
in gardening, 240;
portraits, 265;
Michelangelo’s relation, 277;
philosophy, reason and will, 308;
soul, 313, 314;
contemporaries, table ii.
See also Art
Bartolommeo, Fra (Baccio della Porta), and line, 280;
dynamic God-feeling, 394
Basilica, as pseudomorphic type, 209, 210;
and Western cathedral, 211, 224;
contemporaries, table ii
Basilica of Maxentius (Constantine), Arabian influences, 212
Basra School, philosophy, 248, 306;
Basso continuo. See Thoroughbass.
Baths of Caracalla, Syrian workmen, 211, 212
Battista of Urbino, portrait, 279
Baudelaire, Pierre Charles, sensuousness, 35;
autumnal accent, 241;
and the decadent, 292
Bayle, Pierre, and imperialism, 150
Bayreuth. See Wagner
Beauty, transience, cultural basis, 194;
as Classical rôle, 317
Become, Civilization as, 31, 46;
philosophers, 49n.;
explained, relationships, 53;
and learning, 56;
and extension, 56;
and mathematical number, 70, 95;
relation to nature and history, 94-98, 102, 103;
and symbolism, 101;
and causality and destiny, 119;
and problem of time, 122;
and mortality, 167;
in art, 194.
See also Becoming; Causality; Nature; Space
Becoming, and history, 25, 94-98, 102, 103;
philosophers, 49n.;
explained, relationships, 53;
intuition, 56;
and direction, 56;
and chronological number, 70;
relation to nature and destiny and causality, 119, 138, 139;
and mathematics, 125, 126;
in art, 194.
See also Become; Destiny; History; Time
Beech, as symbol, 396
Beethoven, Ludwig van, contemporary mathematic, 78, 90;
and pure reason, 120;
and imagination, 220;
orchestration, 231;
inwardness, “brown” music, 251, 252, 252n.;
music as confession, 264;
period, 284;
straining, 291;
Bell, as Western symbol, 134n.
Bellini, Giovanni, and portrait, 272, 273
Benares, autumnal city, 99
Benedetto da Maiano, and ornament, 238;
and portrait, 272
Bentham, Jeremy, and imperialism, 150;
and economic ascendency, 367;
Berengar of Tours, controversy, 185
Berkeley, George, on mathematics and faith, 78n.
Berlin, megalopolitanism, 33;
as irreligious, 79, 358
Berlioz, Hector, contemporaries, table ii
Bernard of Clairvaux, Saint, contemporaries, 400, table i
Bernini, Giovanni Lorenzo, architecture, 87, 231, 244, 245;
Bernward, Saint, as architect, 107n., 206
Berry, Duke of, Books of Hours, 239
Beyle, Henri. See Stendhal
Bible, and periodic history, 18;
as Arabian symbol, 248.
See also Christianity
Biedermeyer, contemporaries, table ii
Binchois, Égide, music, 230
Binomial theorem, discovery, 75
Biography, and portraiture, 12;
Cultures and, 13, 14;
and character, 316;
and Western tragedy, 318.
See also Portraiture
Biology, and preordained life-duration, 108;
in politics, 156;
as weakest science, 157;
and Civilization, 360
Bismarck, Fürst von, wars and cultural rhythm, 110n.;
and destiny, 145;
morale, 349
Bizet, Georges, “brown” music, 252
Blood, Leonardo’s discovery of circulation, 278
Blue, symbolism, 245, 246
Boccaccio, Giovanni, and Homer, 268n.
Body, as symbol of Classical Culture, 174;
and geometrical systems, 176n.;
in Arabian philosophy, 248;
and soul, Classical expression, 259-261.
See also Sculpture; Spirit
Böcklin, Arnold, act and portrait, 271n.;
painting, 289, 290
Boehme, Jakob, contemporaries, table i
Bogomils, iconoclasts, 383
Bohr, Niels, and mass, 385, 419
Boltzmann, Ludwig, on probability, 380n.
Boniface, Saint, as missionary, 360
Book, and cult-building, 197n.
Books of Hours, Berry’s, 239
Books of Numa, burning, 411
Boomerang, and mathematical instinct, 58
Borgias, Hellenic sorriness, 273
Boscovich, Ruggiero Giuseppe, and physics, 314n., 415
Botticelli, Sandro, Dutch influence, 236;
goldsmith, 237;
and portrait, 271, 272
Boucher, François, and body, 271
Boulle, André C., Chippendale’s ascendency, 150n.
Bourbons, analogy, 39
Boyle, Robert, and element, 384
Brahmanism, transvaluation, 352;
Buddhist interpretation of Karma, 357;
contemporaries of Brahmanas, table i.
See also Indian Culture
Brain, and soul, 367
Bramante, Donato d’Angnolo, plan of St. Peter’s, 184
Brancacci Chapel, 237, 279
Brass musical instruments, colour expression, 252n.
Bronze, and Classical expression, 253;
patina, 253;
Michelangelo and, 276
Brothers of Sincerity, on light, 381;
Brown, symbolism of studio, 250, 288;
Leonardo and, 280
Bruckner, Anton, end-art, 223;
“brown” music, 252
Bruges, loss of prestige, 33;
as religious, 358
Brunelleschi, Filippo, linear perspective, 240;
and antique, 275n.;
architecture, 313
Bruno, Giordano, world, 56;
martyrdom, 68;
and vision, 96;
esoteric, 326;
astronomy, 331;
Brutus, M. Junius, character, 5
Buckle, Henry T., and evolution, 371
Buddhism, and Civilization, end-phenomenon, materialism, 32, 352,
356, 357, 359, 409;
and state, 138;
Nirvana, 178, 357, 361;
morale, 341, 347;
scientific basis of ideas, 353;
moral philosophy, 355;
as peasant religion, 356n.;
and Christianity, 357;
and contemporaries, 357, 358, 361, table i;
and diet, 361.
See also Religion
Burckhardt, Jacob, Classical ideology, 28;
on Renaissance, 234
Buridan, Jean, Occamist, 381
Burlesque, Classical, 30, 320
Busts, Classical, as portraits, 269, 272
Buxtehude, Dietrich, organ works, 220
Byron, George, Lord, and Civilization, 110
Byzantinism, as Civilization, 106;
and portraiture, 130n.;
style, 206;
Acanthus motive, 215;
allegorical painting, 219n.;
contemporaries, tables ii, iii.
See also Arabian Culture
Byzantium, tenement houses, 34n.
Cabeo, Nicolaus, theory of magnetism, 414

Caccias, character, 229
Cæsar, C. Julius, analogies, 4, 38;
and newspaper, 5;
and democracy, 5;
conquest of Gaul, 36n.;
practicality, 38;
and calendar and duration, 133;
and economic organization, 138;
and destiny, 139;
bust, 272;
morale, 349;
Divus Julius, 407;
Cæsarism, and money, 36;
contemporary periods, table iii
Calchas, cult, 185
Calculus, and Classical astronomy, 69;
limit-idea, 86;
Newtonian and Leibnizian, 126n.;
and religion, 170;
as Jesuit style, 412;
basis threatened, 419.
See also Mathematics
Calderon de la Barca, Pedro, plays as confession, 264
Calendar, Cæsar’s, 133
Caliphate, Diocletian’s government, 72, 212;
deification of caliph, 405
Callicles, ethic, 351
Calvin, John, predestination and evolution, 140n., 141;
and Western morale, 348;
variety of religion, 394;
Can Grande, statue, 272
Cannæ, as climax, 36
Canning, George, and imperialism, 149n.
Cantata, and orchestra, 230
Canzoni, character, 229
Caracalla, and citizenship and army, 335, 407
Carcassonne, restoration, 254n.
Cardano, Girolamo, and numbers, 75
Care, and distance, 12;
cultural attitude, relation to state, 136, 137;
and maternity, 267
Carissimi, Giacomo, music, pictorial character, 230, 283
Carneades, and mechanical necessity, 393
Carstens, Armus J., naturalism, 212
Carthage. See Punic Wars
Carthaginians, and geography, 10n., 333
Castle, and cathedral, 195, 229
Catacombs, art, 137n., 224
Categories, tabulation, 125
Catharine of Siena, Saint, and Gothic, 235
Cathedral, as ornament, 195;
and castle, 229;
forest-character, 396;
contemporaries, table ii.
See also Gothic; Romanesque
Cato, M. Porcius, Stoicism and income, 33
Cauchy, Augustin Louis, notation, 77;
mathematic problem, 85;
and infinitesimal calculus, 86;
mathematical position, 90;
goal of analysis, 418;
Causality, history and Kantian, 7;
and historiography, 28;
and number, 56;
and pure phenomenon, 111n.;
and destiny and history, limited domain, 117-121, 151, 156-159;
and space and time, 119, 120, 142;
and principle, 121;
and grace, 141;
and reason, 308;
and Civilization, 360;
and destiny in natural science, 379;
and mechanical necessity, 392-394.
See also Become; Destiny; Nature; Space
Cavern, as symbol, 200, 209, 215, 224
Celtic art, as Arabian, 215
Centre of time, and history, 103
Ceres, materiality, 403
Cervantes, Miguel de, tragic method, 319
Ceylon, Mahavansa, 12
Cézanne, Paul, landscapes, 289;
striving, 292
Chæronea, issue at battle, 35
Chalcedon, Council of, and Godhead, 209, 249
Chaldeans, astronomy, Classical reaction, 147
Chamber-music, as summit of Western art, 231
Chan-Kwo period, contemporaries, table iii
Character, and person, 259;
and will, Western ego, 314, 335;
Cultures and study, 316;
gesture as Classical substitute, 316;
in Western tragedy, Classical contrast, 317-326.
See also Morale; Soul
Chardin, Jean B. S., and French tradition, 289
Chares, Helios and gigantomachia, 291
Charity. See Compassion
Charlemagne, analogies, 4, 38;
Charles XII of Sweden, analogy, 4
Chartres Cathedral, sculpture, 235, 261
Chemistry, thoughtless hypotheses, 156n.;
no Classical, 383;
Western so-called, 384;
as Arabian system, 384, 393;
new essence, entropy, 426.
See also Natural science
Cheops, dynasty, 58n.
Chephren, dynasty, 58n.;
tomb-pyramid, 196, 203
Chian, contemporaries, table iii
Children, Western portraiture, 266-268. See also Motherland.
Chinese Culture, historic feeling, 14;
imperialism, 37;
philosophers, 42, 45;
time-measurement, 134n.;
'ancestral worship, 135n.;
and care, 136;
attitude toward state, 137;
economic organization, 138;
destiny-idea, landscape as prime symbol, 190, 196, 203;
lack of early art survivals, 190n.;
and tutelage, 213;
music, 228;
gardening, 240;
bronzes, patina, 253n.;
portraiture, 260, 262;
Civilization, 295;
soul, perspective as expression, 310n.;
passive morale, 315, 341, 347;
and discovery, 333, 336;
political epochs, table iii.
See also Cultures
Chippendale, Thomas, position, 150n.
Chivalry, southern type, 233n.
Chorus, in art-history, 191;
in Classical tragedy, 324
Chosroes-Nushirvan, art of period, 203
Chóu Li, on Chóu dynasty, 137
Chóu Period, and care, 137;
Christianity, comparisons, 4;
Eastern, and historical-periods, 22n.;
and poor Stoics, 33n.;
as Arabian, 72, 402;
Mary-cult, Madonna in art, 136, 267, 268;
destiny in Western, 140;
architectural expression of early, 208-211;
colour and gold as symbols, 247-250;
in Western art, spiritual space, 279;
dualism in early, 306;
“passion”, 320n.;
Eastern, and home, 335;
Western transformation of morale, 344, 347, 348;
and Buddhism, 357;
of Fathers and Crusades, 357n.;
missionarism, 360;
God-man problem as alchemistic, 383;
and mechanical necessity, miracles, 392, 393;
elements of Western, 399-401;
foreign gods as titles, 408n.
See also Religion
Chronology, relation of Classical Culture, 9, 10;
as number, 97, 153n.;
and the when, 126;
and archæology, 134.
See also History
Chrysippus, and Stoicism, 33, 358;
and corporeality, 177
Chuang-tsü, practical philosophy, 45
Chun-Chiu Period, contemporaries, table iii
Cicero, M. Tullius, analogy, 4
Cimabue, Giovanni, and nature, 192;
and Byzantine art, 238;
and Francis of Assisi, 249n.;
and portraiture, 273
Cimarosa, Domenico, ease, 292
Cistercians, soul, 360
Citizenship, Classical concept, 334. See also Politics
Civilization, defined, as destiny of a Culture, 31-34, 106, 252, 353,
354;
and the “become”, 31, 46;
and megalopolitanism, 32, 35;
money as symbol, 34-36;
and economic motives, 35;
imperialism, 36;
destiny of Western, 37, 38;
and scepticism, 46, 409;
Alexander-idea, 150;
English basis of Western, 151, 371;
Western, effect on history, 151;
so-called art, 197, 293-295;
style histories, 207;
Western painting, plein-air, 251, 288, 289;
and gigantomachia, 291;
Manet and Wagner, 293;
transvaluation of values, striving, 351, 353;
Nihilism and inward finishedness, 352;
manifestations, 353, 354;
problematic and plebeian morale, 354, 355;
and irreligion, 358;
diatribe as phenomenon, 359;
and biological philosophies, philosophical essence, 361, 367;
natural science, 417;
contemporary spiritual epochs, table i;
contemporary art epochs, table ii;
contemporary political epochs, table iii.
See also Cultures
Clarke, Samuel, and imperialism, 150
Classical Culture, philosophy, culmination, 3, 45;
ahistoric basis, 8-10, 12n., 97, 103, 131-135, 254, 255, 264, 363;
and chronology, 9, 10n.;
and geography, 10n.;
religious expression, bodied pantheon, later monotheistic
tendencies, 10, 11, 13, 187, 312, 397, 398, 402-408;
and mortality, funeral customs, 13, 134;
portraiture, 13, 130, 264, 265, 269, 272;
and archæology, 14;
and measurement of time, 15;
mathematic, 15, 63-65, 69, 77, 83, 84, 90;
contemporary Western periods, 26;
Western views, ideology, 27-31, 76, 81, 237, 238, 243, 254, 270,
323;
“Classical” and “antike”, 28n.;
civilization, Rome, Stoicism, 32-34, 36, 44, 294, 352;
cosmology, astronomy, 63, 68, 69, 147, 330;
cultural significance of mathematic, 65-67, 70;
and algebra, 71;
surviving forms under Arabian Culture, 72, 73, 208;
opposition to Western soul, 78;
and space, 81-84, 88, 175n.;
“smallness”, 83;
relation to proportion and function, 84, 85;
popularity, 85, 254, 326-328;
and destiny-idea, dramatic illustration, 129, 130, 143, 146, 147,
317-326, 424;
care and sex attitude, family and home, 136, 266-268, 334-337;
attitude toward state, 137, 147;
and economic organization, 138;
actualization of the corporeal only, sculpture, 176-178, 225, 259-
261;
soul, attributes, 183, 304, 305;
architectural expression, 184, 198, 224;
weak style, 203;
art-work and sense-organ, 220;
and music, 223, 227;
and form and content, 242;
and composition, 243;
colour, 245-247;
nature idea, statics, 263, 382-384, 392;
and discovery, 278;
painting, 287;
will-less-ness, 309, 310;
lack of character, gesture as substitute, 316;
art and time of day, 325;
morale, ethic of attitude, 341, 342, 347, 351;
and “action”, 342n.;
cult and dogma, 401, 410;
and strange gods, 404;
scientific periods, 424;
spiritual epochs, table i;
art epochs, table ii;
political epochs, table iii.
See also Art; Cultures; Renaissance; Science
Classicism, and dying Culture, 108;
defined, 197;
period in style, 207
Claude Lorrain, landscape as space, 184;
“singing” picture, 219;
and ruins, 254;
colour, 246, 288;
period, 283;
landscape as portrait, 287
Cleanliness, cultural attitude, 260
Cleisthenes, contemporaries, table iii
Cleomenes III, contemporaries, table iii
Cleon, and economic organization, 138
Clepsydra, Plato’s, 15
Clock, and historic consciousness, 14;
religious aspect, 15n.;
cultural attitude, 131, 134
Clouds, in paintings, 239
Cluniac reform, and architecture, 185
Clytæmnestra, and Helen, 268
Cnidian Aphrodite, 108, 268
Cnossos art, 224n., 293;

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Essentials of Sociology 4th Edition

Giddens Test Bank

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Introduction to Sociology 11th Edition Giddens Test

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Essentials of Sociology 12th Edition Henslin Solutions

Sociology The Essentials 9th Edition Andersen Test Bank

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

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

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

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

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

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

32. Wealth refers to:

41. Members of the lower middle class today:

55. Social mobility refers to:

57. Intergenerational mobility is best described as when:

63. Downward mobility is when:

67. How does the government determine the poverty line?

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

72. Child poverty rates in the United States are:

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

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

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

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

DIF: Moderate REF: Pages 204–6

Baader, Franz X. von, and dualism, 307

Cabeo, Nicolaus, theory of magnetism, 414

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