Ch.1 – Exam Questions – Making Family Choices In A Changing

1. From interviews and observations, the authors reveal that:
   1. "family" is one cohesive unit.
   2. most social scientists agree on a definition of "family."
   3. there are many definitions given for "family."
   4. defining "family" is not vital because there are so many definitions.

POINTS: 1

REFERENCES: Introduction

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. Which of the following is NOT listed by your text as a major family function?
   1. raising children responsibly
   2. meeting sexual desires
   3. providing members with economic and other practical support
   4. offering emotional security

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: concept

1. Traditionally, both law and social science specified that the family consisted of people related by
   1. blood, marriage, or adoption. b. symbolic definition.

c. nuptial contracts. d. temporary agreement.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. The U.S. Census Bureau defines a family as
   1. any heterosexual or homosexual conjugal union and any children.
   2. two or more persons sharing a household and who are related by blood, marriage, or adoption.
   3. any group of people residing together.
   4. parents, children, grandparents, aunts, uncles, and cousins

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. What is meant by the term postmodern family?
   1. Families today exhibit a multiplicity of forms.
   2. Any family formed after 1960.
   3. A family which is on the cutting edge of technology and current trends.
   4. Families today are more philosophical and reflective.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. As families have become less traditional, the legal definition of a family has
   1. remained the same.
   2. become more rigid.
   3. narrowed to include only married couples and children.
   4. become much more flexible.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. The concept of “household” is broader than that of “family” as it includes
   1. pets. b. material possessions.

c. any person residing in the home. d. relatives who live far away.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. The Census Bureau uses which of the following terms to describe a person or a group of people residing together?
   1. family b. nuclear family

c. extended family d. household

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. The definition of family adopted by the authors of this text includes those who do all of the following EXCEPT
   1. form an economic unit and care for any young.
   2. consider their identity to be significantly attached to the group.
   3. have the same name and background.
   4. commit to maintaining that group over time.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. Scholars and advocates with a perspective point to what they see as a negative cultural change accentuated by excessive individualism and self-indulgence.
   1. family change b. boomer fat

c. familistic d. family decline

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. Those with a “family change” perspective view the family as .
   1. declining rapidly b. “an adaptable institution”

c. “a rigid institution” d. slowly and steadily getting worse

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. Scholars and advocates with a perspective point see constant evolution as normal.
   1. family change b. pessimistic

c. familistic d. family decline

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. Which of the following is attributed to the U.S. by “family change” scholars?
   1. patriotism as a source of family pride
   2. declining values in family matters
   3. inadequate support for families
   4. rigid traditional ideas of family

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: concept

1. Family change is attributed to which of the following influences?
   1. declining mental health
   2. individuals who do not wish to live in families
   3. hopelessness
   4. economic trends and cultural changes

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. A person who believed in the “family decline” theory might say the following:
   1. “There has been a serious breakdown in marriage and family values.”
   2. “Family life isn’t getting worse, it just adjusts to the times.”
   3. “Families today are better off than in the past.”
   4. “There is no marriage crisis.”

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: application

1. Someone who is a “family change” advocate might say the following:
   1. “Our nation is in a crisis; marriages aren’t surviving like they used to.”
   2. “The family is better than ever at adapting to new challenges.”
   3. “Times were much better for families in the ‘50s and ‘60s.”
   4. “Before long, marriage won’t even be around as an institution.”

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: application

1. Family theorists posit that today's family forms need to be seen as historically expected adjustments to changing conditions.
   1. decline b. social

c. change d. marriage

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. Cohabitation has emerged as a lifestyle
   1. that is stigmatized as unhealthy and immoral.
   2. that is much more common than marriage.
   3. that continues to be illegal.
   4. that can be an alternative to marriage.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. The family became common in industrial societies because it was better suited for city life.
   1. blended b. nuclear

c. extended d. modified-extended

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. Individuals living alone constitute about percent of American households. a. 6 b. 10

c. 34 d. 26

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: concept

1. The text reports that percent of marriages were preceded by cohabitation.
   1. less than 10 b. about 15

c. 25 d. over 50

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. Many employers have redefined family
   1. to disallow same sex couples.
   2. in an effort to keep traditional definitions.
   3. with respect to employee benefit packages.
   4. to prevent economic uncertainty.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: concept

1. Compared to 50 years ago, marriage is not as to Americans.
   1. important b. unimportant

c. unusual d. unreal

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: concept

1. In 1957, the total fertility rate was about 3.6 children per woman. For the last decade and a half, it has been

child/children per woman.

• 1. less than one b. one

c. around two d. about three

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. Over the past four decades, fertility in the United States has
   1. stayed about the same. b. increased dramatically.

c. declined. d. fluctuated substantially.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. Particularly among college educated women, parenthood is .
   1. not an option b. postponed

c. embraced early in life d. doubled

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. The likelihood of divorce declines with .
   1. lower levels of income b. fewer economic resources

c. more years of education d. decreased religiosity

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. The divorce rate
   1. has been in decline for the last three decades.
   2. continues to increase over time.
   3. will probably never level off.
   4. will always remain at 50 percent of first marriages.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. Same-sex couple households increased by percent between 2000 and 2010. a. 40 b. 80

c. 95 d. 50

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: fact

1. Which of the following is true about the age at marriage today?
   1. It is the highest recorded since the 1890 census.
   2. Age at marriage is declining to 1970s levels.
   3. Male's age at marriage has increased, but female's remains lower.
   4. It has remained virtually the same since 1890.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

KEYWORDS: application

1. Today, only percent of American households fit the 1950s nuclear family ideal of a married couple with children, where only the husband is employed.

a. 6 b. 10

c. 25 d. 3

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. A majority of children live in households.
   1. divorced b. single-mother

c. single-father d. two-parent

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. Compared to the recent past, children are likely to live with a grandparent today.
   1. somewhat less b. far less

c. equally d. more

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. About of American children live in single parent families.
   1. 10 percent b. 25 percent

c. 50 percent d. 90 percent

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. Many households containing grandparents are family households, which include other relatives besides parents and children.
   1. modern b. nuclear

c. extended d. blended

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: concept

1. Children are likely than the general population or the elderly to be living in poverty.
   1. more b. far less

c. somewhat less d. equally

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. In the 1950s, the nonmarital pregnancy rate was in comparison with today.
   1. higher b. slightly lower

c. much lower d. the same

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. The child population of the U.S. is racially and ethnically diverse than the adult population.
   1. equally b. more

c. less d. far less

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. Over the past several decades,
   1. the divorce rate has declined somewhat.
   2. the rate of nonmarital childbearing has increased.
   3. there has been a dramatic increase in teen birth rates.
   4. changes in the family have basically accelerated.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. What is assisted reproductive technology (ART)?
   1. a new style of painting that is highly sexualized
   2. a counseling course for couples who want to get pregnant
   3. helping parents know how to use technology with their future children
   4. the manipulation of sperm and/or egg in the absence of sexual intercourse that may involve a third party

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: fact

1. What is the impact of communication technologies like e-mail, Skype, and GPS on families?
   1. Technologies force themselves on families. b. The impact is unknown at this time.
2. Communication technologies change the way families interact.
3. Technology increases the amount of face-to-face time together.

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: fact

1. According to the text, which of the following is NOT a current societal trend impacting families?
   1. new communication and reproductive technologies
   2. changes in America’s race/ethnic composition
   3. a great increase in the number of pets in the family
   4. economic uncertainty

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: concept

1. Economic uncertainty caused by is a current societal trend impacting families.
   1. global warming
   2. assisted reproductive technologies
   3. the recession that began in 2007
   4. increased immigration during the last decade

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: fact

1. Individuals' choices depend largely on the that exist in their social environment.
   1. alternatives b. defaults

c. decisions d. people

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: concept

1. Which of the following is a path young adults took in response to the recession?
   1. Dropped out of school.
   2. Opted to have children sooner.
   3. Held out for a higher salary.
   4. Postponed marriage.

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: fact

1. People are influenced by the society around them. Societal or structural conditions can negatively limit or positively our options.
   1. dismiss b. expand

c. destroy d. belittle

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: application

1. The text concludes that the best way to make decisions about our personal lives is to make them
   1. by default. b. knowledgeably.

c. unconsciously. d. by following the path of least resistance.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: application

1. According to the text, over time, cohabitation has become
   1. “mainstream.” b. “secondary.”

c. “prohibited.” d. “unlikely.”

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: fact

1. Through the lens of social scientific research, individual choices are shaped by
   1. unknown forces.
   2. deep, inner drives.
   3. social factors.
   4. schooling.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: fact

1. Which is the phrase used to describe economic and social forces which limit personal choices?
   1. media overload b. mass confusion

c. structural constraints d. cultural baggage

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: fact

1. According to the text’s discussion of how social factors influence people’s personal choices,
   1. it is always more difficult to make the common choice.
   2. social factors can limit people’s options.
   3. social factors never limit people’s options.
   4. some people do not make choices.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: fact

1. Sometimes we into a a decision rather than making a conscious one.
   1. "opt" b. "crawl"

c. "slide" d. "grow"

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. Deciding about, rather than sliding into, a situation involves looking at the alternatives, not just picking the

________ choice.

• 1. acceptable
  2. easiest
  3. basic
  4. difficult

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: application

1. Which of the following is NOT one of the steps involved with making knowledgeable choices?
   1. Try to avoid making a decision if possible.
   2. Recognize the social pressures that may influence personal choices.
   3. Consider the consequences of each alternative.
   4. Attempt to clarify your own values.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: fact

1. The emotional dimension of decision making is referred to in the text as the
   1. craziness gene. b. gut factor.

c. ga-ga principle. d. no-think dimension.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. Every time a person makes an important decision they for that time or permanently.
   1. widen their options b. remove responsibility

c. rule out alternatives d. create emotional stability

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. If you wanted to make a knowledgeable decision about choosing which class to take,
   1. take the first class which is open and will fit your schedule.
   2. find out what your friends are taking, and do the same.
   3. wait until the last possible minute, and then let your advisor find a class.
   4. look through the catalog at all the possibilities, consider what will benefit you in the future, and register early to get the class you consider best.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: application

1. What factor may cause a father to make choices about his family by "sliding" into a decision?
   1. Careful consideration of family needs and personal time.
   2. Strong day-to-day pressures on the job cutting into time at home.
   3. Remembering how important his wife and children are to him, and acting on it.
   4. Ignoring the phone, television and computer in order to talk at the dinner table.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: application

1. Children learn social roles by imitating the behaviors of parents, siblings, and family members through a type of play called ___________.
   1. externalization. b. mocking caregivers.

c. secondary education. d. role-taking.

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.06 - Explain and give examples of how families provide individuals with a place to belong.

KEYWORDS: fact

1. Parents, siblings and other relatives are usually highly influential in developing a child’s , or that child’s sense of worth and value.
   1. self-concept b. genetic code

c. nickname d. temperament

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.06 - Explain and give examples of how families provide individuals with a place to belong.

KEYWORDS: concept

1. is made up of the ideas and feelings about the uniqueness and value of one’s family unit,

which often emerges in family traditions, rituals and celebrations.

• 1. Individualism b. A knowledgeable decision

c. Family identity d. DNA pool

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.06 - Explain and give examples of how families provide individuals with a place to belong.

KEYWORDS: application

1. Life in American families reflects a tension in American culture between family solidarity and
   1. individual freedom. b. the prenuptial contract.

c. divorce. d. childlessness.

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: fact

1. Family togetherness, stability, and loyalty are all examples of
   1. proscriptive norms. b. familistic (communal) values.

c. self-fulfillment values. d. outdated norms.

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: concept

1. Valuing personal happiness and goals and the development of distinct identity is a value.
   1. familistic b. kinship orientation

c. structural d. individualistic

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: concept

1. When persons think in terms of seeking primarily personal—as opposed to communal or group—happiness and

goals, this reflects which orientation?

• 1. familistic b. individualistic

c. kinship d. negotiated

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: concept

1. The text points out that the social institutions of marriage and the family have become since the mid-twentieth century.
   1. more predictable b. more functional

c. less predictable d. less functional

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: fact

1. Family diversity has progressed to the point that there is
   1. a breakdown in communal values and family bonds.
   2. ethnic differences in most family members.
   3. no typical family form today.
   4. confusion and distress among sociologists about what to study.

POINTS: 1

REFERENCES: Marriages and Families: Four Themes

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: concept

1. Which of the following reflects the relationship between personal decision making and society?
   1. Personal decisions are impacted by, but also influence, society.
   2. Society impacts personal decisions, but rarely do our decisions impact society.
   3. One has no real impact on the other. d. The relationship is too difficult to study.

POINTS: 1

REFERENCES: Marriages and Families: Four Themes

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: fact

1. Which of the following is NOT one of the four themes of the textbook?
   1. Personal decisions must be made throughout the life course.
   2. People are influenced by the society around them.
   3. We live in a society characterized by considerable change.
   4. Personal decision making has little impact on society.

POINTS: 1

REFERENCES: Marriages and Families: Four Themes

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: fact

1. We live in a society characterized by change, including increased ethnic, economic, and family diversity.
   1. little b. slight

c. considerable d. negligible

POINTS: 1

REFERENCES: Marriages and Families: Four Themes

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: concept

1. Maintaining a family requires both commitment and knowledge of what you’re doing.
   1. True
   2. False

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: concept

1. Functional definitions of the family refer to what the family is, while structural definitions emphasize what the family does.
   1. True
   2. False

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: concept

1. Today, about 40 percent of families fit the 1950s ideal of intact marriage, children, and husband-breadwinner and wife-homemaker.
   1. True
   2. False

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: application

1. The most common household type today is that of married couples without children.
   1. True
   2. False

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. Single-person households now represent a quarter of American households.
   1. True
   2. False

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: fact

1. People have been postponing marriage in recent years.
   1. True
   2. False

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: concept

1. According to the text, married life is far more complex and difficult than the traditional image commonly portrayed.
   1. True
   2. False

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: concept

1. Only 50 percent of Americans approve of black-white marriages.
   1. True
   2. False

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: fact

79.

The more common infertility interventions involve prescription drugs and microscopic surgical procedures to repair

a female’s fallopian tubes or a male’s sperm ducts.

1. True
2. False

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: fact

1. As families have become less rigidly structured, people have made fewer choices “once and for all.”
   1. True
   2. False

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. Who we are and our personal decisions and attitudes are a product of our environment.
   1. True
   2. False

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. Some of our choices are not conscious and we "slide" into them.
   1. True
   2. False

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. Conscious decisions are made by carefully weighing options.
   1. True
   2. False

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: fact

1. Sliding into an option can occur when we choose the path of least resistance or do the easiest thing.
   1. True
   2. False

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: fact

1. According to the text, you should never listen to the emotional dimension of decision making, sometimes called the

“gut­factor.”

• 1. True
  2. False

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. The text points out that the best way to make choices is by default.
   1. True
   2. False

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: fact

1. Life in American families reflects a cultural tension between solidarity and individual freedom.
   1. True
   2. False

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: fact

1. In a family setting, development and change involve more than one individual.
   1. True
   2. False

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: application

1. In a family, one of the things that must be negotiated is personal privacy.
   1. True
   2. False

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: application

1. Research shows that parents, siblings, and other relatives influence a child’s self­concept, having a profound

influence on personal identity.

• 1. True
  2. False

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.06 - Explain and give examples of how families provide individuals with a place to belong.

KEYWORDS: concept

1. Personal decision affects our social environment.
   1. True
   2. False

POINTS: 1

REFERENCES: Marriages and Families: Four Themes

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. A(n) is any sexually expressive, parent­child, or other kin relationships in which people—usually related by ancestry, marriage, or adoption—form an economic unit and care for any young, consider their identity to be significantly attached to the group, and are committed to maintaining that group over time.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: concept

1. The U.S. Census Bureau defines a family as two or more persons related by blood, marriage, or adoption who share a(n) __________.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: fact

1. The family consists of husband, wife, and children in one household.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: concept

1. Self-indulgence and self-interest has led to family .

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: concept

1. Some family experts do not believe the family is in decline, but focus instead on family .

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

KEYWORDS: concept

1. The family exhibits a multiplicity of forms, and new or altered family forms continue to emerge and develop.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

KEYWORDS: concept

1. involves all the procedures, regulations, attitudes, and goals of programs and agencies, workplaces, educational institutions, and government that affect families.

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: concept

1. are the opportunities one has for education and work, whether one can afford to marry, the schools that children attend, and a family's health care and they depend on family economic resources.

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: concept

1. More Americans maintain families whose members bridge and maintain relationships across national borders.

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

KEYWORDS: concept

1. , or economic and social forces, can limit personal choices.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. Our individual choices can have an influence on .

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

KEYWORDS: concept

1. The family refers to ideas and feelings about the uniqueness and value of one’s family unit, which

emerges from traditions and rituals.

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.06 - Explain and give examples of how families provide individuals with a place to belong.

KEYWORDS: concept

1. The contradictory pull of both values creates tension in society.

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: application

1. Individualistic values are also referred to as values.

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.

KEYWORDS: concept

1. Compare and contrast the traditional definition of the family with the postmodern definition preferred by the authors of your textbook. Give examples of how the legal system, government, and business community have struggled to make decisions about who can be considered part of the family.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

1. Write an essay in which you compare nuclear family and the postmodern family. How might each of these impact children?

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

1. How does the definition of family have practical and economic consequences for individuals in everyday life? Provide at least two examples utilizing the issues involved.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.01 - Understand why researchers and policy makers need to define family, even though definitions are not always agreed upon and can be controversial.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.02 - Relate ways that family structure, or form, is increasingly diverse.

1. The text points out that what we think of as “family” has changed dramatically. Explain this statement.

POINTS: 1

REFERENCES: Defining Family

LEARNING OBJECTIVES: MFaR.LAMA.15.01.03 - Explain why there is no typical American family.

1. First, distinguish between personal troubles and societal influences. Give an example of each. Second, distinguish between social influences and personal choices. Give an example of each.

POINTS: 1

REFERENCES: A Sociological Imagination: Personal Troubles and Some Social Conditions That Impact Families

LEARNING OBJECTIVES: MFaR.LAMA.15.01.04 - Describe and give examples of various society-wide, structural conditions that impact families.

1. Suppose you were faced with a decision about an unplanned pregnancy. Explain the process you would use to

choose knowledgeably. Include in your discussion the major components of knowledgeable decision making.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

1. The text points out that some choices are made by sliding, while others are made by deciding. Explain the difference and provide at least one illustration of each category.

POINTS: 1

REFERENCES: The Freedom and Pressures of Choosing

LEARNING OBJECTIVES: MFaR.LAMA.15.01.05 - Discuss why the best life course decisions are informed ones made consciously.

1. What is family identity? Using your own family, or one with which you are familiar, provide several examples of this phenomenon.

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.06 - Explain and give examples of how families provide individuals with a place to belong.

1. What is the difference between individualistic and familistic values? Provide an illustration of each.

POINTS: 1

REFERENCES: Families of Individuals

LEARNING OBJECTIVES: MFaR.LAMA.15.01.07 - Understand why there is a tension in our culture between familistic values on the one hand and individualistic values on the other hand.