Chapter 3: Deviance, Law, and Crime

Test Bank

Multiple Choice

1. How does the text explain why issues such as drug trafficking, gang activity, and school shootings interest people?

a. They are large scale social problems that are difficult to explain.

b. They feed our morbid sense of curiosity.

c. They affect our economic well-being.

d. They explain why people deviate from social norms.

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Comprehension

Answer Location: What Is Deviance?

Difficulty Level: Medium

2. Adultery is an example of an activity that is ______.

a. illegal because it violates legal marriage vows

b. contrary to norms of behavior

c. acceptable in most Western societies

d. against both norms of behavior and the law

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Knowledge

Answer Location: What Is Deviance?

Difficulty Level: Easy

3. Jaywalking is an example of an activity that ______.

a. breaks the law only

b. violates norms only

c. breaks both the law and norms

d. doesn't break the law or norms – it is considered normal behavior

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Knowledge

Answer Location: What Is Deviance?

Difficulty Level: Easy

4. A homeless person is in the habit of urinating in back alleys. Because it doesn't directly affect most people, his behavior is overlooked most of the time, except by the people who live next to the alley. They have started a petition to get the police to take action. This demonstrates how deviance varies in terms of ______.

a. legal culpability

b. punishment required

c. social norms

d. perceived harmfulness

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Application

Answer Location: What Is Deviance?

Difficulty Level: Hard

5. ______ is the degree to which an action is believed to hurt others.

a. Severity of public response

b. Perceived harmfulness

c. Level of public agreement

d. Legal culpability

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Knowledge

Answer Location: What Is Deviance?

Difficulty Level: Easy

6. Incest and sexual assault are almost always considered to be ______.

a. deviant

b. criminal

c. deviant and criminal

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Knowledge

Answer Location: What Is Deviance?

Difficulty Level: Easy

7. When Brigid turned 16, she got a tattoo on her ankle without telling her parents. When they saw it, they were very upset and concerned that she would have trouble getting a job because of the tattoo. This is an example of a ______.

a. minor crime

b. lesser crime

c. minor deviance

d. consensus crime

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Application

Answer Location: What Is Deviance?

Difficulty Level: Medium

8. Julio was very creative, as evidenced by the graffiti he liberally applied to abandoned buildings. Most people would consider Julio's graffiti as a ______.

a. white-collar crime

b. lesser crime

c. minor deviance

d. consensus crime

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Application

Answer Location: What Is Deviance?

Difficulty Level: Medium

9. Which type of crime is likely to have the least serious legal and social consequences?

a. Lesser crime

b. Capital crime

c. White-collar crime

d. Consensus crime

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Comprehension

Answer Location: What Is Deviance?

Difficulty Level: Medium

10. Acts that are considered extremely harmful to society and carry severe punishments are called ______.

a. minor crimes

b. lesser crimes

c. white-collar crimes

d. consensus crimes

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Knowledge

Answer Location: What Is Deviance?

Difficulty Level: Easy

11. What type of crime usually takes place in the workplace and has high social costs and a negative impact on society?

a. Minor crimes

b. Lesser crimes

c. White-collar crimes

d. Consensus crimes

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Knowledge

Answer Location: What Is Deviance?

Difficulty Level: Easy

12. The Chief Financial Officer of Enron went to jail for defrauding the company and lying about financial statements. This is an example of a ______.

a. minor crime

b. lesser crime

c. white-collar crime

d. consensus crime

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Application

Answer Location: What Is Deviance?

Difficulty Level: Medium

13. How do conflict theorists explain why people commit white-collar crime?

a. They experience financial hardship.

b. They enjoy risk taking behavior.

c. They have social and economic power.

d. They have inflated self-esteem.

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Knowledge

Answer Location: What Is Deviance?

Difficulty Level: Easy

14. Symbolic interactionists maintain that we learn about the world through ______, such as parents and friends.

a. socializing agents

b. community influencers

c. personal contacts

d. communication sources

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Knowledge

Answer Location: Social Construction

Difficulty Level: Easy

15. Berger and Luckmann believe that ______ has two steps: categorizing experiences, then forgetting how we determined this categorization in the first place and assuming it is natural and unchanging.

a. symbolic interactionism

b. social construction

c. cognitive processing

d. mental conditioning

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Knowledge

Answer Location: Social Construction

Difficulty Level: Easy

16. The text gives an example of the fact that different societies have contrived different ways of categorizing time, but all have come to see their way as the natural and unchanging way of doing it. This demonstrates the concept of ______.

a. symbolic interactionism

b. mental conditioning

c. cognitive processing

d. social construction

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Application

Answer Location: Social Construction

Difficulty Level: Medium

17. Always-evolving social expectations that guide behavior are ______.

a. cultural universals

b. social perspectives

c. behavioral limitations

d. norms

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Knowledge

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Easy

18. Sexual activity between consenting persons of the same sex has been legal nationwide in the United States since ______.

a. 1965

b. 1988

c. 2003

d. 2015

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Knowledge

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Easy

19. Émile Durkheim felt that all societies have crime and deviance, and in fact there is a ______ that exists.

a. normality of crime

b. sensitivity to crime

c. desensitization to punishment

d. empathy toward crime

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Knowledge

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Easy

20. According to Durkheim, we cannot learn what is and is not acceptable without ______.

a. breaking the rules ourselves

b. making the rules ourselves

c. understanding punishment’s role

d. seeing others break the rules

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Knowledge

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Easy

21. When did all states recognize and license same-sex marriages?

a. 1965

b. 1988

c. 2015

d. 2003

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Knowledge

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Easy

22. Martin Luther King Jr. was considered a deviant because he broke norms when campaigning for racial equality. Which of Durkheim’s functions of deviance applies here?

a. Affirm cultural values and norms

b. Understand right and wrong

c. Unite individuals in society

d. Encourage social change

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Comprehension

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Medium

23. Which television program clearly demonstrates some of Durkheim’s functions of deviance ?

a. Family Feud

b. Grey's Anatomy

c. Maury Povich

d. Sesame Street

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Comprehension

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Medium

24. Some people feel that criminals are genetically defective and can’t help it. What explanation of crime does this adhere to?

a. Social-level

b. Biological-level

c. Psychological-level

d. Individual-level

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Individual Explanations of Deviance and Crime

Difficulty Level: Medium

25. If you believe that the man who stole your car cannot be rehabilitated because he is just rotten from the inside out, you subscribe to the ______ explanation of crime.

a. individual-level

b. biological-level

c. psychological-level

d. social-level

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Application

Answer Location: Individual Explanations of Deviance and Crime

Difficulty Level: Medium

26. When the individual-level explanation of crime prevails, what level of punishment tends to occur?

a. Light sentences with community service

b. More severe punishments with longer sentences

c. Early release or probation

d. No sentence, just community service

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Individual Explanations of Deviance and Crime

Difficulty Level: Medium

27. Social explanations of crime seek to understand the act as the result of ______.

a. how the environment shapes actions

b. how other people respond to situations

c. how individuals see themselves

d. how biology shapes behavior

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Medium

28. Maurice was unemployed and desperate to feed his children, so he stole from his local grocery store. This behavior demonstrates Merton’s ______ theory.

a. hardship

b. strain

c. psycho-social

d. conditional

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Medium

29. Inner-city gangs sometimes require a member to have a “kill” to prove their loyalty. Which theory explains this purpose for committing a crime?

a. Individual-level

b. Strain theory

c. Subcultural theory

d. Labelling theory

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Medium

30. Theorist Stanley Cohen describes gangs as ______.

a. a collective adaptation to social conditions

b. an outgrowth of primary culture

c. a protest against culture

d. a reimagining of community institutions

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Medium

31. What theory can be explained by the statement, “the best place to learn how to be a criminal is in jail”?

a. Labelling theory

b. Strain theory

c. Subcultural theory

d. Learning theory

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Medium

32. There is some evidence that people in prison can become radicalized to Islamic extremism from interacting with other prisoners. Which theory explains this behavior?

a. Labelling theory

b. Control theory

c. Subcultural theory

d. Learning theory

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Medium

33. Employees who commit mass shootings in their workplaces may feel unconnected to the people who work there, that they are being unfairly treated, or that they will never be able to advance in the company. Which theory helps to explain how these feelings can lead to a criminal act?

a. Labelling theory

b. Control theory

c. Subcultural theory

d. Learning theory

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Analysis

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Hard

34. Which theory involves a process by which identifying someone as a criminal can produce a self-fulfilling prophecy?

a. Learning theory

b. Control theory

c. Subcultural theory

d. Labelling theory

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Labelling Theory

Difficulty Level: Medium

35. Which theory is organized around the idea that crime can be created by the process of getting caught?

a. Learning theory

b. Control theory

c. Subcultural theory

d. Labelling theory

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Labelling Theory

Difficulty Level: Medium

36. When Lavinia and her friends were in middle school, they shoplifted makeup from a store just for the thrill of it. This is most likely an example of ______ deviance.

a. secondary

b. primary

c. persistent

d. predictive

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Application

Answer Location: Labelling Theory

Difficulty Level: Medium

37. The first time Carly shoplifted, she experienced such a thrill that she decided to see if she could steal money from the cash register at work. Next, she stole a car, the biggest thrill of all. Carly’s actions are most likely examples of ______ deviance.

a. secondary

b. primary

c. random

d. isolated

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Application

Answer Location: Labelling Theory

Difficulty Level: Medium

38. Arturo was proud that he was called a “bad boy” by the other students because he talked back to teachers and roughed up other kids. He eventually dropped out of school and joined a gang, where his activities became more serious. Arturo’s behavior can best be explained using ______ theory.

a. learning

b. control

c. subcultural

d. labelling

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Application

Answer Location: Labelling Theory

Difficulty Level: Medium

39. Juvenile confidentiality laws could keep ______ deviance from becoming ______ deviance.

a. primary; secondary

b. initial; pseudo

c. individual; social

d. persistent; primary

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Knowledge

Answer Location: Labelling Theory

Difficulty Level: Easy

40. Social explanations typically support rehabilitative punishments and crime prevention by focusing on ______ factors.

a. psychological

b. relationship

c. contextual

d. personal

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Knowledge

Answer Location: Labelling Theory

Difficulty Level: Easy

41. Stanley Milgram’s experience tested ______.

a. how individual’s behaviors are shaped by social context and roles

b. how blindly following someone’s orders affects people’s treatment of each other

c. what happens when an authority figures changes places with a subordinate

d. what happens when deviance causes the inability to get employed

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: The Power of the Situation

Difficulty Level: Easy

42. In Milgram’s experiment, the learner was ______.

a. a volunteer

b. the experimenter

c. an actor

d. an observer

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: The Power of the Situation

Difficulty Level: Easy

43. In Milgram’s experiment, who insisted that the experiment continue even when it became uncomfortable?

a. The learner

b. The experimenter

c. The teacher

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: The Power of the Situation

Difficulty Level: Easy

44. In Milgram’s experiment, what happened when the learner made a mistake in the task?

a. He was penalized by having time removed from the clock.

b. He was frowned at by the teacher and made to feel incompetent.

c. He was administered a shock.

d. His financial reward was reduced.

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: The Power of the Situation

Difficulty Level: Easy

45. What was the outcome of Milgram’s experiment?

a. Most of the teachers went all the way through the experiment without asking to stop once.

b. Most of the learners got up and left the room, refusing to further participate.

c. Most of the teachers stopped administering shocks after several complaints by the learner.

d. Most of the teachers administered the highest level shock.

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: The Power of the Situation

Difficulty Level: Easy

46. Where did Zimbardo’s experiment take place?

a. In a lab in the psychology building with two-way mirrors

b. In a basement at Stanford University

c. In a classroom with student observers

d. In an actual prison near campus

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: The Power of the Situation

Difficulty Level: Easy

47. In Zimbardo’s experiment, what happened when the “guards” were resisted by the “prisoners”?

a. The guards punished them.

b. The other prisoners harassed the prisoners who were resisting.

c. The other prisoners supported the actions of the resisting prisoners.

d. The guards backed down and gave in to the resisting prisoners.

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: The Power of the Situation

Difficulty Level: Easy

48. What federal agency keeps track of arrest data in the U.S?

a. The CIA

b. The Department of Defense

c. The U.S. Federal Court System

d. The FBI

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Rates in the United States

Difficulty Level: Easy

49. Violent and property crime have been ______ in the U.S. since 1990s.

a. increasing

b. decreasing

c. staying the same

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Rates in the United States

Difficulty Level: Easy

50. Why is it difficult to compare crime rates across countries?

a. Not all countries track crime.

b. Not all countries share crime data.

c. Crime classifications differ among countries.

d. Crime rates fluctuate too much for comparison.

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Comprehension

Answer Location: Crime Around the World

Difficulty Level: Medium

51. Of these countries, which has the highest murder rate?

a. Australia

b. Japan

c. the U.S.

d. Brazil

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Around the World

Difficulty Level: Easy

52. It is easier to get a gun in ______ than most other countries.

a. Canada

b. the U.S.

c. Great Britain

d. Japan

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Around the World

Difficulty Level: Easy

53. Shoplifting, minor drug use, and petty theft by young people are usually acts of ______ deviance.

a. primary

b. secondary

c. prime

d. pervasive

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Rates by Group

Difficulty Level: Easy

54. Which of these crimes are women least likely to perpetrate compared to men?

a. Murder

b. Abduction

c. Prostitution

d. Theft

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Rates by Group

Difficulty Level: Easy

55. A survey of 70 law enforcement departments in the U.S. found that Black people are arrested ______ times as often as other racial groups.

a. 3

b. 7

c. 10

d. 20

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Rates by Group

Difficulty Level: Easy

56. ______ is/are a denial of certain privileges, abilities, or rights.

a. Penalties

b. Retribution

c. Deterrence

d. Punishments

Learning Objective: 3.5: Explain the different reasons behind punishment in society and the different ways of understanding its use.

Cognitive Domain: Knowledge

Answer Location: Punishment

Difficulty Level: Easy

57. One function of punishment is ______, which is making the cost of punishment outweigh the benefit of the crime.

a. deterrence

b. retribution

c. societal protection

d. labelling

Learning Objective: 3.5: Explain the different reasons behind punishment in society and the different ways of understanding its use.

Cognitive Domain: Knowledge

Answer Location: Why Do We Punish?

Difficulty Level: Easy

58. Offenders can provide ______ by fixing the injustice caused by their crime, whether by compensation or constructive confrontation.

a. solidarity

b. rehabilitation

c. restoration

d. remuneration

Learning Objective: 3.5: Explain the different reasons behind punishment in society and the different ways of understanding its use.

Cognitive Domain: Knowledge

Answer Location: Why Do We Punish?

Difficulty Level: Easy

59. Individuals reoffend at a very high rate – up to 77% after 4 years. This is called the ______ rate.

a. incarceration

b. recidivism

c. probation

d. restoration

Learning Objective: 3.5: Explain the different reasons behind punishment in society and the different ways of understanding its use.

Cognitive Domain: Knowledge

Answer Location: How Do We Punish?

Difficulty Level: Easy

60. Approximately what is the cost to incarcerate a person for one year in the United States?

a. $10,000

b. $20,000

c. $30,000

d. $40,000

Learning Objective: 3.5: Explain the different reasons behind punishment in society and the different ways of understanding its use.

Cognitive Domain: Knowledge

Answer Location: How Do We Punish?

Difficulty Level: Easy

True/False

1. An act is NOT considered deviant until it breaks a law.

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Knowledge

Answer Location: What Is Deviance?

Difficulty Level: Easy

2. In some states, LGBTQ people can legally be discriminated against in employment and housing.

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Knowledge

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Easy

3. In spite of Americans' general acceptance of homosexuality, there are still countries in the world that punish it with a death sentence.

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Comprehension

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Medium

4. Travis Hirschi’s (2004) control theory argues that people have control over the acts they perpetrate.

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Knowledge

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Easy

5. Nadia was in the prison cafeteria when she overheard some inmates discussing the easiest way to rob a bank, so when she was released, she tried it. This behavior can be explained using strain theory.

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Application

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Medium

6. Primary deviance is more serious than secondary deviance.

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Knowledge

Answer Location: Labelling Theory

Difficulty Level: Easy

7. Followers of labelling theory would be more likely to promote programs that use community service for young people caught engaging in criminal acts instead of the courts.

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Comprehension

Answer Location: Labelling Theory

Difficulty Level: Medium

8. Gun homicide rates are 10 times higher in the United States than in other high-income countries

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Around the World

Difficulty Level: Easy

9. If you buy a gun in Japan, one of the steps you must take is to have references from family and friends.

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Around the World

Difficulty Level: Easy

10. When there are more guns in a country, it is more likely there will be mass shootings.

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Around the World

Difficulty Level: Easy

11. After age 60, people are highly unlikely to engage in criminal activity.

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Rates by Group

Difficulty Level: Easy

12. Women currently account for only about 10% of the people arrested in the U.S.

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Knowledge

Answer Location: Crime Rates by Group

Difficulty Level: Easy

13. The death penalty is a good example of specific deterrence.

Learning Objective: 3.5: Explain the different reasons behind punishment in society and the different ways of understanding its use.

Cognitive Domain: Comprehension

Answer Location: Why Do We Punish?

Difficulty Level: Medium

14. Parole and probation both involve releasing people who have been convicted of crimes into the community.

Learning Objective: 3.5: Explain the different reasons behind punishment in society and the different ways of understanding its use.

Cognitive Domain: Comprehension

Answer Location: Why Do We Punish?

Difficulty Level: Medium

15. The rise of private, for-profit prisons is a concern because it may result in fewer people in prison.

Learning Objective: 3.5: Explain the different reasons behind punishment in society and the different ways of understanding its use.

Cognitive Domain: Knowledge

Answer Location: How Do We Punish?

Difficulty Level: Easy

Essay

1. Compare and contrast the types of deviance, including lesser crimes, consensus crimes, and white-collar crimes. Give examples of each.

Learning Objective: 3.1: Define deviance and the different types of deviance in society.

Cognitive Domain: Analysis

Answer Location: What Is Deviance?

Difficulty Level: Hard

2. Émile Durkheim’s theory about crime is unconventional. Explain what this means using the four functions of deviance he proposed.

Learning Objective: 3.2: Explain the concept of social construction and the changing social construction of deviance.

Cognitive Domain: Analysis

Answer Location: Norms and the Social Construction of Deviance

Difficulty Level: Hard

3. Differentiate between the social explanations of deviance and crime: strain theory, subcultural theory, learning theory, and control theory. How do their focuses differ?

Learning Objective: 3.3: Understand the different theories of why people commit crimes, including comparing individual and social explanations of crime.

Cognitive Domain: Analysis

Answer Location: Social Explanations of Deviance and Crime

Difficulty Level: Hard

4. Describe Milgram’s and Zimbardo’s experiments and state what they have in common.

Learning Objective: 3.4: Assess how crime rates differ across social groups and the causes for those differences.

Cognitive Domain: Analysis

Answer Location: The Power of the Situation

Difficulty Level: Hard

5. Why are recidivism rates so high in the United States? What social factors contribute to this problem?

Learning Objective: 3.5: Explain the different reasons behind punishment in society and the different ways of understanding its use.

Cognitive Domain: Comprehension

Answer Location: How Do We Punish?

Difficulty Level: Medium