Chapter 5: Interaction, Groups, and Organizations: Connections that Work

Test Bank

Multiple Choice

1. When Stanley Milgram set out to understand the distance between individuals in society, he found that it takes an average of ______ individuals before accessing a previously unacquainted target.

a. three

b. six

c. eight

d. ten

Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.

Cognitive Domain: Knowledge

Answer Location: Networks and Connections in Our Social World

Difficulty Level: Medium

2. ______ refer to individuals linked together by one or more relationships connecting us to the larger society.

a. Social institutions

b. Social networks

c. Formal organizations

d. Primary groups

Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.

Cognitive Domain: Knowledge

Answer Location: Networks and Connections in Our Social World

Difficulty Level: Easy

3. Social networks provide us with ______, access to people who can help us get jobs or favors.

a. status

b. social capital

c. social solidarity

d. cultural capital

Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.

Cognitive Domain: Knowledge

Answer Location: Networks and Connections in Our Social World

Difficulty Level: Easy

4. A political party is an example of a network at the ______ level of analysis.

a. individual

b. micro

c. meso

d. macro

Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.

Cognitive Domain: Application

Answer Location: Networks at the Micro, Meso, and Macro Levels

Difficulty Level: Medium

5. ______ consists of two or more individuals purposefully relating to each other.

a. Social interaction

b. Social networking

c. A reference group

d. An in-group

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Elements of Social Interaction

Difficulty Level: Easy

6. ______ is interaction using facial expressions, the head, eye contact, body posture, gestures, touch, walk, status symbols, and personal space.

a. Nonverbal communication

b. Exchange

c. Ethnomethodology

d. Presentations of self

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Elements of Social Interaction

Difficulty Level: Easy

7. ______ is the primary means of communication between individuals.

a. Verbal communication

b. Non-verbal communication

c. Written communication

d. Emotional awareness

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Elements of Social Interaction

Difficulty Level: Medium

8. Andrew meets his girlfriend in an airport terminal coffee shop after being apart for the past three months. They will most likely communicate within a(n) ______.

a. social distance

b. public distance

c. intimate distance

d. personal distance

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Elements of Social Interaction

Difficulty Level: Easy

9. A graduate student addresses an introductory sociology course as a guest lecturer. She is most likely to address the class while standing at a ______.

a. social distance

b. personal distance

c. intimate distance

d. public distance

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Elements of Social Interaction

Difficulty Level: Easy

10. Maria interviews Eric for an entry-level position at the firm where she works. According to Edward Hall, the two will most likely sit at a(n) ______ distance from one another.

a. intimate

b. social

c. public

d. personal

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Elements of Social Interaction

Difficulty Level: Medium

11. The President of the United States is most likely to address a crowd at a public distance, which is ______ and beyond.

a. 6 feet

b. 10 feet

c. 12 feet

d. 15 feet

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Elements of Social Interaction

Difficulty Level: Hard

12. Our social interactions help shape our understanding of the world, defining for us what is normal, for example. This process is referred to as ______.

a. externalization

b. institutionalization

c. the rationalization of social life

d. the social construction of reality

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Symbolic Interaction Theory

Difficulty Level: Easy

13. Which of the following approaches to interaction analysis views life as a play on a stage?

a. strain theory

b. role-taking

c. dramaturgy

d. behaviorism

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Symbolic Interaction Theory

Difficulty Level: Medium

14. Max is about to introduce himself to his new colleagues at a weekly staff meeting. Max wants to make a good first impression, so he is carefully considering what details about himself to share, as well as what he should leave out. Max is engaging in ______.

a. devaluation

b. impression management

c. mystification

d. misrepresentation

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Symbolic Interaction Theory

Difficulty Level: Hard

15. Most of the time, we engage in ______ behavior, the behavior safest with casual acquaintances because it is scripted.

a. backstage

b. front-stage

c. on-stage

d. upstaged

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Symbolic Interaction Theory

Difficulty Level: Medium

16. Cindy changed her major from psychology to sociology and is trying to make friends in her sociology class. One day, Jack, a fellow sociology major, makes a lame joke about psychology majors. Cindy laughs, even though it wasn’t funny. According to dramaturgy, Cindy is using ______ behavior.

a. anomic

b. egoistic

c. backstage

d. front-stage

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Symbolic Interaction Theory

Difficulty Level: Medium

17. Reciprocity, or a mutual offering of favors, is a motivator for interaction according to ______.

a. linguistic relativity theory

b. rational choice theory

c. structural functional theory

d. dramaturgy

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Rational Choice Theory

Difficulty Level: Easy

18. Brianna is a daughter, sister, worker, teammate, and student. This combination of status would be referred to as Brianna’s ______.

a. values set

b. belief set

c. status set

d. role set

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Social Status: Individuals’ Link to Groups

Difficulty Level: Hard

19. ______ status is assigned at birth and does NOT change during an individual’s lifetime, whereas ______ status is chosen or earned by the decisions one makes.

a. Achieved; ascribed

b. Inscribed; realized

c. Ascribed; achieved

d. Realized; Inscribed

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Social Status: Individuals’ Link to Groups

Difficulty Level: Medium

20. Which of the following is an ascribed status?

a. physician

b. daughter

c. employee

d. friend

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Social Status: Individuals’ Link to Groups

Difficulty Level: Medium

21. Which of the following is an achieved status?

a. grandson

b. Latino

c. child

d. parent

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Social Status: Individuals’ Link to Groups

Difficulty Level: Medium

22. A ______ status takes precedent over other statuses.

a. ascribed

b. achieved

c. master

d. major

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Social Status: Individuals’ Link to Groups

Difficulty Level: Easy

23. ______ refers to social position, and ______ refers to the expectations associated with a social position.

a. Master status; status set

b. Status set; master status

c. Role; status

d. Status; role

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Relationship Between Status and Role

Difficulty Level: Medium

24. Georgina has a big linguistics exam coming up on Thursday morning, but she also has to finish her anthropology term paper. She’s overwhelmed and doesn’t know where to focus her attention. This is an example of ______.

a. role strain

b. role conflict

c. role confusion

d. role performance

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Role Strain and Role Conflict

Difficulty Level: Hard

25. Samantha is stressed out because her toddler has come down with a cold, but she also has class later in the afternoon. Samantha has no one else to watch her son, so she decides to stay home rather than attend class. This is an example of ______.

a. role strain

b. role conflict

c. role confusion

d. role performance

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Role Strain and Role Conflict

Difficulty Level: Hard

26. ______ refer to units involving two or more people who interact with each other because of shared common interests, goals, experiences, and needs.

a. Groups

b. Roles

c. Networks

d. Statuses

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Knowledge

Answer Location: Groups in Our Social World: The Micro-Meso Connection

Difficulty Level: Easy

27. Which of the following is an example of a group?

a. a person signing up for a running club

b. three people shopping at the same store

c. a crowd waiting for a train

d. a family of four taking a walk

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Groups in Our Social World: The Micro-Meso Connection

Difficulty Level: Medium

28. Which of the following sociologists studied the social factors contributing to suicide?

a. Émile Durkheim

b. Erving Goffman

c. George H. Mead

d. George Ritzer

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Knowledge

Answer Location: Group Solidarity, Anomie, and Suicide

Difficulty Level: Easy

29. Durkheim’s concept of anomie refers to a ______.

a. state of normlessness that occurs when the rules for behavior in society break down

b. deep, empathetic understanding

c. small, premodern society held together by kinship ties

d. large, modern society with a specialized division of labor

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Knowledge

Answer Location: Group Solidarity, Anomie, and Suicide

Difficulty Level: Easy

30. According to Durkheim’s discussion of suicide, anomic suicide refers to ______.

a. suicide caused by an individual experiencing disorder and turmoil and lacking clear norms and guidelines for social behavior

b. suicide caused by feeling little social bond to the group or society

c. suicide caused by such a strong bond and group obligation that the individual is willing to die for the group

d. suicide caused by the belief that there is no human agency

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Knowledge

Answer Location: Group Solidarity, Anomie, and Suicide

Difficulty Level: Medium

31. According to Durkheim, the key finding of his study on suicide is that suicide can be predicted by ______.

a. an individual’s personality

b. the degree to which an individual is integrated into a group

c. the number of social statuses held by an individual

d. an individual’s religious affiliation

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Comprehension

Answer Location: Group Solidarity, Anomie, and Suicide

Difficulty Level: Medium

32. Krista’s group of college friends is considered a(n) ______ because they care deeply for each other.

a. out-group

b. secondary group

c. primary group

d. involuntary group

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Types of Groups

Difficulty Level: Medium

33. Roman’s fellow factory workers are considered a(n) ______ because they are a large, task-oriented group that focuses on achieving a specific goal.

a. in-group

b. primary group

c. secondary group

d. bureaucracy

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Types of Groups

Difficulty Level: Medium

34. ______ are composed of members who act as role models and establish standards against which members measure their conduct.

a. In-groups

b. Reference groups

c. Out-groups

d. Secondary groups

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Knowledge

Answer Location: Types of Groups

Difficulty Level: Easy

35. The main purpose of a bureaucracy is to ______.

a. encourage creativity

b. limit rationalization

c. maximize efficiency

d. support innovation

Learning Objective: 5.4: Show how the characteristics of bureaucracy apply to formal organizations.

Cognitive Domain: Comprehension

Answer Location: Organizations and Bureaucracies: The Meso-Macro Connection

Difficulty Level: Easy

36. Which of the following sociologists is responsible for the concept of the McDonaldization of society?

a. George Ritzer

b. Max Weber

c. Charles Cooley

d. C. Wright Mills

Learning Objective: 5.4: Show how the characteristic of bureaucracy apply to formal organizations.

Cognitive Domain: Knowledge

Answer Location: How Modern Organizations Evolved

Difficulty Level: Medium

37. Which of the following sociologists is responsible for describing the ideal-type bureaucracy?

a. George Ritzer

b. Max Weber

c. Charles Cooley

d. C. Wright Mills

Learning Objective: 5.4: Show how the characteristic of bureaucracy apply to formal organizations.

Cognitive Domain: Knowledge

Answer Location: Characteristics of Bureaucracy

Difficulty Level: Easy

38. Which of the following is characteristic of an ideal-type bureaucracy?

a. efficiency defined in terms of personal consequences

b. organic solidarity

c. informal relationships

d. administrative hierarchy

Learning Objective: 5.4: Show how the characteristic of bureaucracy apply to formal organizations.

Cognitive Domain: Comprehension

Answer Location: Characteristics of Bureaucracy

Difficulty Level: Medium

39. After working at a fast-food restaurant for two years, Chris becomes uninvolved and unconnected to his job. He finds his job boring and feels he will never be promoted to a better position. Chris is most likely experiencing ______.

a. decreased levels of professionalism

b. oligarchy

c. goal displacement

d. alienation

Learning Objective: 5.4: Show how the characteristics of bureaucracy apply to formal organizations.

Cognitive Domain: Application

Answer Location: Issues in Bureaucracies

Difficulty Level: Hard

40. The iron law of oligarchy states that ______.

a. Pay and working conditions are highly influential in workers’ productivity.

b. Workers are objectified in the process of creating a product that they do not see completed or from which they do not gain profits.

c. The original motives or goals of an organization are displaced by new, secondary goals.

d. Power becomes concentrated in the hands of a small group of leaders in organizations.

Learning Objective: 5.4: Show how the characteristics of bureaucracy apply to formal organizations.

Cognitive Domain: Knowledge

Answer Location: Issues in Bureaucracies

Difficulty Level: Medium

True/False

1. As we move from micro-level interactions to larger meso- and macro-level organizations, interactions tend to become more informal.

Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.

Cognitive Domain: Comprehension

Answer Location: Networks at the Micro, Meso, and Macro Levels

Difficulty Level: Medium

2. The amount of personal space people need to feel comfortable or proper varies by culture.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Elements of Social Interaction

Difficulty Level: Easy

3. Researchers find that words account for about 7% of the overall message in an interaction.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Elements of Social Interaction

Difficulty Level: Medium

4. Personal distance is used for first-time business relations, such as job interviews.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Elements of Social Interaction

Difficulty Level: Easy

5. A social distance is from 18 inches to 4 feet.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Elements of Social Interaction

Difficulty Level: Medium

6. Social distance is the distance most public figures use for addressing others, especially in formal settings.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guides our behavior.

Cognitive Domain: Comprehension

Answer Location: Elements of Social Interaction

Difficulty Level: Easy

7. In social situations, individuals with lower positions spread out, prop their feet up, put their arms out, and use more sweeping gestures.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Elements of Social Interaction

Difficulty Level: Medium

8. Socialization is the process by which individuals and groups shape reality through social interaction.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Symbolic Interaction Theory

Difficulty Level: Easy

9. Impression management is the process by which we tailor the image we project.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Knowledge

Answer Location: Symbolic Interaction Theory

Difficulty Level: Easy

10. According to dramaturgy, we spend most of our time engaging in backstage behavior.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Symbolic Interaction Theory

Difficulty Level: Medium

11. According to rational choice theory, interactions generally involve expectations of reciprocity.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Rational Choice Theory

Difficulty Level: Medium

12. According to rational choice theory, individuals with “more interest” in a relationship tend to get their way.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Rational Choice Theory

Difficulty Level: Medium

13. People have control over all statuses they hold.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Social Status: Individuals’ Link to Groups

Difficulty Level: Easy

14. Race is an example of an ascribed status.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Social Status: Individuals’ Link to Groups

Difficulty Level: Medium

15. Sex and ethnicity are examples of achieved statuses.

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Application

Answer Location: Social Status: Individuals’ Link to Groups

Difficulty Level: Medium

16. Within a group, individuals may hold both formal and informal statuses.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Comprehension

Answer Location: Relationship Between Status and Role

Difficulty Level: Easy

17. Role strain is the tension between roles within one status.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Knowledge

Answer Location: Role Strain and Role Conflict

Difficulty Level: Easy

18. Theo feels conflicted because he wants to attend his son’s school play, but his daughter’s piano recital is scheduled for the same time. This is an example of role conflict.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Role Strain and Role Conflict

Difficulty Level: Medium

19. All collections of individuals are groups.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Comprehension

Answer Location: Groups in Our Social World: The Micro-Meso Connection

Difficulty Level: Easy

20. According to Durkheim, anomic suicide occurs when the individual feels little social bond to the group or society.

Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.

Cognitive Domain: Knowledge

Answer Location: Group Solidarity, Anomie, and Suicide

Difficulty Level: Medium

21. Working toward accomplishing a goal or a task often motivates secondary groups.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Comprehension

Answer Location: Types of Groups

Difficulty Level: Easy

22. Ben has a new job and admires his new boss, Ray, because he is intelligent, aggressive, honest, and successful. Ray is most likely part of Ben’s reference group.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Types of Groups

Difficulty Level: Medium

23. The feelings we often have for members of out-groups can result in prejudice and ethnocentrism.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Comprehension

Answer Location: Types of Groups

Difficulty Level: Easy

24. Weber used the term ideal-type bureaucracy to describe a bureaucracy that would NOT experience the typical dysfunctions associated with this new organizational form.

Learning Objective: 5.4: Show how the characteristics of bureaucracy apply to formal organizations.

Cognitive Domain: Comprehension

Answer Location: Characteristics of Bureaucracy

Difficulty Level: Medium

25. Because of the success of affirmative-action policies, minorities are equally promoted within bureaucratic organizations.

Learning Objective: 5.4: Show how the characteristics of bureaucracy apply to formal organizations.

Cognitive Domain: Comprehension

Answer Location: Diversity and Equity in Organizations

Difficulty Level: Easy

Essay

1. How are you linked through networks at the micro-, meso-, and macro-level? Provide examples at each level of analysis.

Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.

Cognitive Domain: Application

Answer Location: Networks at the Micro, Meso, and Macro Levels

Difficulty Level: Medium

2. What is the social construction of reality? How does it constrain and coerce people to conform? How can people challenge it?

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Symbolic Interaction Theory

Difficulty Level: Hard

3. How do rational choice theorists view social interaction? What are the key concepts that inform their perspective?

Learning Objective: 5.2: Provide examples of how verbal and nonverbal interaction guide our behavior.

Cognitive Domain: Comprehension

Answer Location: Rational Choice Theory

Difficulty Level: Medium

4. What is a group? How does a group form? Outline the three steps.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Groups in Our Social World: The Micro-Meso Connection

Difficulty Level: Medium

5. Compare and contrast ascribed, achieved, and master statuses. Provide an example of each.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Social Status: Individuals’ Link to Groups

Difficulty Level: Medium

6. Compare and contrast role strain and role conflict. Provide an example of each.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Role Strain and Role Conflict

Difficulty Level: Medium

7. Using either yourself or someone you know as an example, describe this individual’s status set. Which of these statuses are ascribed? Which are achieved? Does this individual have a master status? How might this individual experience role strain and role conflict?

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Role Strain and Role Conflict

Difficulty Level: Hard

8. What did Durkheim’s work reveal about suicide? Why are his findings significant?

Learning Objective: 5.1: Demonstrate the impact social networks can have on the lives of individuals.

Cognitive Domain: Comprehension

Answer Location: Group Solidarity, Anomie, and Suicide

Difficulty Level: Hard

9. How have the role of primary and secondary groups changed as societies have modernized?

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Comprehension

Answer Location: Types of Groups

Difficulty Level: Medium

10. How can an ethnic group serve as a reference group? Provide an example.

Learning Objective: 5.3: Describe the needs primary and secondary groups meet for members of society and the overall society.

Cognitive Domain: Application

Answer Location: Types of Groups

Difficulty Level: Hard

11. What is the rationalization of social life? How does it relate to the development of modern organizations?

Learning Objective: 5.4: Show how the characteristics of bureaucracy apply to formal organizations.

Cognitive Domain: Comprehension

Answer Location: How Modern Organizations Evolved

Difficulty Level: Medium

12. List and briefly discuss the characteristics of Weber’s ideal-type bureaucracy.

Learning Objective: 5.4: Show how the characteristics of bureaucracy apply to formal organizations.

Cognitive Domain: Comprehension

Answer Location: Characteristics of Bureaucracy

Difficulty Level: Medium

13. Some people argue that bureaucracies are the enemy of professionalism. What do they mean by that?

Learning Objective: 5.4: Show how the characteristics of bureaucracy apply to formal organizations.

Cognitive Domain: Comprehension

Answer Location: Issues in Bureaucracies

Difficulty Level: Medium

14. Why is a diverse workforce good for business?

Learning Objective: 5.5: Explain why networking with people from different cultures has become increasingly important.

Cognitive Domain: Comprehension

Answer Location: Diversity and Equity in Organizations

Difficulty Level: Medium

15. Why have some businesses moved their physical headquarters from one nation to another?

Learning Objective: 5.5: Explain why networking with people from different cultures has become increasingly important.

Cognitive Domain: Comprehension

Answer Location: National and Global Networks: The Macro Level

Difficulty Level: Medium