contexts of development taking a quiz

Question 1 (Mandatory) (0.25 points)

Question 1 Saved

Which of the following methodological dimensions matches Dr Matta’s research on masculinity?

Question 1 options:

a)

Random sample/case studies/65 years and older/

b)

Snowball sampling/in-depth interviews/45 years and older

c)

Modified random sample/surveys/65 years and older

d)

ANOVA/experiment/45 years and older

Question 2 (Mandatory) (0.25 points)

Question 2 Saved

In Dr Matta’s research on masculinity, the men interviewed spoke at great length about their working-class careers. Which of the subcultures is characterized by the statement “we’s the last to come and the first to leave.”

Question 2 options:

a)

White working-class

b)

Amish

c)

Black working-class

d)

White middle-class

Question 3 (Mandatory) (0.25 points)

Question 3 Unsaved

Which of the following statements is untrue? This research in the area of masculinity was unique in that it

Question 3 options:

a)

Explored the plurality of masculinities by looking at the interaction of gender, class and ethnicity.

b)

Conducted research on how social process may impact psychological processes.

c)

Attempted to test out Chodorow’s theory to see if there was any support for her ideas.

d)

Discovered that gender schemas vary in small ways.

Question 4 (Mandatory) (0.25 points)

Question 4 Unsaved

The interviews with the men found that the Amish, black working-class and white working-class viewed masculinity from a lens that represented essentialism or a developmental perspective. Which statement is NOT true?

Question 4 options:

a)

The white working-class men viewed masculinity as never changing.

b)

The black working-class men viewed masculinity as an ever changing process.

c)

The Amish viewed masculinity as an ever changing process.

d)

The white working-class men viewed masculinity as an ever changing process.

Question 5 (Mandatory) (0.25 points)

Question 5 Unsaved

The Amish and black working-class were very concerned about how macro-economic issues were changing the very masculine identities they had grown up with in prior generations. The Amish men were concerned with _________________, while the black working-class men were concerned with _________________.

Question 5 options:

a)

deindustrialization/industrialization

b)

information oriented economy/service oriented economy

c)

industrialization/deindustrialization

d)

service oriented economy/information oriented economy

Question 6 (Mandatory) (0.25 points)

Question 6 Unsaved

Dr. Matta actually grew up in one of the neighborhoods where one of the subcultures was located. Which subculture was located in his old neighborhood?

Question 6 options:

a)

White middle-class

b)

Black working-class

c)

Amish

d)

White working-class

Question 7 (Mandatory) (0.25 points)

Question 7 Unsaved

How many total interviews were completed for this qualitative research study on masculinity?

Question 7 options:

a)

100

b)

50

c)

30

d)

10

Question 8 (Mandatory) (0.25 points)

Question 8 Unsaved

In Dr. Matta’s mystery of masculinity

Question 8 options:

a)

The men interviewed for the research used nurturing or feminine language to describe their male mentors.

b)

The research revealed various processes whereby boys are socialized from hard to soft in each subculture.

c)

The research identified how contracting ego boundaries become a part of the masculine definition.

d)

The research delineated “The Stage model of Ego boundary contraction,” which shows how men can go from reasonable to violent human beings.

Question 9 (Mandatory) (0.25 points)

Question 9 Unsaved

In each subculture, mentors in various contexts and settings were referred to as important in their developing manhood. Which statement is NOT true?

Question 9 options:

a)

White working-class men found mentors in the broader community such as coaches, teachers or neighbors.

b)

Black working-class men found mentors in their extended families such as their grandfather, uncle or brother.

c)

Each subculture found mentors in their immediate families to be the most influential in their perspective on masculinity and gender roles.

d)

Amish men spoke of “standbys,” who might be their employer or a peer responsible for their training during their apprenticeship.

Question 10 (Mandatory) (0.25 points)

Question 10 Unsaved

Hard work was mentioned in each of the subcultures as an important gender role, but interestingly enough, it meant something different. Which statement is NOT accurate?

Question 10 options:

a)

The white working-class men viewed hard work with cynicism as they never expected to get ahead.

b)

The black working-class men discussed their work ethic as necessary for survival.

c)

The white working-class men viewed hard work as a transcendent value.

d)

The Amish viewed hard work as an expression of their faith.

Question 11 (Mandatory) (0.25 points)

Question 11 Unsaved

Which concept from Dr. Matta’s “Stage Model of Ego Boundary Contraction,” explains how it possible for a man to be violent?

Question 11 options:

a)

Depersonalization

b)

Disassociation

c)

Distancing

d)

Demonization

Question 12 (Mandatory) (0.25 points)

Question 12 Unsaved

Which of the following were used to teach black working-class men how to contract their ego boundaries to protect themselves from the ravages of racism?

Question 12 options:

a)

“practical jokes”

b)

“playing the dozens”

c)

“bantering”

d)

“tirades”

Question 13 (Mandatory) (0.25 points)

Question 13 Unsaved

Each of the subcultures had a “time orientation” that they used to frame their masculine perspectives? Which of the following was the “time orientation” of the black working-class men?

Question 13 options:

a)

Past

b)

Future

c)

Present

d)

None of the above

Question 14 (Mandatory) (0.25 points)

Question 14 Unsaved

“Ego boundary norming” was an important process in teaching men how to contract their boundaries. What example is offered as one of the ways white working-class were taught this important skill?

Question 14 options:

a)

By the use of “practical jokes”

b)

“playing the dozens”

c)

“tirades”

d)

“renouncing the sword”

Question 15 (Mandatory) (0.25 points)

Question 15 Unsaved

Each subculture had an ideology that served as a frame of reference for their manhood. Which three ideological dimensions are properly listed with the correct subculture?

Question 15 options:

a)

Amish-“men at work,” black working-class-“men of faith,” white working-class-“men of honor.”

b)

Amish-“men of faith,” black working-class-“men of honor,” white working-class-“men at work.”

c)

Amish-“storytelling,” black working-class-“the black church,” white working-class-“tirades.”

d)

Amish-“men of honor,” black working-class-“men at work,” white working-class-“men of faith.”

Question 16 (Mandatory) (0.25 points)

Question 16 Unsaved

Disidentification refers to what process? It refers to:

Question 16 options:

a)

How boys identify with the given mentors in their respective families, communities and the predominant culture.

b)

How boys become distinct and separate in their masculine definition by devaluing anything that is feminine.

c)

Women’s difficulty identifying with men given their pronounced relational deficits. As a result women are resigned to a life with little conversational intimacy and/or sensitivity with men.

d)

The boy’s abandonment and rejection of masculine norms in his family, community & culture and the corresponding search for alternative masculinities.

Question 17 (Mandatory) (0.25 points)

Question 17 Unsaved

“Developmental salience” refers to the tendency

Question 17 options:

a)

The men had in remembering the most important mentors in the shaping of their masculinity. This was particularly true for the Amish men.

b)

The men had in remembering all the important women in their life and how they helped shape their masculinity. This was particularly true for the black working-class.

c)

The younger men had in remembering much more about adolescent bantering and fighting when compared to the elderly men. These recollections would be seen as more developmentally relevant to the younger men.

d)

The white working-class men had in seeing their work as the most important aspect of their masculine definition.

Question 18 (Mandatory) (0.25 points)

Question 18 Unsaved

Women learn to contract their ego boundaries as men do but for different reasons. Which of the following is NOT a reason.

Question 18 options:

a)

Women are more likely to contract their ego boundaries for survival as opposed to fulfilling a gender role.

b)

The caregiving roles most women engage in provide a ready transition back to a nurturing or expanded ego boundary.

c)

Since the process of contracting ego boundaries is a human process as opposed to gender specific, women and men learn to engage in it for exactly the same reasons.

d)

Rarely do women include the boundary contraction process as part of their gender definition.

Question 19 (Mandatory) (0.25 points)

Question 19 Unsaved

Which subcultures expressed concern about how the information from the interviews might be used to portray the subculture or people in a negative manner?

Question 19 options:

a)

Black working-class and white working-class

b)

White working-class and Amish

c)

Amish and black working-class

d)

Black middle-class and Mennonite

Question 20 (Mandatory) (0.25 points)

Question 20 Unsaved

The “mystery of masculinity” refers to how

Question 20 options:

a)

Men can be transformed from a compassionate human being into a person who struggles with personal reflection, objectifying others and capable of violence directed at those they purportedly care about.

b)

Confused women are at understanding the male gender. This confusion includes the tendency for men to be comfortable with much more distance in relationships and little conversational intimacy once th

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