Mccurdy 15e Part 6 Imtb Final

PART 6ROLES AND INEQUALITY The introduction to Part 6 reviews basic elements of social organization and social inequality. KEY DEFINITIONS Status refers to the categories of different kinds of people who interact. Roles are the rules for action associated with particular statuses. Social situation is a setting in which interaction takes place. Social situations include places, times, objects, and events. Social stratification is a form of inequality characterized by regularly experienced unequal access to valued economic resources and prestige. Social groups are organized collections of individuals. Social networks are an assortment of people with whom an individual regularly interacts but who themselves do not regularly form an organized group. Inequality is a human relationship marked by differences in power, authority, prestige, and access to valued goods and services, and by the payment of deference. Class is a kind of social stratification that restricts individuals’ access to valued resources and prestige within a partially flexible system. Social mobility between classes is possible although often difficult. Caste defines a second kind of social stratification, one based on permanent membership by birth without the possibility of social mobility between castes. Egalitarian societies are societies that lack formal social stratification, although inequality based on age and gender is possible. Rank societies are those in which there is unequal access to prestige, but not to valued economic resources. Stratified societies are marked by unequal access to both prestige and valued economic resources. 80 Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. 81 Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. PART 6 QUESTIONS True or False? F 1. Roles are the categories of different kinds of people who interact. F 2. An army private must salute when he approaches an officer and hold the salute until after the officer has returned the greeting. This is an illustration of a status. F 3. As used in this book, the term status refers to a person’s social rank. T 4. A lecture, classroom, desks, and time (9:30 a.m.–10:20 a.m.) are all parts of the social situation as that term is defined by the text. F 5. Anthropologists usually recognize two kinds of social stratification: egalitarian and rank. T 6. Class is a kind of stratification defined by unequal access to prestige and valued resources but which can permit individual mobility. F 7. Caste, like class, is a kind of social stratification into which members are born, but which permits mobility based on the acquisition of wealth and symbols of higher standing. F 8. A “rank society” is one in which members have unequal access to prestige and valued economic resources. Multiple Choice 1. Particular social categories of people who interact are labeled a. roles. b. statuses. c. social situations. d. social groups. Correct Answer: b 2. Time, place, and objects are significant markers of a. social groups. b. social networks. c. roles. d. social situations. Correct Answer: d 82 Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. 3. If a friend were to say, “He’s the president of the college,” the term “president” would refer to a a. status. b. role. c. social situation. d. social relationship. Correct Answer: a 4. Anthropologists and sociologists argue that American racial groups are equivalent to Indian__________ because racial identity is permanent and affects chances for acquisition of prestige and economic success, and there are noticeable cultural differences among black and white people in the United States. a. classes b. castes c. kinship groups d social groups Correct Answer: b 5. A society in which there is unequal access to prestige but equal access to economic resources is called a(n) a. egalitarian society. b. socially stratified society. c. rank society. d. class society. Correct Answer: c 6. The culturally defined behaviors associated with particular social statuses are called a. social identities. b. social roles. c. status clusters. d. social action clusters. Correct Answer: b 7. A group ranked in a system of social stratification into which members are born for life is called a a. caste. b. class. c. rank society. d. stratified society. Correct Answer: a 83 Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. 8. As societies grow larger, people may do most of their socializing in a. ethnic groups. b. territorial groups. c. social networks. d. kinship groups. Correct Answer: c 84 Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. Article 20 Negotiating Work and Family in America DIANNA SHANDY AND KARINE MOE Summary In this article, Dianna Shandy and Karine Moe explore the complexities of the latest research on how generations of women have handled the challenges of negotiating work and family in America. By combining labor statistics, interviews with more than 100 women, focus groups, and surveys of nearly 1000 college graduates, the authors explore the advances of women in the workforce, their experiences juggling families and careers outside of the home, and the subsequent choices new generations of women are making in this area. Anthropologists used to view the gender relationship between men and women as one of inherent male domination. Ernestine Friedl, however, argued that control of publicly distributed resources was key to women’s power. Among the Hadza of Tanzania for example, men and women gather food equally, and subsequently relate to one another with relative gender equality. In contrast, when men supply virtually all of the food, such as among the Inuit of the Arctic, there is significant gender inequality. Similar cultural ranking exists in the United States. In the United States one’s occupation determines relative rank. Today, women hold positions previously reserved for men only— positions that include leadership, management, and business ownership. Women make up half of the workforce on all U.S. payrolls, and own one third of the businesses in the United States. Additionally, women now account for more than 50 percent of all college students and are the majority of those enrolled in graduate or professional schools. Women have made great strides toward gender equality in the workplace over the last few decades, but many are still opting out when they have children. Many gender-related factors both push women out of the workforce and pull them toward family and home, such as a woman’s “second shift” or experiencing a “glass ceiling” (the proverbial barrier preventing advancement to a higher position). Unlike other industrialized nations, women in the United States of at least three generations have experienced and continue to experience significant structural barriers to flexible and affordable childcare. Given the low cultural ranking given of the occupation of “full-time motherhood,” women often struggle to maintain a sense of gender equality, prestige, and power while at home. Some do so by forming strong social groups. Still others describe themselves as career women taking time off to stay home with kids. ARTICLE 20 QUESTIONS True or False? F 1. In “Negotiating Work and Family in America,” Shandy and Moe argue that it is only older women who face structural barriers in an attempt to negotiate work and family 85 Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. responsibilities. T 2. In “Negotiating Work and Family in America,” Shandy and Moe illustrate how the primary source of one’s public social identity is his or her occupation. F 3. In “Negotiating Work and Family in America,” Shandy and Moe argue that even when men and women work at the same jobs, men always have domination over women. T 4. According to Shandy and Moe in “Negotiating Work and Family in America,” anthropologist Ernestine Friedl argues that control of publicly shared resources, such as animal proteins, in hunter-gatherer societies determines the degree to which females are equal to males. F 5. According to Shandy and Moe in “Negotiating Work and Family in America,” women make up one third of all workers on U.S. payrolls. T 6. In “Negotiating Work and Family in America,” Shandy and Moe report that when a parent leaves the workforce, 97 out of 100 times it is the woman who drops out. F 7. According to research by Shandy and Moe, there is currently a surplus of well-educated professional men in relationship to women. Multiple Choice 1. Shandy and Moe, in “Negotiating Work and Family in America,” argue that a key to women's rank is a. control over family finances. b. having a large number of children. c. obtaining high-level occupational positions. d. their contribution of goods and services toward family maintenance. Correct Answer: c 2. According to Shandy and Moe in “Negotiating Work and Family in America,” ethnographic research about the Inuit people of the Arctic indicates that the males a. share responsibility with the females for providing the animal protein to the community. b. provide virtually all of the food needs by hunting seals, walruses, whales, and fish. c. forage for edible plants in addition to providing the community with necessary animal protein. d. and females work to meet their own individual needs for food. Correct Answer: b 86 Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. 3. According to research cited by Shandy and Moe in “Negotiating Work and Family in America,” the Washoe Indians of the Sierra Nevada Mountains in southern California exhibit relative gender equality due to the fact that a. the women are solely responsible for providing the food for the family groups. b. men and women are responsible for their own individual needs for food. c. the men provide virtually all of the food by hunting for animal proteins. d. both men and women forage for edible plants and both catch small animals as a source of protein. Correct Answer: d 4. Like the women in hunter-gatherer societies who share the responsibility for food supply, Shandy and Moe argue in “Negotiating Work and Family in America” that U.S. women a. now hold jobs traditionally reserved for men but have not gained the power and equality that comes with these jobs. b. still do not have access to education, jobs, and income as men do. c. have increasingly gained power and equality as they hold jobs once reserved for men. d. have gained access to education, but have not made inroads in equality in the area of corporate and government jobs. Correct Answer: c 5. According to Shandy and Moe in “Negotiating Work and Family in America,” women now serve as primary breadwinners in __________ percent of all families, and own __________ of all U.S. businesses. a. 30, two thirds b. 40, one third c. 20, two thirds d. 10, one third Correct Answer: b 6. What factor do Shandy and Moe point to in “Negotiating Work and Family in America” as the most important in understanding why women with unprecedented access to education, jobs, and income, “opt out” of the workforce? a. gender b. income c. education d. generation Correct Answer: a 87 Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. 7. __________ is the only industrialized country that fails to provide paid leave for new mothers. a. Sweden b. United States c. Papua New Guinea d. Lesotho Correct Answer: b 8. According to Shandy and Moe in “Negotiating Work and Family in America,” factors that pull women to resign from work and return to home full time include three of the following. Which one do they not mention? a. being with their children b. lower stress c. sense of responsibility d. a biological imperative Correct answer: d 9. In “Negotiating Work and Family in America,” Shandy and Moe note that no longer holding a high-ranking job is a problem for a woman’s prestige. What can a woman do to retain prestige when she spends all her time at home? a. note what her high prestige jobs had been b. argue that being a stay-at-home mom is actually more important c. note that she and her husband could not afford nannies d. maintain a very clean and well appointed home Correct answer: a 88 Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. Article 21 Becoming Muslim in Europe MIKAELA ROGOZEN-SOLTAR Increased globalization has brought people of different backgrounds in contact with one another more than ever before. In “Becoming Muslim in Europe,” Mikaela Rogozen-Soltar argues that this has created conflict, mutual influence, and increased intercultural and interreligious marriages. These marriages, particularly in countries such as Spain, where religion and national identity are deeply entwined, can be very difficult to navigate and highlight basic cultural differences. Rogozen-Soltar identifies and discusses one of the biggest cultural differences that exists today, that of Muslim and non-Muslim marriage partners. Her article illustrates the unique challenges faced by Muslim converts in Spanish culture, where Catholicism is seen as part of one’s “Spanishness.” Islam is the world’s fastest-growing religion based on new births and converts to the faith. Spain has a rich, 800-year-old Muslim history, easily found in historic landmarks like the Alhambra, and in Spanish dance, music, and cuisine. However, over several hundred years since the Spanish Inquisition, and Francisco Franco’s enforcement of Catholicism as the national religion from 1939 until 1975, most Spaniards equate “being Spanish” with being Catholic. Additionally, many Spaniards view Islam as a threat to Spanish identity and fear its resurgence in Spain. In recent years, as Muslims have migrated to Spain and married Spanish women, some Spaniards have been forced to reexamine their understanding of what it means to be Spanish. RogozenSoltar recounts the experience of Maria Martinez and her evolution from a Spanish woman with stereotypical views of Islam, to someone in love with a Muslim man, to one who chooses to convert to Islam. Her experience illustrates the judgment she and other converts to Islam face in Spain. The experiences of Maria and other converts to Islam highlight how important—and how entrenched—cultural identities and memberships in social groups can be. Even though Maria initially could not imagine how she, a Spanish woman, could become a Muslim, her growing knowledge of Islam eventually allowed her to shift her view of her cultural identity. This led to a different perspective of Spain’s Muslim history than that of the majority of her countrymen. Now she tries to educate others about her changed views by reminding Catholic and secular Spaniards of Spain’s Muslim heritage, while reinforcing the normalcy of Islam. She is careful not to try to convert friends, but instead focuses on creating understanding by drawing parallels between the two religions. For example, she equates Insh’alla (God willing) with si Dios lo quiere (God willing), a phrase commonly heard in Spain. Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. ARTICLE 21 QUESTIONS True or False? F 1. In “Becoming Muslim in Europe,” author Mikaela Rogozen-Soltar states that Spain does not have one predominant religion; its citizens represent a wide variety of religious beliefs, including significant percentages of Jews, Catholics, Protestants, and Muslims. T 2. According to Rogozen-Soltar in “Becoming Muslim in Europe,” Islam is the world’s fastest-growing religion, due in part to new births in existing Muslim societies and to new Muslims who have converted. F 3. In “Becoming Muslim in Europe,” Rogozen-Soltar states that in order to convert to the Muslim faith, would-be converts must enroll in religion classes and receive official acceptance from religious authorities. F 4. According to Rogozen-Soltar in “Becoming Muslim in Europe,” due to the progressive attitudes of many European countries, converts to Islam face few political or social challenges. T 5. According to Rogozen-Soltar in “Becoming Muslim in Europe,” Spain was part of the Muslim empire for 800 years and evidence of that history is seen in cities such as Granada, buildings such as the Alhambra, and in Spanish cuisine, music, and dance. F 6. Because of the country’s history of Muslim identity, most Spaniards have little difficulty understanding how their countrymen can be both Spanish and Muslim. T. 7. From 1939 to 1975, Francisco Franco enforced Catholicism as the national religion of Spain. Multiple Choice 1. According to Rogozen-Soltar in “Becoming Muslim in Europe,” the Spanish Inquisition was an effort to ensure a uniform religious and ethnic population in Spain. Over the course of several hundred years, __________ were forced to convert, or be killed or exiled. a. Catholics b. Muslims and Jews c. Catholics and Jews d. Catholics and Muslims Correct Answer: b Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. 2. When the author first met María Martínez in 2006, she had married a Jordanian man and a. planned to convert to Islam. b. had given up wine, pork, and beer in preparation of converting to Islam. c. had converted to Islam prior to marriage. d. could not imagine a Spanish woman converting to Islam. Answer: d 3. When the author returned to Spain in 2008, María Martínez a. had converted to Islam and was working with Muslims who were victims of religious discrimination. b. was still married but had retained her Catholic beliefs. c. had divorced her husband due to religious differences. d. still believed that an individual could not be both Spanish and Muslim. Correct Answer: a 4. As a result of the Spanish Inquisition and Franco’s enforcement of Catholicism as a national religion, most Spaniards a. believe it is easy to be both Muslim and Spanish. b. embrace their fellow citizens who are exercising religious freedom by converting. c. view Catholicism as integral to their national identity. d. grow up in religiously diverse towns and cities, exposed to many other religions. Correct Answer: c 5. The five pillars of the Islamic faith include: the recitation of the __________, daily prayers, fasting during __________, annual charitable giving, and pilgrimage to Mecca once during the lifetime of those who are able. a. Koran, Shahada b. Shahada, Ramadan c. Hijab, si Dios lo quiere d. Insh’allah, Shahada Correct Answer: b 6. Spaniards who convert to Islam a. are required to legally change their status as a Spanish citizen to reflect this conversion. b. face little discrimination and are accepted throughout the country. c. endanger their social standing as recognized and respected members of Spanish society. d. are welcomed with open arms by Muslims who have immigrated to Spain from Muslim countries. Correct Answer: c Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. 7. After becoming a Muslim, María Martínez believed that the best way to fight popular assumptions that Islam and Spanishness are diametrically opposed was to a. remind Catholic and secular Spaniards about their country’s Muslim heritage. b. write letters to the editors of local papers, demanding equal treatment for Muslims. c. adopt traditional Muslim dress, including a hajib, whenever she went out. d. try to convert as many Spaniards to Islam as possible. Correct Answer: a Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. Article 22 Mixed Blood JEFFERSON M. FISH Summary This article illustrates how the American concept of race is a cultural construction, not a biological reality. Fish explains how there are no races among humans, because the concept of race relates to individuals who mate but can bear no fertile offspring. Clearly, this is not true of present-day humans. Human beings form a single species. Our evident variations in physical appearance around the globe has occurred through the processes of random mutation, natural selection, and genetic drift (accidental selection). Most traits that Americans think of as racial, such as skin color, are adaptive to differences in environmental conditions. If races are not biologically distinguishable groups, what are they? They are what are known as “folk classifications” of people based on culturally selected criteria. People everywhere classify things in folk taxonomies, but classifications of the same things may vary from society to society. For example, Americans classify avocados as vegetables and eat them in salads. Brazilians classify avocados as fruits and eat them with lemon and sugar for dessert. Although there are many ways in which people could classify each other, such as by body shape for example, many Americans learn to group each other into “races” based primarily on skin color (largely “white,” “Asian,” “black,” or “Latino”) and that these groups are rooted in biological reality. Yet at the same time, there is a history of classifying people according to hypodescent, another social construction that is more about perceived ancestry. Many Americans still tend to rank races; white is highest, followed by Asian, Hispanic (Latino), and black. Children are allocated the racial classification of their lowest- (hypo) ranking parent. If your mother is classified as black and your father white, you might still be classified as black no matter what you look like. This is in stark contrast to Brazilians, for example, who classify people into tipos (types) on the basis of what they look like. Examples include loura (completely blond), preta (dark skin, broader nose), sarará (tight curly blond or red hair, blue eyes, broad nose, and thick lips), and cabo verde (straight black hair, dark skin, brown eyes, narrow nose, and thin lips). The children of a Brazilian couple could be classified into different tipos if each child looks different. The American conception of race is beginning to change as more people of different “races” intermarry and immigrants whose racial identities are difficult to classify by the American system enter the country. “Other” is a fast-growing category of racial identity. Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. ARTICLE 22 QUESTIONS True or False? T 1. In his article, “Mixed Blood,” Jefferson M. Fish argues that the American concept of race is culturally constructed, not a biological reality. F 2. According to Fish in “Mixed Blood,” human beings cannot be classified into races on the basis of physical characteristics because there is so little variation within the human species. T 3. According to Fish in “Mixed Blood,” an avocado is classified by Brazilians as a fruit and by North Americans as a vegetable. F 4. According to Fish in “Mixed Blood,” North Americans fail in their attempt to classify people into races because they ignore important physical differences such as body shape (rounded and lanky, for example). T 5. According to Fish in “Mixed Blood,” Brazilians classify people into tipos such as loura, branca, morena, mulata, and preta on the basis of how they look. F 6. In “Mixed Blood,” Fish argues that scientists, such as psychologists, use the concept of hypo-descent to choose the physical characteristics that determine biological races. Multiple Choice 1. According to Fish in “Mixed Blood,” the American conception of race a. is based on what body shapes people have. b. is based on the racial identity of one’s parents. c. ignores the principle of hypo-descent. d. is based on biological reality. Correct Answer: b 2. According to Fish in “Mixed Blood,” the striking contrast between the very tall Masai and the stature of the very short Pygmies, both of Africa, is representative of a. race. b. folk taxonomy. c. hypo-descent. d. human biological variety. Correct Answer: d Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. 3. In “Mixed Blood,” Fish argues that human biological races do not exist because a. people from anywhere on the planet can mate with others from anywhere else and produce fertile offspring. b. scientists have ignored important physical traits such as body shape. c. people find it politically incorrect to name them. d. the real traits that indicate genetic groupings cannot be observed. Correct Answer: a 4. According to Fish in “Mixed Blood,” his daughter can change her race by flying from New York to Brazil. She can do this because a. Brazilians don’t know what her North American racial classification is. b. Brazilians have a different set of racial categories than do North Americans. c. she can claim to be any race she wants; there are no such things as biological races. d. although she is classed as white in the United States, she can become loura, preta, or tipo in Brazil. Correct Answer: b 5. According to Fish in “Mixed Blood,” the terms moreno, loura, branca, and preta all refer to a. areas of Brazil after which groups of people are named. b. Brazilian names for different tipos (types). c. areas of Brazil from which particular tipos are thought to have originated. d. a folk taxonomy of skin colors starting with black and ending with white. Correct Answer: b 6. According to Fish in “Mixed Blood,” an avocado is classed as a and a ____ in Brazil. a. fruit, seed b. seed, nut c. vegetable, nut d. vegetable, fruit Correct Answer: d in the United States 7. According to Fish in “Mixed Blood,” an increase in immigration has caused the most rapidly growing census category, which is now a. other. b. black. c. Asian. d. Native American. Correct Answer: a Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. Article 23 Motorcycles, Membership, and Belonging DAVID W. McCURDY Summary In his article entitled “Motorcycles, Membership, and Belonging,” David McCurdy discusses the ways humans form groups, identifying the more common ways for Americans and drawing a comparison between the traditional kinship group in rural India and the more American method of social aggregation based on shared interests. Indian families would be surprised, McCurdy suggests, to see how American families live in comparison to their own existence in large, close-knit groups of extended families. Americans grow up in small nuclear families, often with parents out working. Neighbors are often strangers, and people can appear lonely. American society values individualism, independence, and competition. However, McCurdy believes that Americans find satisfying social connections not from families and neighbors, but instead from other groups: networks of friends from local taverns, work organizations, and civic groups. He contends that these groups, as well as those formed around shared interests, provide members with a sense of self-worth and a safe place to express their social needs. To illustrate his argument, McCurdy describes the Gold Wing Recreational Rider Association (GWRRA), a group formed in 1976 by seven couples in Phoenix, Arizona, who owned Honda Gold Wing motorcycles and wanted to connect with others for the purposes of touring. Since then, this group has grown to include more than 70,000 members in the United States, Canada, and 10 other countries. It boasts a paid staff, an army of volunteers, 10 deputy directors, nine American and three Canadian regional directors, 49 district directors, and 586 chapter directors. It has an annual rally called the “Wing Ding” that draws over 10,000 participants. Local chapters gather for a variety of events, including monthly meetings, weekly rides, and fund-raisers. McCurdy argues that the core values of this organization reflect the values and symbolism of kinship groups and offer participants a framework of belonging and opportunities to express themselves. Participation in the GWRRA brings with it a certain expectation of behavior. Members show off their motorcycles, and are expected to have pride in their machines, cleaning and adorning them with chrome and other accents. Participation is encouraged and rewarded by pins and patches. Safety is of utmost importance, and members are discouraged from showing off, driving after drinking, and riding aggressively. Additionally, couples are a valued part of the group, and members are strongly encouraged to participate and tour with the group, despite the physical challenges of motorcycle riding. McCurdy concludes that belonging to a group of individuals who share an interest provides Americans with a feeling of belonging that many do not find at home or work. It offers the opportunity for personal recognition, a sense of self-worth, and a way to express themselves. For many, McCurdy argues, this organized group provides what he calls a “non-family home.” Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. ARTICLE 23 QUESTIONS True or False? F 1. According to McCurdy in “Motorcycles, Membership, and Belonging,” children in the United States are more likely to grow up in extended families and close-knit communities, where loyalty to family is the most important value instilled in them from a young age. T 2. According to McCurdy in “Motorcycles, Membership, and Belonging,” it is not uncommon for individuals in the United States to live in close proximity to neighbors they do not know and to guard their privacy, thus appearing lonely and preoccupied. F 3. In “Motorcycles, Membership, and Belonging,” McCurdy argues that individuals in Indian society have turned to personal networks outside of their family, including groups of people from local taverns, civic organizations, and special interests, for satisfying social connections. T 4. According to McCurdy in “Motorcycles, Membership, and Belonging,” interest groups such as the Gold Wing Road Riders Association (GWRRA) provide members with a feeling of shared interest, sense of achievement, and self-worth that they may lack in other aspects of their lives. F 5. Although designed for comfort and touring, the Gold Wing motorcycle, introduced by Honda in 1965, was quickly adopted by sports-minded riders. T 6. The Gold Wing Road Riders Association was formed in 1976 by seven couples who lived in Phoenix, Arizona. Multiple Choice 1. Prior to the 1950s, motorcycle riding had what many perceived as an image; that it was suitable for a. average Americans. b. women only. c. outlaws. d. couples. Correct Answer: c Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved. 2. According to McCurdy in “Motorcycles, Membership, and Belonging,” the official magazine of the GWRRA that reaches over 70,000 members is called a. Wing World. b. Wing Nut. c. Gold Wing Riders Monthly. d. Wing Ding. Answer: a 3. In “Motorcycles, Membership, and Belonging,” McCurdy argues that Honda company employees take on the role of __________ as they ride along with “Wingers” as participant observers, gaining insight on how to improve and redesign their motorcycles to meet riders’ needs. a. detached observer b. ethnographers c. respondents d. reporters Answer: b 4. According to McCurdy in “Motorcycles, Membership, and Belonging,” because the GWRRA is organized around couples and not individuals, the GWRRA has unintentionally a. diminished the role of women within the organization; women hold very few positions of authority and make up a minority at all organized events. b. offended women, causing them to form their own Gold Wing riding association. c. created an important role for women in the organization; women hold high-level positions and make up a majority of volunteers at rallies and fund-raisers. d. largely ignored women who ride motorcycles in the United States and Canada. Answer: c 5. According to McCurdy in “Motorcycles, Membership, and Belonging,” the GWRRA offers the same opportunities for __________ that can still be found in rural Indian extended families and close-knit communities today. a. belonging and loyalty b. individualism c. competition d. privacy and independence Answer: a Copyright © 2016, 2012, 2009 by Pearson Education, Inc. All Rights Reserved.