This Sociology Final Quiz explores key concepts in religious sociology, assessing knowledge of sacred beliefs, rituals, faith, and societal impacts of religion. It's designed to enhance understanding of religion's role in society, perfect for students of sociology and religious studies.
In terms of the past.
As set apart as “forbidden.”
In terms of ultimate meanings
In terms of their everyday usefulness.
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Formal, ceremonial behavior
Who people socialize with.
Beliefs about truth
All of the above are correct.
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Scientific research.
Human senses.
Cultural common sense.
Conviction or belief in things unseen
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Understanding patterns of religious activity and their effect on society.
Which religions are true and which are false.
The purpose of life.
Discerning the will of God.
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Fostering social cohesion
Fostering social conflict
Providing social control
Providing meaning and purpose
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How daily rituals sharpen the boundary between the sacred and profane
How religion gives our existence a measure of security and meaning.
The use of ritual and religious meaning to strengthen social ties such as marriage.
All of the above are correct.
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Structural-functional approach
Symbolic-interaction approach
Social-conflict approach
Social-exchange approach
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Support for patriarchy
Belief in multiple deities
The same sacred symbols
Support for secularization
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Held back the development of capitalism.
Supported the status quo.
Encouraged greater gender equality
Stressed duty and hard work, boosting economic production and fostering the rise of capitalism
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Keeping politics out of the church
Helping people endure their suffering
Encouraging personal growth
Reducing social inequality and, especially, poverty
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Church.
Sect.
Cult.
All of the above are correct.
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State church.
Church.
Denomination
All of the above are correct.
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State church.
Cult.
Sect.
All of the above are correct.
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Church
Sect
Cult
Denomination
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Islam
Christianity
Judaism
All of the above are correct.
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God has a plan for the entire world
Everything in the world is a conscious, living force that is able to affect us.
Nothing is sacred.
People can find little meaning in their everyday lives
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Monotheism
Polytheism
Animism
All of the above are correct.
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Acceptance of many religions as true
Belief that all things in the world are sacred
Belief in many gods.
Openness to new religious experience.
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Most Arab Americans
Many Asian Americans
Some African Americans
All of the above are correct.
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Europe.
North America
Africa
Asia.
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Hinduism
Judaism
Christianity
Islam
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India
China
Japan.
Iran
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Are deity-based
Operate more ethical codes of conduct.
Are less clear about what is sacred and what is profane
All of the above are correct.
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Catholic.
Jewish.
Protestant
Muslim
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Older people; younger people
Women; men
Members of sects; members of churches
All of the above are correct.
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The historical importance of religion in people’s lives
The historical increase in the importance of the sacred
The historical decline in the importance of the sacred.
The historical concern of the church with social change.
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Singing patriotic song on the Fourth of July
Tax exemptions for churches
The sex scandal in the Catholic church
High religiosity among members of sects
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Endorsing conservative political goals
Seeking the personal experience of God’s presence
Interpreting religious texts literally
Accepting religious pluralism
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Japan
Sweden
The United States
France
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Job skills
Basic facts and information.
Cultural norms and values
All of the above are correct.
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Women.
Soldiers.
The rich.
Foreigners.
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Almost all
Two-thirds
Half
One-fourth
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There is a lack of teachers.
Religion forbids formal schooling.
Most children become soldiers
Many poor children must work for income.
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Africa
Europe
South America
North America
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The early 1800s
About 1880
The early 1900s
The mid-1960s
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29 percent
48 percent
68 percent
88 percent
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What is philosophical
What is practical and job-related
What is theoretical
All of the above.
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Ensuring some common culture
Teaching about the U.S. way of life
Providing child-care
Teaching job skills
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Factory owners needed an obedient and disciplined workforce
Immigrants had to learn English in order to work in factories
The country had to teach immigrants that its way of life was right and good.
All of the above are correct.
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The brightest students get the worst teachers
Students do not get to study what they are interested in
The students who get the best schooling are usually those who are more privileged to begin with.
Students from disadvantaged backgrounds end up in higher tracks where they cannot do the work.
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There is no difference in the share of children who attend college
The share of children going to college goes down
The share of children going to college goes up
More women, but fewer men, go to college.
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Enroll almost 40 percent of college students.
Greatly expand the opportunity to attend college
Enroll half of African American and Hispanic undergraduates
All of the above are correct.
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Imposing uniformity on culturally diverse schools.
Emphasizing test scores and other numerical ratings
Expecting all students to progress at the same rate.
All of the above are correct.
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1 percent
8.7 percent
27 percent
43 percent
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Asian Americans
African Americans
Hispanics
Non-Hispanic whites
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Many young people leave school without having learned basic skills.
Many older people have forgotten the lessons they learned in school.
A significant share of U.S. children never attend school.
Many teachers in U.S. schools do not know how to teach
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Requiring all students to study more math, English, social studies, science, and computer science.
Improving teacher training.
Raising teachers' salaries.
All of the above are correct.
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A's.
B's.
C's.
D's.
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