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

a)

White working-class

b)

Amish

c)

Black working-class

d)

White middle-class

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.

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.

a)

deindustrialization/industrialization

b)

information oriented economy/service oriented economy

c)

industrialization/deindustrialization

d)

service oriented economy/information oriented economy

a)

White middle-class

b)

Black working-class

c)

Amish

d)

White working-class

a)

100

b)

50

c)

30

d)

10

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)

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

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)

Eachsubculture found mentors in their immediate families to be the mostinfluential 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.

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.

a)

Depersonalization

b)

Disassociation

c)

Distancing

d)

Demonization

a)

"practical jokes"

b)

"playing the dozens"

c)

"bantering"

d)

"tirades"

a)

Past

b)

Future

c)

Present

d)

None of the above

a)

By the use of "practical jokes"

b)

"playing the dozens"

c)

"tirades"

d)

"renouncing the sword"

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."

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'sdifficulty identifying with men given their pronounced relationaldeficits. As a result women are resigned to a life with littleconversational intimacy and/or sensitivity with men.

d)

Theboy's abandonment and rejection of masculine norms in his family,community & culture and the corresponding search for alternativemasculinities.

a)

Themen had in remembering the most important mentors in the shaping oftheir masculinity. This was particularly true for the Amish men.

b)

Themen had in remembering all the important women in their life and howthey helped shape their masculinity. This was particularly true for theblack working-class.

c)

Theyounger men had in remembering much more about adolescent bantering andfighting when compared to the elderly men. These recollections would beseen 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.

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)

Sincethe process of contracting ego boundaries is a human process as opposedto gender specific, women and men learn to engage in it for exactly thesame reasons.

d)

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

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

a)

Mencan be transformed from a compassionate human being into a person whostruggles with personal reflection, objectifying others and capable ofviolence directed at those they purportedly care about.

b)

Confusedwomen are at understanding the male gender. This confusion includes thetendency for men to be comfortable with much more distance inrelationships and little conversational intimacy once the relationshipbecomes long term.

c)

Men are socialized with various rites and rituals in each subculture that are unknown to outsiders.

d)

Misunderstoodmen are within the broader, predominant culture. The men's movement hasmade great gains in pulling back the veil so women and children canunderstand their motives and behavior.