Test Bank For Marriages, Families, and Relationships: Making Choices in a Diverse Society, 1

Test Bank For Marriages, Families, and

Relationships: Making Choices in a Diverse Society,
11 edition: Mary Ann Lamanna

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CHAPTER 6

LOVE AND CHOOSING A LIFE PARTNER

LEARNING OBJECTIVES
At the end of this chapter, the student should be able to do the following:

1. Discuss the concept of love as it has to do with committed love relationships.

2. Understand how attachment theory applies to choosing a life partner.
3. Discuss the intergenerational transmission of divorce risk, and mate selection risk.
4. Be familiar with the concept of the marriage market, both in the U.S. and internationally.
5. Define homogamy and know how it affects mate selection.
6. Know how heterogamy affects marital stability, and what it has to do with human values.
7. Recognize a developing relationship as it moves toward commitment.
8. Explain dating violence, date rape, and the issues involved with breaking up.
9. Be able to explain the effects of cohabitation on marital quality and stability.
10. Understand how marital satisfaction is determined by life-long choices in the relationship.

LECTURE OUTLINE

I. Love and Commitment

A. Americans are eager for love, and most want to be in a committed, loving relationship.
B. According to Sternberg’s triangular theory of love, the three dimensions of
intimacy, passion, and commitment generate consummate love, with commitment being
the factor that is most predictive of happiness in relationships.
C. Attachment theory posits that during infancy and childhood, individuals develop a
general style of attaching to others which may influence their style of relating in their
adult relationships.

II. Three Things Love Isn’t

A. Martyring – Involves giving more in a relationship than one receives in return. It
damages a relationship because martyrs fail to express legitimate needs, thus preventing
openness and intimacy.
B. Manipulating – Involves controlling the feelings, attitudes, and behavior of another in
underhanded ways. It damages a relationship because partners are exploited and the
manipulator often experiences guilt that they try to relieve by minimizing their loved
one’s complaints.
C. Limerence – An emotionally unhealthy relationship based on the fantasy of being with a
person (obsession) that is often mistaken for love.

III. Mate Selection and Marital Stability

A. Relationship stability, happiness, and satisfaction depend upon how the partners interact
with each other as well as on the perceived social support the couple receives from family
members, friends, and the community in general.
B. The Intergenerational Transmission of Divorce Risk

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A divorced parental family transmits to its children a heightened risk of

getting divorced.
C. Minimizing Mate Selection Risk
A first step in minimizing mate selection risk is to let go of misconceptions we might
have both about love itself and choosing a partner.

II. The Marriage Market

People enter the marriage market with resources that become the basis for a bargaining process.
A. Arranged marriage involves parents selecting marriage partners.
B. America as a free-choice society
The United States is an example of what cross-cultural researchers call a free-
choice culture, where young people are allowed to choose their mates.
E. Exchange Theory
Whether or not relationships form or continue depends on the rewards and costs
they provide partners.
G. Bargaining in a Changing Society
1. Exchange between partners will no longer depend on practical or economic
resources, but will include expressive, affective, sexual, and companionship
resources.
2. Egalitarian marriages would be expected to have symmetrical exchanges.

III. Homogamy: Narrowing the Pool of Eligibles

A. Assortive Mating – A Filtering Process
As Americans begin looking for prospective marriage partners, they define for
themselves a personal “pool of eligibles”: a group of individuals who by virtue of their
background or birth are considered most likely to make compatible marriage partners.
1. Homogamy: To choose partners who are a lot like themselves.
a. This is the preferred pattern of Americans.
b. Americans tend to marry persons of similar race, age, education,
religious background, and social class.
2. Endogamy: To marry within one’s own social group.
3. Exogamy: To marry outside one’s social group.
4. Heterogamy: To marry someone of dissimilar age, race, educational level,
religion, or social class.
B. Reasons for Homogamy
1. Geographic Availability or Propinquity
a. Geographic closeness is a basic reason people tend to meet others much
like themselves.
b. Geographic closeness helps account for social class homogamy as same
SES persons socialize together and send children to same schools.
2. Social Pressure
a. Cultural values encourage persons to marry others socially similar to
themselves and discourage marrying anyone too different.
b. Sometimes social pressure results from a group’s concern for preserving
its ethnic or cultural identity.
C. Examples of Heterogamy: Interreligious, Interclass, and Interracial Marriages
1. Interfaith marriages
a. A substantial number of marriages are between spouses with different
religious preferences.
2. Interracial/Interethnic Marriages

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 Love and Choosing a Life Partner

a. In 1967, U.S. Supreme Court declared that interracial marriages must be

considered legally valid in all states.
b. Currently, only 7 or 8 percent of marriages are interracial and/or
interethnic.
c. The status exchange hypothesis states that an individual might trade his
or her socially defined superior race/ethnic status for the economically or
educationally superior status of a partner in a less privileged race/ethnic
group.
D. Heterogamy and Marital Stability
1. In general, marriages that are homogamous in age, education, religion, and race
are more stable.
2. There is conflicting evidence on whether interracial marriages are more or less
stable than interracial unions.
E. Heterogamy and Human Values
1. Persons committed to an open society find intermarriage a symbol of personal
choice and do not want to discourage it as an option,
2. Data from heterogamy suggest that it is common values and lifestyles that
contribute to stability.

IV. Developing the Relationship and Moving Toward Commitment

A. Developing the Relationship
1. First Meetings: usually face to face
a. The Internet is a new outlet for the development of relationships.
2. The Wheel of Love
According to this theory, there are four stages in the development of love—
rapport, self-revelation, mutual dependency, and personality need fulfillment.
3. Defining the Relationship
B. Dating Violence
1. Research suggests that violence occurs in 20 to 40 percent of dating
relationships.
a. Dating violence is typically accompanied by verbal or psychological
abuse.
b. Researchers have found it discouraging that about half of dating
relationships continue after the violence rather than being broken off.
2. Date rape has emerged as a real concern on college campuses.
a. Closely related to date rape is sexual coercion.
b. One reason that date- or acquaintance-rape victims may be tempted to
blame themselves has to do with rape myths.
C. Breaking up
1. Exchange theory can be applied to whether couple relationships continue, based
on perceived costs and rewards.

V. Cohabitation and Marital Quality and Stability

A. Cohabitation serves different purposes for different couples. Cohabitation affects
subsequent marital quality and stability in a largely negative fashion.
1. Cohabitating to “test compatibility” produced poor quality relationships.
2. Since 1990, the number of cohabitors who eventually marry has been declining.
3. Marriages preceded by cohabiting are more likely to end in separation or divorce.
B. Research has two hypotheses as to why serial cohabitation before marriage reduces
marital stability.

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1. Experience hypothesis—cohabiting experiences make cohabitors more likely to

divorce in the future.
2. Selection hypothesis—individuals who chose serial cohabitation are different
than those who do not.

CLASSROOM DISCUSSION AND LECTURE SUGGESTIONS

1. The text discusses the marriage market as a form of “bargaining” in a changing society.
Encourage your students to compare the traditional dowry with more modern examples of
resources brought to marriage by the partners involved (e.g., inheritance, trust funds, real estate,
etc.).

2. Eileen O’Brien and Lara Foley (“The Dating Game: An Exercise Illustrating the Concepts of
Homogamy, Heterogamy, Hyperogamy, and Hypogamy,” Teaching Sociology, April, 1999: 145-
149) have provided a very interesting vehicle for illustrating the centrality of social forces in the
mate selection process. O’Brien and Foley point out that their “dating game” lends itself
particularly well to a discussion of filter theory, but the exercise also helps students to understand
the concepts of homogamy, heterogamy, hyperogamy, and hypogamy.

3. In keeping with the text’s discussion, remind your students that in some societies the
courtship process is still very much controlled by parents and other adults. In the United States,
we pride ourselves in having a “participant-run” courtship system. On the other hand, encourage
the members of your class to think about the degree to which other people and various social
forces control the courtship process in American society. The discussion of modern mate-
selection methods helps to illustrate these forces (personal classified ads, computer dating
services, videotapes, etc.). Ask the class for reactions to such methods. Are these techniques in
any way similar to arranged marriages?

4. Ask your students to comment on how they feel about mixed marriages. Encourage them to list
the various reasons for endogamy according to their perceived importance. When
individual students disagree, probe them in terms of what characteristics or experiences in their
background account for their point of view about different forms of mixed marriage. This
discussion should help to dramatize the origin of different attitudes toward homogamy,
endogamy, exogamy, etc.

5. Using student input, compile a list of differences between traditional “dating” and the more
modern “getting together.” Encourage the members of your class to provide specific examples of
how they have orchestrated “getting together.”

6. The “marriage squeeze” (when there are fewer and fewer “marriageable men” for women
to choose from) is an important dimension of mate selection behavior in the United States. Ask
your students to employ a functionalist perspective in analyzing the phenomenon of younger
women marrying older men. In one very important respect, the age discrepancy in these marriage
situations produces a dysfunctional outcome. Since women’s life expectancy is higher than
men’s, women who marry older men are more likely to be widowed later in life. Remarriage
becomes more difficult for these women because the older men within their “pool of eligibles”
will be more likely to seek younger women to marry. Consequently, these widowed women may
live out the balance of their lives alone. Encourage the members of your class to vocalize their
points of view about the age-specific variables that accompany the “marriage squeeze.”

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7. Although it may be expected that many students will not feel comfortable doing so, ask whether
anyone would be willing to vocalize what he/she finds attractive about a particular person who is
currently the object of his/her affection. Use this description as a starting point for a discussion of
mate selection criteria. Ask the students who speak up to provide details about the other persons:
their age, race, religion, socioeconomic status, residence location, etc. If any characteristic
appears to reflect heterogamy, explore the social implications involved.

8. Most students tend to exaggerate the degree of “free choice” that they have in selecting others for
intimate relationships and, perhaps ultimately, a marriage partner. In order to illustrate the
socially imposed limitations, first draw a funnel on the board; then, beginning at the widest part
of the funnel, write in (moving toward the narrow part of the funnel) the following
considerations: race, age, religion, socioeconomic status (including income, education, and
occupational prestige), level of physical attractiveness, and residential propinquity. After doing
this, have students assess just how small their individual “pool of eligibles” really is.

9. Well known family sociologist Willard Waller spoke of “rating and dating” in describing how
certain elements of socioeconomic status are taken into account in dating behavior among college
students. If you teach at a college or university where fraternities and sororities are
commonplace, the “rating and dating” complex should be quite familiar to students. If not, you
can dramatize how important levels of physical attractiveness really are in terms of whom dates
whom. In any event, students will benefit from discussing this “rating and dating” process in
terms of understanding just how pragmatic the process of finding a mate really is in American
society.

10. “I think I’m in love.” “We’re thinking about moving in with each other.” “I think I’ve found
‘The One.’” Your students will be familiar with these expressions that may be important
precursors to marriage or, at least, a more permanent relationship. Ask the members of your class
to consider how people’s feelings along these lines relate to the various theories of mate selection.
For example, when a person says that he/she has found “Mr./Ms. Right,” does this mean that the
couple’s needs are complementary? Can people be “in love” and not be “right” for each other?
How does one know when a suitable mate has been located? Is it possible to know? This may be
an effective vehicle in your in-class consideration of the various explanations of mate selection
presented in the text.

11. An increasing number of American men and women have negotiated dating contracts, while
others have employed detective agencies to investigate potential mates. These patterns suggest
that some people, especially women, are trying to be less vulnerable in a society that is more
anonymous, impersonal, and sometimes even physically dangerous. Ask the members of your
class to comment on whether they would consider a “dating contract,” or if they would actually
hire someone to investigate someone they were dating. Query your students on how they feel
these practices align (or fail to) with Americans’ perceptions of love and trust in relationships.

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STUDENT ACTIVITIES

1. Divide your class into equal-sized discussion groups. Have the groups make a list of
problems and pitfalls of “Internet courtship.” After the groups have had a chance to
construct their lists, reassemble in order to solicit a report from each group and to engage in
group discussion.

2. Write on the blackboard a number of important terminal values and goals for adult life. These
could include the following (others may be added):

a. economic security i. education

b. happiness j. privacy
c. independence k. clean environment
d. children l. low crime community
e. good health m. emotionally satisfying
f. friends employment
g. personal hobbies n. religion
h. family of origin

Have students review the list and select the five most important values or goals they have for
themselves. These values should be ones they would never compromise. Once all students have
written down their five most important values/goals, have them walk around the room to try to
find someone who has the same list of values. When everyone has finished trying to find a match,
have those who did share their common list of values. This activity helps students appreciate the
difficulty in finding a lifetime partner who will always share the same goals and values in life.

3. Ask students to write down on a piece of paper what the ingredients are for a good first “date”
with someone. What qualities are particularly important if they are either going to ask the person
out again or accept another date with them? After students have responded to these questions,
anonymously read their responses out loud. Discuss responses in relation to issues involving
homogamy, attractiveness, and rapport, and exchange theory.

4. Invite individuals who got married at different times in their life to come to the class to discuss
the joys and challenges of marrying early or later in life. Discuss in relation to the emotional,
economic, relationship, and value maturity dimensions explained in the text.

5. Have students write a “personal” advertisement (100 words or less) about themselves. Collect the
ads and anonymously read some. Share with the class some of the advertisements already written
from a newspaper’s personal classifieds and have students discuss the following:

a. Why would someone advertise themselves for a date in a newspaper?

b. What could be an advantage and a disadvantage to this dating strategy?
c. Does this dating strategy encourage or discourage homogamy?
d. Is it easy or difficult to write an advertisement about yourself? Why or why not?
e. How does exchange theory apply to this dating strategy?

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CLASSROOM DISCUSSION QUESTIONS

1. Because of the “free-choice culture” in the United States, the concept of arranged
marriage strikes Americans as impersonal and inappropriate. Through their suggestions and
comments, ask the members of your class to construct a list of functional components of
arranged marriage.

2. Have your class consider the accuracy of “old sayings” regarding the potential compatibility of
marriage partners. For example, have them compare and contrast “Like marries like” and “Birds
of a feather” with “Opposites attract.”

3. Ask the members of your class to comment on their own experiences with cohabitative
relationships. In particular, see if you can encourage the students to evaluate whether
cohabitation is desirable or undesirable as a “prelude” to marriage.

4. Breaking up is a process that most students will have been through at least once in their lives.
Encourage the members of your class to comment on the psychological obstacles and challenges
that confront two people when they decide to end a relationship.

5. Dating violence is a very sensitive subject. See if you can motivate at least a few of
your students to comment on actual experiences that they have had with violent and/or abusive
behavior in their relationships. If just one student agrees to speak out on the subject, the chances
are favorable that others will follow.

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USING POPULAR FILM IN THE CLASSROOM

Arranged (2007)
Content: A sort of documentary-based movie about two teachers in New York, both of whom are
having their marriages arranged for them. One is an Orthodox Jew, and the other a Muslim; both
are being matched with husbands from their religious backgrounds. Their friendship is the basis
for a unique journey in modern-day America.

Assignment: How was the process of “finding love” in this movie different for the two main
characters? How does religious homogamy affect mate selection for both those who will be in
arranged marriages and those who freely choose? In what ways were the main characters forced
to stand up for what they believed?

Bride and Prejudice (2004)

Content: This Indian film is a modern version of Jane Austen’s Pride and Prejudice with a South
Asian twist! It has a comedic and culturally significant view of arranged marriage, especially in
recent years as traditional Indian practices have collided with Western influences. In the movie,
Mrs. Bakshi is a traditional Indian mother, eager to find suitable matches for her four unmarried
daughters. When two rich, single gentlemen come calling, the family has high hopes, although
romance may not happen in the traditional way.

Assignment: Discuss the reality of arranged marriage as a historical method of mate selection.
Why is the Western world so set against it? Do we not also choose people according to
appearance, social status, popularity, wealth and ethnicity? How does this film help illustrate the
quirks in both approaches to marriage: arrangement and free choice?

The Whole Wide World (1996)

Content: Based on a memoir by the woman who was courted by Robert Howard (pulp fiction
author who wrote Conan the Barbarian) in the 1930s. This is a love story about a man with talent
not quite as big as his emotional baggage, and the woman who tried to win his heart.

Assignment: According to the attachment theory, what would you say is the attachment style of
the main character, Bob Howard? How does his ongoing relationship with his mother affect his
new relationship with his girlfriend? What are the barriers to a secure attachment in their
relationship? What prevents them from marrying, after their courtship period?

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CHAPTER SIX REVIEW SHEET

1. Describe Sternberg’s “triangular theory of love” and list the three components.
________________________________________________________________________

________________________________________________________________________

2. Discuss what attachment theory has to do with adult relationships.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. What is the intergenerational transmission of divorce risk?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. How may mate selection risk be minimized?

_______________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

5. Does the fact that marriage is arranged mean that love is ignored by parents?

______________________________________________________________________

6. Why is the United States a free-choice culture?

________________________________________________________________________

________________________________________________________________________

7. What is the name of the theory that explains the quality and stability of human relationships in
terms of bargaining and resources?
________________________________________________________________________

8. Compare and contrast the optimistic and the pessimistic views concerning bargaining in a
changing society.
________________________________________________________________________

________________________________________________________________________

9. What is homogamy?
________________________________________________________________________

________________________________________________________________________

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10. Define the following:

a. endogamy_________________________________________________________

b. exogamy__________________________________________________________

c. heterogamy________________________________________________________

11. Explain the reasons for homogamy.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

12. List the major examples of heterogamy.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

13. Explain the relationship between heterogamy and marital stability.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

14. How do relationships develop during the courtship process in a free-choice society?
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

15. Discuss the process of assortive mating.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

16. Explain the relationship between cohabitation and marriage.

________________________________________________________________________

________________________________________________________________________

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17. How can cohabiting prior to marriage have a negative influence on subsequent marital quality and
stability?
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

18. What are the primary characteristics of dating violence? What is date rape?
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

19. Explain Kurdek’s exchange-related approach to whether couple relationships continue.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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INTERNET AND INFOTRAC EXERCISES

Internet Exercises

1. The text discusses a phenomenon called the marriage gradient, which refers to the
tendency for women to marry “up” with regard to various demographic factors. Go to the
following web address:

http://www.webcom.com/~intvoice/javier19.html

There, you will find an interesting editorial that deals with the impact of the marriage
gradient on Latinos. After you have read the editorial, respond to the following questions:

• How does the marriage gradient affect Latinos?

• How can interracial marriage be a problem for Latinos?

• Try to put yourself in the position of being a Latino male or female. How do you
think you would react to the situations described in the editorial?

2. Rohypnol is a potent tranquilizer that has been used as a “date rape” drug. Known as “roofies” on
the street, this drug became the “date rape drug of choice” in the late 1990s. Go to:
http://www.emergency.com/roofies.htm in order to learn more about Rohypnol and its use within
the context of dating violence and date rape. After you have reviewed the contents of this site,
respond to these questions:

• Do you think American society has taken necessary steps to curb the incidence of date
rape? If not, what more do you think can be done?

• Should we educate our youth at an early age about the threat of date rape and dating
violence? What steps along these lines should be taken?

3. Cohabitation is one alternative to marriage discussed in the text. There is a website that focuses
exclusively on different alternatives to marriage, and may be found at http://www.unmarried.org.
After you reach the main page, click on “Facts and Fun.” If you have time, you may wish to
explore other features of this site. Following your review of the contents of this web site, respond
to the following questions:

• The text discusses the relationship between cohabitation and the likelihood of marriage
and between cohabitation and marital quality. Of course, another alternative is choosing
not to marry or to cohabit with another person. What are your personal feelings about the
different alternatives to marriage?

• Would you consider remaining single for the rest of your life or, if you are married but
were to divorce, would you consider a permanent single lifestyle? Why or why not?

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InfoTrac Exercises

1. Use the key phrase autobiography of an arranged marriage. Then, access the article entitled,
“Autobiography of an Arranged Marriage: An African American Woman’s Love Story.” Read
the article. Respond to the following questions:

• Presumably, the woman in this account had previously experienced marriage by her own
“free choice.” Later in her life, she opted for an arranged marriage. Based on your
reading of her story, why do you think she did this?

• Would you consider an arranged marriage? Why or why not?

2. Use the key phrase sex and the marriage market. This will produce an article by James Q.
Wilson in which the author discusses the impact of the marriage market on women in the United
States. Wilson observes that there are more marriageable women than there are men, and
discusses the implications of this fact in American society. After you have read the article,
respond to the following questions:

• Within your circle of friends and acquaintances, focus on women who are
unmarried. Are these people single voluntarily, or are they interested in
marriage, but have not found a suitable partner? If they are experiencing
difficulty, do you think this predicament has anything to do with the marriage
market? Why or why not?

3. Use the keyword interracial marriage. From the list of articles, select those that focus on the
increasing phenomenon of interracial marriage in American society (There should be articles
from magazines like Newsweek and Time). After you have read these articles, respond to the
following questions:

• Would you seriously consider an interracial/interethnic marriage? Why or why not?

• Do you think there will ever be a time in American society when interracial/interethnic
marriage is NOT regarded as “unusual?”

4. Use the keyword dating violence. Then choose periodicals. From the list of articles, select two
or three that appear particularly interesting to you. After you have perused these articles, respond
to the following questions:

• What do you think can be done to deal most effectively with the problem of dating
violence?

• What steps can be taken to avoid dating violence?

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MULTIPLE CHOICE

1. Almost __________ percent of American adults said they believed in “one true love.”
a. 10
b. 25
c. 50
d. 75

ANS: D PG: 138 TYP: fact LO: 1

2. W Research suggests several qualities to look for when choosing a spouse. Which of the following
is NOT one of those qualities?
a. a socially responsible, respectful, and emotionally supportive mate
b. someone who demonstrates good communication and problem-solving skills
c. a physically attractive, healthy person
d. someone who is committed to the relationship and to the value of marriage itself

ANS: C PG: 138 TYP: application LO:1

3. How many divorced Americans remarry within 10 years ?

a. one quarter
b. one third
c. half
d. three quarters

ANS: D PG: 138 TYP: fact LO: 1

4. Psychologist Robert Sternberg proposed a __________ theory of love.

a. square
b. round
c. triangular
d. quaternary

ANS: C PG: 139 TYP: concept LO: 1

5. Which of the following is NOT one of the three components of psychologist Robert Sternberg’s
theory of love?
a. sexuality
b. intimacy
c. passion
d. commitment

ANS: A PG: 139 TYP: concept LO: 1

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6. In Robert Sternberg’s typology, __________ love is composed of all three dimensions of his
theory.
a. passionate
b. committed
c. intimate
d. consummate

ANS: D PG: 139 TYP: concept LO: 1

7. Of the components of consummate love, which is the quickest to develop and the quickest to
fade?
a. passion
b. commitment
c. intimacy
d. devotion

ANS: A PG: 139 TYP: concept LO: 1

8. Of the components of consummate love, which is the most gradual to develop?

a. intimacy
b. commitment
c. passion
d. devotion

ANS: B PG: 139 TYP: concept LO: 1

9. W Adults with a(n) __________ attachment style are inclined to trust that their relationships will
provide ongoing emotional support.
a. insecure/anxious
b. avoidant
c. ambivalent
d. secure

ANS: D PG: 140 TYP: concept LO: 2

10. Adults with a(n) __________ attachment style exhibit possible negative behaviors such as
unwarranted jealousy or attempts to control one’s partner due to “fear of abandonment.”
a. secure
b. insecure/anxious
c. avoidant
d. ambivalent

ANS: B PG: 141 TYP: concept LO: 2

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11. Adults with a(n) __________ attachment style shun or evade emotional closeness.
a. avoidant
b. insecure/anxious
c. secure
d. ambivalent

ANS: A PG: 141 TYP: concept LO: 2

12. W One of the things love isn’t is __________, which involves maintaining relationships by
consistently minimizing one’s own needs while trying to satisfy those of a partner
a. martyring
b. agapic
c. manipulation
d. coercion

ANS: A PG: 141 TYP: fact LO : 1

13. Consider this maxim: “If I can get him/her to do what I want done, then I’ll be sure he/she loves
me.” This reflects
a. pragma.
b. manipulation.
c. storge.
d. passion.

ANS: B PG: 142 TYP: application LO : 1

14. W John Alan Lee classified six

a. love styles.
b. types of sexual relationships.
c. forms of intimacy.
d. patterns of cohabitation.

ANS: A PG: 140-141 TYP: concept LO : 1

15. W When both spouses come from a divorced family, the probability of their own divorce is higher.
Family scholars refer to this phenomenon as the __________ risk.
a. mate selection
b. intergenerational transmission of divorce
c. marriage
d. separation

ANS: B PG: 143 TYP: concept LO: 3

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16. Children of divorce, as a category, are less likely to have developed a(n) __________
attachment style.
a. insecure/anxious
b. avoidant
c. ambivalent
d. secure

ANS: D PG: 143 TYP: concept LO: 2,3

17. The text points out that youths from divorced families are more likely to select high-risk partners
who are also from divorced families and have a history of other personal problems. This
phenomenon is referred to as __________ risk.
a. delinquent
b. anxious marriage
c. mate selection
d. separation

ANS: C PG: 144 TYP: concept LO: 3

18. In much of the world, particularly in parts of Asia and Africa that are less Westernized, parents
have traditionally __________ their children’s marriages.
a. arranged
b. interfered in
c. paid for
d. organized

ANS: A PG: 144 TYP: fact LO: 4

19. Today, in countries where arranged marriages used to be the norm, it is more common for
the children to marry only when they themselves accept their parents’ choice. Unions like these
are called __________.
a. love marriages
b. conceded marriages
c. reluctant marriages
d. assisted marriages

ANS: D PG: 144 TYP: concept LO: 4

20. In terms of mate selection patterns, the United States is an example of what cross-cultural
researchers call a __________ culture.
a. nationalized marriage
b. cross-national
c. collectivist
d. free-choice

ANS: D PG: 145 TYP: concept LO: 4

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21. Arranged marriage has been the tradition in __________ societies, where decisions are made
based on strong extended family ties.
a. capitalist
b. collectivist
c. primitive
d. postindustrial

ANS: B PG: 145 TYP: fact LO: 4

22. W With global westernization, __________ are replacing arranged marriage as the preferred
way to select mates throughout the world.
a. non-traditional unions
b. participant-run marriages
c. free choice marriages
d. individual unions

ANS: C PG: 145 TYP: concept LO: 4

23. Typically in __________ cultures, a wedding takes place only after a relationship has developed.
a. arranged marriage
b. fundamentalist religious
c. free-choice
d. homogenous

ANS: C PG: 145 TYP: concept LO: 4

24. Boo-long is a member of Hmong culture and is about to marry. The Hmong practice the custom
of a bride price. Which of the following is most likely to occur in preparation for the marriage?
a. Boo-long will give the bride’s family a piece of property so that he can marry her.
b. The bride’s family will give the bride a sum of money to take into her new marriage.
c. A matchmaker will be used to determine the price required for a successful match.
d. The bride’s parents will meet with Boo-long’s parents to arrange the marriage.

ANS: A PG: 146 TYP: application LO: 4

25. Sometimes the marriage exchange is accompanied by a dowry, a sum of money or

property brought to the marriage by the __________.
a. male
b. parents of the groom
c. community members
d. female

ANS: D PG: 146 TYP: fact LO: 4

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26. The ideas of bargaining, market, and resources used to describe relationships such as
marriage come to us from ___________ theory.
a. interactionist
b. conflict
c. exchange
d. functionalist

ANS: C PG: 147 TYP: concept LO: 4

27. Research has shown that individuals gradually filter, or sort out, those who they think would not
make the best life partner; for instance, women place importance on potential financial success in
a mate. This is an example of which concept?
a. assortive mating
b. stimulus-values-roles
c. complementary needs
d. role compatibility

ANS: A PG: 148 TYP: concept LO: 4

28. W Americans tend to marry people of similar race, age, education, religious background, and social
class. This behavior reflects
a. hypergamy.
b. hypogamy.
c. homogamy.
d. heterogamy.

ANS: C PG: 148 TYP: concept LO: 5

29. Desiring wives who can make good money, college-educated men are now much more likely than
a few decades ago to marry college-educated women. This reflects increased __________
homogamy.
a. religious
b. racial
c. ethnic
d. educational

ANS: D PG: 148 TYP: application LO: 5

30. __________ refers to marriage between those who are different in race, age, education, religious
background, or social class.
a. Homogamy
b. Hypergamy
c. Hypogamy
d. Heterogamy

ANS: D PG: 150 TYP: concept LO: 6

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31. __________ are the most likely of all ethnic/racial categories to intermarry.
a. African Americans
b. Hispanics
c. Asian Americans
d. Arab Americans

ANS: D PG: 148 TYP: fact LO: 6

32. More than __________ percent of non-Hispanic white and black couples are racially
homogeneous.
a. 60
b. 70
c. 80
d. 90

ANS: D PG: 148 TYP: fact LO: 5

33. Propinquity is also known as

a. racial similarity.
b. geographic segregation.
c. a tendency toward ethnic diversity.
d. geographic availability.

ANS: D PG: 149 TYP: concept LO: 5

34. __________ theory suggests that people tend to marry others whose social currency—social
class, education, physical attractiveness—is similar to their own.
a. Exchange
b. Conflict
c. Interactionist
d. Functionalist

ANS: A PG: 147 TYP: application LO: 5

35. It is estimated that between ____________ percent of Jewish, Catholic, Mormon, Muslim, and a
higher percentage of Protestant adults and children in the United States live in interfaith or
interdenominational households.

a. 1 and 2
b. 10 and 20
c. 30 and 40
d. 50 and 60

ANS: C PG: 150 TYP: application LO: 6

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36. Jane married a man with the same educational, religious and economic background as herself.
Her marital behavior illustrates
a. arranged marriage.
b. homosexuality.
c. homogamy.
d. heterogamy.

ANS: C PG: 148 TYP: application LO: 5

37. Suppose that a Puerto Rican marries a Cuban. The situation reflects
a. homogamy.
b. hypergamy.
c. interethnic marriage.
d. arranged marriage.

ANS: C PG: 151 TYP: application LO: 6

38. W In 1967, in the case of Loving v. Virginia, the U.S. Supreme Court ruled that
a. interracial marriage must be considered legally valid in all states.
b. interethnic marriage violates certain religious principles.
c. states decide whether to allow heterogamous marriages.
d. hypergamy is illegal.

ANS: A PG: 151 TYP: fact LO: 6

39. Available statistics show that the proportion of interracial and interethnic marriages is fairly small
(between ___________of the adult U.S. population), or 4.5 million couples.
a. 1-2%
b. 3-4%
c. 5-6%.
d. 7-8 %

ANS: D PG: 151 TYP: fact LO: 6

40. Which of the following is NOT an interethnic marriage?

a. African American-non-Hispanic white
b. African American-Black Caribbean
c. Thai-Chinese
d. Puerto Rican-Cuban

ANS: A PG: 151 TYP: application LO: 6

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41. Applying the __________ hypothesis to black-white intermarriage would suggest marrying up
socioeconomically on the part of a white person, who, in effect, trades socially defined superior
racial status for the economically superior status of a middle- or upper-middle class black partner.
a. null
b. pool-of-eligibles
c. status exchange
d. marriage

ANS: C PG: 152 TYP: application LO: 6

42. Sociologist Robert Davis believes that black men are inclined to see white women as
a. “inferior.”
b. “the prize.”
c. “selling out.”
d. “gold diggers.”

ANS: B PG: 152 TYP: concept LO: 6

43. The text cites one study of forty black-white interracially married couples in which it was found
that, with few exceptions, this group’s motives for marriage were
a. love and compatibility.
b. money and prestige.
c. status and recognition.
d. very different than for individuals marrying within their own race.

ANS: A PG: 152 TYP: fact LO: 6

44. In general, social scientists find that the most stable marriages are those that are homogamous in
a. family heritage.
b. geographic propinquity.
c. parental background.
d. age, education, religion and race.

ANS: D PG: 153 TYP: fact LO: 5

45. Despite its growing appeal among college students, __________ has unfortunately been
empirically linked to known risky behaviors such as alcohol abuse and engaging in sexual
intercourse without using a condom.
a. marital mindedness
b. elopement
c. hooking up
d. engagement

ANS: C PG: 154 TYP: concept LO: 7

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46. Most couples meet for the first time in face-to-face encounters, but more couples today also
meet through other means. Which ways were noted by your textbook?
a. phone dating
b. singles ads and online
c. video-dating services
d. mail order spouse

ANS: B PG: 154 TYP: fact LO: 7

47. Date rape is also known as __________ rape.

a. acquaintance
b. conjugal
c. non-violent
d. verbal

ANS: A PG: 155 TYP: concept LO: 8

48. The text points out that ___________ is closely related to the concept of date rape.
a. courtship
b. sexual coercion
c. homogamy
d. the principle of least interest

ANS: B PG: 155 TYP: concept LO: 8

49. W Which of the following is NOT one of the “rape myths” discussed in the text?
a. The rape was somehow provoked by the victim.
b. Men cannot control their sexual urges.
c. Rapists are mentally ill.
d. Statutory rape is not a crime.

ANS: D PG: 155 TYP: fact LO: 8

50. Social scientist Ira Reiss has proposed what he calls a “__________ theory” of love.
a. triangular
b. process
c. wheel
d. sequential

ANS: C PG: 155 TYP: concept LO : 9

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51. According to the wheel of love theory, there are four stages in the development of love. Which of
the following is NOT one of these?
a. rapport
b. erotic
c. self-revelation
d. mutual dependency

ANS: B PG: 155 TYP: concept LO : 9

52. Robert Winch proposed the theory of __________, whereby people are attracted to partners
whose needs complement their own.
a. rating and dating
b. complementary needs
c. assortive mating
d. harmonious needs

ANS: B PG: 156 TYP: concept LO: 7

53. W From a(n) __________ theoretical perspective, research with seriously dating couples shows that
they pass through a series of fairly predictable stages.
a. interactionist
b. family ecology
c. exchange
d. structure-functional

ANS: A PG: 157 TYP: concept LO: 7

54. __________ couples vacillate between commitment and ambivalence and often disagree on how
committed they were as well as why they became committed in the first place.
a. Stimulus-driven
b. Role-driven
c. Event-driven
d. Relationship-driven

ANS: C PG: 158 TYP: concept LO: 7

55. Research suggests that physical violence occurs in about __________ percent of dating
relationships.
a. 5-10
b. 10-20
c. 20-40
d. 40-50

ANS: C PG: 158 TYP: fact LO: 8

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56. Most dating violence consists of

a. exchanges with fists.
b. kicking and punching.
c. pushing, grabbing, or slapping.
d. aggravated assault.

ANS: C PG: 158 TYP: fact LO: 8

57. Researchers have found it discouraging that about __________ of abusive dating relationships
continue rather than being broken off.
a. one quarter
b. a third
c. half
d. three-fourths

ANS: C PG: 158 TYP: fact LO: 8

58. Which of the following is NOT one of the early indicators that a dating partner is likely to
become violent eventually?
a. He/she handles ordinary disagreements with inappropriate anger or rage.
b. He/she grew up in a divorced home.
c. He/she is quick to criticize or to be verbally mean.
d. He/she appears unduly jealous, restricting and controlling.

ANS: B PG: 158-159 TYP: application LO: 8

59. According to the__________ theory, dating couples choose either to stay committed or to break
up by weighing the rewards of their relationship against its costs.
a. functionalist
b. exchange
c. social conflict
d. interactionist

ANS: B PG: 159 TYP: application LO: 8

60. During the 1990s, the proportion of cohabitors who eventually married their partners
a. increased substantially.
b. increased slightly.
c. stayed the same.
d. declined.

ANS: D PG: 159 TYP: fact LO: 9

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61. Research over the past twenty years has consistently shown that marriages that are
preceded by more than one instance of cohabitation are __________ likely to end in
separation or divorce than are marriages in which the spouses had not previously cohabited at all.
a. more
b. just as
c. no more
d. less

ANS: A PG: 160 TYP: fact LO: 9

62. The __________ hypothesis posits that cohabitating experiences themselves affect
individuals so that, once married, they are more likely to divorce.
a. selection
b. dating
c. experience
d. getting together

ANS: C PG: 160 TYP: concept LO: 9

63. Which of the following reasons is espoused by your textbook as a good reason for ending a
relationship?
a. If the relationship has become too much work and not enough play.
b. When you start to feel uncomfortable with the level of commitment, or scared of
increasing intimacy.
c. If your partner is too different from you in terms of economic background.
d. When the relationship is characterized by violence or consistent verbal abuse.

ANS: D PG: 159 TYP: fact LO: 8

64. W The __________ hypothesis assumes that individuals who choose serial cohabitation are different
from those who do not; these differences translate into higher divorce rates.
a. cohabitation
b. selection
c. serial
d. previously existing condition

ANS: B PG: 161 TYP: fact LO: 9

65. W Serial cohabitors are more likely to have all BUT which of the following factors, which are all
related to divorce?
a. low relative education
b. low relative income
c. mixed ethnicity
d. less effective problem-solving and communication skills

ANS: C PG: 161 TYP: fact LO: 9

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66. Furthermore, research has found that cohabitors who marry after having a nonmarital birth
experience ___________ marital relationship quality than do non-parent cohabitors who
eventually marry.
a. higher
b. lower
c. about equal
d. much higher

ANS: B PG: 160 TYP: concept LO: 9

67. Couples who “slide” from cohabiting into marrying, rather than making more deliberative
decisions, are said to be
a. choosing by default.
b. lazy.
c. unconsciously married.
d. sliders.

ANS: A PG: 160 TYP: concept LO: 9

68. A research study discussed in your text compared the effects of cohabitation on marital stability
in several countries and found that cohabiting had no negative effect on marital stability in
countries such as _________, where cohabiting is more common than in the United States.
a. Kenya
b. Canada
c. Argentina
d. Norway

ANS: D PG: 161 TYP: concept LO: 9

69. Differences will arise in a satisfying long-term relationship because no two individuals
___________.
a. can tolerate commitment for long
b. are compatible enough for more than a year or so
c. can live together indefinitely
d. have exactly the same points of view

ANS: D PG: 161 TYP: fact LO: 10

70. Relationships can more often be permanently satisfying, counselors advise, when spouses learn to
care for the __________other, not a “splendid image.”
a. “imaginary”
b. “completed”
c. “unvarnished”
d. “perfect”

ANS: C PG: 161 TYP: concept LO: 10

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TRUE/FALSE

1. Less than 25 percent of American adults said they believed in “one true love.”

ANS: False PG: 138 TYP: concept LO: 1

2. Love is found, not discovered.

ANS: False PG: 142 TYP: concept LO: 1

3. The text points out that people have consummate love is the same as “good chemistry.”

ANS: False PG: 139 TYP: concept LO: 1

4. From a sociological perspective, the triangular theory of love is the only way of looking at love.

ANS: False PG: 140 TYP: application LO: 1

5. Love may be accurately characterized as excessive self-sacrifice.

ANS: False PG: 141 TYP: concept LO: 1

6. Martyring is essentially equivalent to intimacy.

ANS: False PG: 141 TYP: fact LO: 1

7. Children of divorce usually divorce themselves.

ANS: False PG: 143 TYP: fact LO: 3

8. Everyone who enters the marriage market is equally available to everyone else.

ANS: False PG:148 TYP: application LO: 4

9. The fact that marriages are arranged implies that love is ignored by parents.

ANS: False PG: 144 TYP: concept LO: 4

10. Many people in the world expect love to develop after marriage.

ANS: True PG: 144 TYP: concept LO: 4

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11. The United States is an example of what cross-cultural researchers call a free-choice culture.

ANS: True PG: 145 TYP: fact LO: 4

12. In June of 1967 (Loving v. Virginia), the U.S. Supreme Court declared that interracial
marriages must be considered legally valid in all states.

ANS: True PG: 151 TYP: fact LO: 6

13. Marital stability is synonymous with marital happiness.

ANS: False PG: 153 TYP: concept LO: 6

14. Many female victims blame themselves at least partially for date rape.

ANS: True PG: 255 TYP: concept LO: 8

15. Physical attractiveness is especially important in the early stages of a relationship.

ANS: True PG: 154 TYP: fact LO: 7

16. Research reveals that only men engage in physical aggression in male-female relationships.

ANS: False PG: 158 TYP: fact LO: 8

17. Since the 1970s the proportion of marriages preceded by cohabitation has grown steadily so that,
by 1995, this was true of a majority of marriages.

ANS: True PG: 159 TYP: fact LO: 9

18. Although breaking up is hard to do any time, breakups can be a good thing in certain cases.

ANS: True PG: 159 TYP: concept LO: 8

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COMPLETION

1. Love involves __________: an interpersonal process that involves the expression and sharing of
emotions, communication of personal feelings and information, development of shared affection,
support, and feeling closely connected with another person. (intimacy, p. 139)

2. __________ refers to the drives that lead to romance, physical attraction, sexual consummation,
and the like in a loving relationship. (Passion, p. 139)

3. According to Sternberg’s triangular theory of love, __________ love is complete love.

(consummate, p. 139)

4. Some immigrant parents arrange for a spouse from their home country to marry their offspring.
This is one type of __________ marriage. (cross-national, p. 146)

5. The ideas of bargaining, market, and resources used to describe relationships such as marriage
come to us from __________ theory. (exchange, p. 147)

6. Americans tend to choose partners who are like themselves in many ways. This situation is called
__________. (homogamy, p. 148)

7. Individuals gradually filter out those among their pool of eligibles who, they think, would not
make the best spouse that they could find. Social psychologists call this process __________.
(assortive mating, p. 148)

8. Propinquity refers to __________ availability. (geographic, p. 149)

9. __________ refers to marriage between those who are different in race, age, education, religious
background, or social class (Heterogamy, p. 150)

10. When a person from Thailand marries and person from China, this is an example of __________
marriage. (interethnic, p. 151)

11. The __________ hypothesis involves the argument that an individual might trade his or her
socially defined superior racial/ethnic status for the economically or educationally superior status
of a partner in a less-privileged racial/ethnic group. (status exchange, p. 152)

12. __________ refers to being involved in a coercive sexual encounter with a date. (Date or
acquaintance rape, p. 155)

13. The theory of __________ involves the argument that we are attracted to partners whose needs
complement our own. (complementary needs, p. 156)

14. The __________ hypothesis posits that cohabiting experiences themselves affect individuals so
that, once married, they are more likely to divorce. (experience, p. 160)

15. The ____________ hypothesis assumes that individuals who choose serial cohabitation are
different from those who do not; these differences translate into higher divorce rates. (selection,
p. 161)

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SHORT ANSWER QUESTIONS

1. What does attachment theory have to do with marital stability? (p. 141)

2. Compare and contrast arranged marriage with “free-choice” marriage. (pp. 144-146)

3. Briefly explain how exchange theory helps us to understand the “marriage market.” (pp. 144-148)

4. What is the difference between homogamy and heterogamy? Give an example to support your
answer. (pp. 148-154)

5. What is “date rape?” Give an example of one of the rape myths. (p. 155)

ESSAY QUESTIONS

1. Discuss Sternberg’s triangular theory of love, including a description of the qualities that would
produce a consummate love. (pp. 139-140)

2. What are the reasons for the intergenerational transmission of divorce risk? What does this have
to do with attachment theory? (pp. 140-143)

3. Analyze the similarities and differences between arranged marriages and modern “free choice”
marriages with respect to the bargaining process. (pp. 144-146)

4. What impact does heterogamy have on marital stability and human values? (pp. 150-153)

5. Compare and contrast the advantages and disadvantages of cohabitation and choosing not to
cohabit leading up to marriage. (pp. 159-161)

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Chapter 6

186

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