· view expressed in the stem would ... from studies of deviance and education. likewise, a more...

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Advanced Subsidiary Level and GCE Advanced Level

MARK SCHEME for the October/November 2011 question paper

for the guidance of teachers

9699 SOCIOLOGY

9699/11 Paper 1 (Essay), maximum raw mark 50

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers.

Mark schemes must be read in conjunction with the question papers and the report on the examination.

• Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the October/November 2011 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

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Mark Scheme: Teachers’ version Syllabus Paper

GCE AS/A LEVEL – October/November 2011 9699 11

© University of Cambridge International Examinations 2011

Section A: The Sociological Perspective

1 "Sociological research can and should be based on the methods of the natural sciences." Explain and assess this view. [25] (0–6) Some limited observations about sociological research methods might be worth two or

three marks. A few simple points broadly demonstrating an understanding of the positivist position would trigger the top part of the band.

(7–12) At this level, answers will demonstrate a basic understanding of the methods of the

natural sciences and the position advanced by the positivists in the debate about sociological method. Higher in the band, there may be some attempt to contrast the positivist position with the interpretivist perspective, though this will be at a very basic level. Answers that focus on a critique of the methods used in the natural sciences, without relating the discussion to sociological enquiry specifically, are unlikely to merit more than 12 marks.

(13–18) Answers at this level will demonstrate a sound understanding of both the positivist and

anti-positivist positions. Lower in the band, the response will still largely be descriptive and few, if any, clear conclusions will emerge. Higher in the band, the assessment will be explicit and basic arguments for and/or against the proposition in the question will be advanced.

(19–25) At this level, responses will be based on a good understanding of the positivist and

anti-positivist positions, and the assessment will be explicit and well developed. Lower in the band, the range of analytical points may be confined to the conventional positivist versus interpretivist debate. Higher in the band, a wider range of points may feature, possibly including references to one or more of the following: the post-modernist perspective, the feminist critique of positivism, and debates about the role of values in sociology. Competent answers that also include some discussion of the 'should' aspect of the question are also likely to trigger the upper part of this band.

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2 “The individual has little control over the social forces that shape his or her life.” Explain and assess this view. [25] (0–6) An answer based on a few common-sense observations about individual freedom may

be worth two or three marks. A simple attempt to explain the concept of socialisation would merit the upper part of the band.

(7–12) Answers at this level will focus primarily on explaining the view expressed in the stem. A

simple functionalist account of the constraining influences of social forces, for example, may merit marks at the lower end of the band. If this is developed in some way, such as through comparisons with other structural theories (e.g. Marxist, structuralist, etc.), a mark at the top end of the band may be justified. There will be little or no attempt to assess these structural theories at this level. Simple descriptive accounts of the processes of socialisation, with no clear references to actual theoretical perspectives, would fit the lower part of the band. Answers that rely almost wholly on recounting the examples of so-called feral children would be worth no more than 7 or 8 marks.

(13–18) A good descriptive account of the sociological perspective (structuralist) that informs the

view expressed in the stem would merit the lower part of the band. Higher in the band, there will in addition be some assessment of the structuralist viewpoint. The assessment may take the form primarily of juxtaposing the structuralist and interpretivist perspectives. Assessment could also be made through consideration of relevant empirical evidence, for example, from studies of deviance and education. Likewise, a more philosophical angle may be adopted with discussion of, for instance, the determinism versus voluntarism debate, or Wrong's 'oversocialised' concept of humankind argument. The post-modernist perspective might also be used to good effect in demonstrating some of the limitations of the structuralist viewpoint.

(19–25) At this level, there will be a clear and accurate understanding of the view expressed in

the question and the sociological reasoning and traditions that underpin it. The assessment of the view will be detailed and sustained, especially at the top end of the band, and there will be an attempt to reach balanced and well-reasoned conclusions. Arguments may be advanced both for and against the emphasis on social constraint that characterises structural theories, though the two sides do not need to be treated with equal consideration or respect.

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Section B: Sociological Methods

3 Assess the strengths and limitations of using secondary data in sociological research. [25] (0–6) A few general points about research methods, with no clear links to secondary data,

might be worth two or three marks. A few disparate points about official statistics would trigger the top of the band.

(7–12) At this level, the response is likely to be descriptive, possibly focused on an account of

Durkheim’s use of official statistics in his study of suicide. A few strengths and/or limitations will be covered in passing but there will be little or nothing in the way of assessment. Higher in the band, a wider range of relevant points will be offered and/or better use made of examples to illustrate the different types and uses of secondary data in sociological research.

(13–18) A range of strengths and limitations will be identified, though not necessarily with equal

treatment. Lower in the band, the assessment may lack theoretical sophistication and perhaps focus mainly on practical strengths and limitations. Higher in the band, there will be some theoretical input, whether through discussing concepts such as reliability and validity, or by linking the question to the wider debates between positivists and interpretivists.

(19–25) Answers will demonstrate a good understanding of the advantages and limitations of

using secondary data in sociological research. A range of practical and theoretical points will be covered, possibly supported by well-chosen references to relevant studies. Lower in the band, the assessment may lack some sharpness and detail, while these deficiencies will be less evident higher in the band. Highly-rewarded answers should also feature balanced, well-reasoned conclusions about the overall merit or otherwise of using secondary data in sociological research.

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4 "Participant observation studies have little value in sociological research because they are too subjective." Explain and assess this claim. [25] (0–6) A few basic points about research methods in general might be worth two or three

marks. A simple description of what participant observation involves, with no further development, would merit the upper part of the band.

(7–12) A sound account of participant observation as a research method, with little or no

attempt to address the specific issues raised by the question, would merit the lower part of the band. Higher in the band, the issue of subjectivity in relation to participant observation will briefly be addressed, though coverage of this theme is likely to be implicit rather than explicit at this level.

(13–18) Answers will demonstrate a good understanding of participant observation and there will

be a sound explanation of the claim made in the stem about the method being too subjective. Lower in the band, the response will be wholly or largely descriptive. Higher in the band, there will be an attempt to assess the claim that participant observation studies are too subjective, though the analysis is likely to lack depth at this level.

(19–25) Building on a good understanding of participant observation, the claim on which the

question is based will be explained accurately with ample illustration. There will also be a well-focused assessment of the issues raised by the question. This may occur within the context of a general assessment of participant observation studies, though links with the concept of subjectivity will also be developed explicitly. At the top of the band, some extra sophistication will be demonstrated by, for example, demonstrating the relevance of the distinction between covert and overt participant observation for the question, and/or recognising that subjectivity may be more a strength than a weakness of participant observation studies.

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Section C: Social Differentiation and Stratification

5 "Ownership of property is still the main source of economic and political power in modern societies." Explain and assess this claim. [25] (0–6) A few simple assertions about where power lies in modern societies may be worth two or

three marks. A very limited account of the Marxist theory of class, with no further development, would merit the top of the band.

(7–12) Answers will demonstrate some awareness of the sociological theory (Marxist, primarily)

that underpins the idea that property ownership is a key source of power, and higher in the band there will also be some recognition that there may be other sources of power and/or that property ownership may be less important than it was in the past. A general account of Marxist theory, noting some of its limitations but without a clear focus on the analysis of power in society, could reach the top of the band, though no higher.

(13–18) It is likely that at this level answers will identify an appropriate theoretical framework for

addressing the question. This might take the form of a critique of the traditional Marxist theory of power, or it may focus more specifically on the managerial revolution thesis advanced in different ways by thinkers such as Bell, Burnham, and Dahrendorf. There may be other equally appropriate approaches. Lower in the band, the response may be largely or wholly descriptive. To reach the top half of the band, however, there must be an attempt to assess the claim on which the question is based.

(19–25) Answers will demonstrate a good understanding of the issues raised by the question and

there will be a sustained and well-informed assessment. Theoretical and/or empirical material may be used to explore the issues, though a good mix of the two may be one feature to look for in answers that justify marks at the top of the band. Assessment that relies over-much on material from the 1950s and 1960s, e.g. the managerial revolution thesis, would have to be very well done to trigger this band and even then should be restricted to the bottom of the band. Higher in the band, there will be some use of more contemporary material, including possibly the contributions of post-modernist writers. While it is not essential to distinguish between economic and political power in answering the question, candidates who make good use of this distinction should be highly rewarded and it may be a feature to look for in answers at the top of the band.

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6 Assess sociological explanations for the existence of racial discrimination in modern industrial societies. [25] (0–6) A few observations about the nature of ethnic/racial inequality would be worth two or

three marks. A simple attempt to explain the existence of racial discrimination, based on assertion rather than references to appropriate sociological theories, would trigger the upper part of the band.

(7–12) A basic descriptive account of one or more relevant explanations of racial discrimination

will feature here. Explanations may cover, for example, cultural/historical factors, the structure of the labour market, Marxist analysis, the impact of nationalism, and the various debates about the existence of an underclass. Candidates who can describe two or more of these explanations reasonably well should be placed at the top of the band.

(13–18) Two or more relevant explanations will be described accurately and there will also be an

attempt to assess their usefulness in explaining racial discrimination. Lower in the band, the range of explanations will be more limited and/or the assessment will be mainly or wholly by juxtaposition. Higher in the band, the assessment will be explicit to some extent, though perhaps lacking depth and sharpness.

(19–25) Answers will demonstrate good knowledge and understanding of a range of

explanations. This may be supported by references to relevant studies and/or analysis of what is meant by racial discrimination. Simple conclusions will be avoided and the assessment will be detailed and sustained, especially at the top of the band. Candidates who use post-modernist contributions to highlight the limitations in earlier sociological accounts of racial discrimination are likely to feature high in the band.

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9699 SOCIOLOGY





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1 "Ideology is the most important factor in explaining social order." Explain and assess this claim. [25]

(0–6) An answer that is confined to a few simple assertions about social order would fit the

lower part of the band. Higher in the band, there may be some limited attempt to define the term 'ideology'.

(7–12) A basic account of one sociological theory (functionalist, Marxist, feminist, interactionist)

of how social order is created would fit the bottom of the band. A basic descriptive account of two or more theories of social order, with little or no direct linkage to the concept of ideology, would trigger the upper part of the band.

(13–18) A good descriptive account of two or more theories of social order, with few explicit links

to the concept of ideology, would fit the bottom of the band. To go higher, there has to be an attempt to assess the claim that ideology is the most important factor in explaining social order. One way the assessment may be delivered within this band is through juxtaposing, for example, the Marxist and functionalist accounts of social order, noting key differences between the two theories.

(19–25) Answers at this level will demonstrate a clear understanding of the Marxist notion that

ideology is a key factor in explaining social order. Higher in the band, different strands of Marxist theory may be considered. There will also be a sustained and explicit analysis of the strengths and/or limitations of Marxist theory in relation to the question. Answers that merit the top half of the band are likely to be distinguished by consideration of a good range of factors that may play a part in creating social order and show clear understanding of the differences between the main theoretical perspectives (Marxist, functionalist, interactionist).

2 "Interpretivist approaches to the study of society have more strengths than limitations."

Explain and assess this view. [25]

(0–6) An answer that is limited to a few simple points about sociological theory in general would fit the lower half of the band. A marginally better answer at this level would contain a few broadly accurate references to the interpretivist perspective specifically, though without coherent development in the context of the question.

(7–12) A simple descriptive account of the main features of the interpretivist perspective would

fit the lower part of the band. A more accurate and developed account would move into the higher part of the band. It is not necessary to distinguish between different strands of interpretivism (phenomenology, ethnomethodology, symbolic interactionism) at this level.

(13–18) At the bottom of the band, the bulk of the answer may consist of a descriptive account of

the interpretivist perspective with perhaps a contrast drawn with positivism. Higher in the band, there will be an attempt to assess the strengths and limitations of the interpretivist approach to the study of society, though the analysis may lack depth and the range of points covered will be limited.

(19–25) Answers at this level will demonstrate a good understanding of the interpretivist

perspective and provide a sustained assessment of its strengths and limitations. Higher in the band, sophistication may be demonstrated by, for example, distinguishing between different strands of interpretivism or by making good use of references to appropriate interpretivist studies to illustrate the value or otherwise of the approach.

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3 "Quantitative research methods have more strengths and fewer limitations than qualitative research methods." Explain and assess this claim. [25] (0–6) A few general points about sociological research methods, with little or no linkage to the

question, would merit a mark at the lower end of the band. Higher in the band, there will be some evidence that the candidate understands the distinction between quantitative and qualitative research methods, but the answer will lack development and fail to address the issues raised by the question.

(7–12) Answers that demonstrate a sound understanding of the distinction between quantitative

and qualitative research methods would merit the lower part of the band, even though they may fail to address the specific issues raised by the question. Higher in the band, however, there will be an attempt to explain why it might be thought that quantitative research methods are superior to qualitative research methods. Answers that consider the strengths and limitations of just one specific quantitative research method may score no more than ten marks.

(13–18) Answers at this level will demonstrate a good understanding of the strengths of

quantitative research methods relative to qualitative methods. Higher in the band, the claim on which the question is based will be assessed, though at this level the analysis may rely primarily on a juxtaposition of the respective strengths and limitations of quantitative and qualitative research. Reward candidates who make good use of references to relevant studies to support their answers. Answers that focus only on the strengths and limitations of particular quantitative methods (questionnaires, structured interviews, experiments), and fail to assess the value of quantitative research overall, may achieve no more than fifteen marks.

(19–25) Answers at this level will show a good understanding of relevant concepts (validity,

reliability, objectivity, value freedom, representativeness) in relation to the question. The assessment of quantitative research methods will be sustained and well formulated. Higher in the band, we might expect candidates to recognise that claims for one methodological approach being superior to another are problematical on a number of counts. Good answers at this level may also make appropriate links between quantitative/qualitative approaches and the positivist/interpretivist perspectives.

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4 "With the exception of official statistics, most secondary data is too subjective to be of use in sociological research." Explain and assess this claim. [25] (0–6) A few simple points about secondary data in general may be worth two or three marks. A

basic attempt to distinguish between different types of secondary data would fit the top half of the band.

(7–12) At the lower end of the band, answers may be limited to a few general points about the

strengths and/or limitations of secondary data in general. Better responses at this level will distinguish between official statistics and other forms of secondary data. There will also be an attempt to explain the view expressed in the question, though this may lack some detail and clarity.

(13–18) Answers falling within this band will provide a clear and accurate explanation of why it

might be thought that official statistics provide an objective source of information while other forms of secondary data are too subjective to be useful in sociological research. Higher in the band, the view expressed in the question will be assessed, though the analysis may lack depth. Candidates who question the notion that official statistics are an objective source of data are likely to trigger the top part of this band, at the very least.

(19–25) As for the top of the previous band, though the assessment will be wider-ranging and/or

more incisive. A variety of sources of secondary data will be considered and the strengths and limitations of each source will be discussed in relation to the issues of objectivity/subjectivity raised by the question. Answers that merit the top of the band will question thoroughly both the idea that official statistics avoid the problems of subjectivity associated with other types of data and the view that other sources of secondary data are too subjective to be useful in sociological research.

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5 "Everyone has an equal chance of achieving high social status and reward in modern industrial societies." Explain and assess this claim. [25] (0–6) Answers that are confined to a few simple observations about inequality or the class

system may fit this band. If this includes some evidence of relevant sociological knowledge rather than just common-sense references, a mark at the top of the band may be justified.

(7–12) There will be a relevant sociological context to answers at this level. At the most simple

level this may be couched in terms of comparing the concepts of achieved and ascribed status. Higher in the band, we should look for more developed answers that consider the influence of factors such as social class, gender and ethnicity in shaping life chances.

(13–18) Answers at this level may be based on an appropriate theoretical structure, and

references to functionalism and the meritocracy thesis would be particularly relevant. Empirical evidence may also be used to develop the discussion; for example, references to the findings from social mobility studies could be used to very good effect. Higher in the band, the claim on which the question is based will be assessed, though the analysis may be confined to simple juxtaposition of different theories of social stratification.

(19–25) At this level the discussion will be sophisticated in terms of theory and/or the empirical

evidence used. There will be a concerted attempt to assess the claim that everyone has an equal chance of achieving high social status and reward in modern industrial societies. Higher in the band, the assessment will make clear the complexity of the issues raised by the question and develop conclusions that draw on a good range of relevant sociological knowledge and understanding. The post-modernist contribution to discussing life chances and social inequality may be put to good use in answers that trigger the top of the band.

6 "Marxist theory is of little use in understanding social class divisions today." Explain and assess this view. [25] (0–6) Answers that are confined to a few observations about social class divisions may fit the

lower half of the band. If there is also some rudimentary comment about Marxist theory, a mark at the top of the band may be justified.

(7–12) A basic account of the Marxist theory of class would merit the lower part of the band. If

this were supplemented by a discussion of at least one other theory of class, a mark at the top of the band may be justified. At this level there will be little or no attempt to explain or assess the statement on which the question is based.

(13–18) Answers at this level will move beyond a descriptive account of the Marxist theory of

class, to explain why that theory might be considered to be of little use in understanding social class divisions today. If the answer also contains some relevant assessment, albeit at a basic level, a mark at the top of the band may be justified.

(19–25) As for the previous band, though the assessment will be more developed and incisive.

The assessment may be based on a mix of theoretical argument and empirical evidence, with useful references to contemporary developments such as the disappearance of the traditional working class and the increasing influence of consumerism in the formation of social identities. A clear and well-supported conclusion will emerge, especially in answers at the top of the band.

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9699 SOCIOLOGY





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1 "Sociological research can and should be based on the methods of the natural sciences." Explain and assess this view. [25] (0–6) Some limited observations about sociological research methods might be worth two or

three marks. A few simple points broadly demonstrating an understanding of the positivist position would trigger the top part of the band.

(7–12) At this level, answers will demonstrate a basic understanding of the methods of the

natural sciences and the position advanced by the positivists in the debate about sociological method. Higher in the band, there may be some attempt to contrast the positivist position with the interpretivist perspective, though this will be at a very basic level. Answers that focus on a critique of the methods used in the natural sciences, without relating the discussion to sociological enquiry specifically, are unlikely to merit more than 12 marks.

(13–18) Answers at this level will demonstrate a sound understanding of both the positivist and

anti-positivist positions. Lower in the band, the response will still largely be descriptive and few, if any, clear conclusions will emerge. Higher in the band, the assessment will be explicit and basic arguments for and/or against the proposition in the question will be advanced.

(19–25) At this level, responses will be based on a good understanding of the positivist and

anti-positivist positions, and the assessment will be explicit and well developed. Lower in the band, the range of analytical points may be confined to the conventional positivist versus interpretivist debate. Higher in the band, a wider range of points may feature, possibly including references to one or more of the following: the post-modernist perspective, the feminist critique of positivism, and debates about the role of values in sociology. Competent answers that also include some discussion of the 'should' aspect of the question are also likely to trigger the upper part of this band.

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2 “The individual has little control over the social forces that shape his or her life.” Explain and assess this view. [25] (0–6) An answer based on a few common-sense observations about individual freedom may

be worth two or three marks. A simple attempt to explain the concept of socialisation would merit the upper part of the band.

(7–12) Answers at this level will focus primarily on explaining the view expressed in the stem. A

simple functionalist account of the constraining influences of social forces, for example, may merit marks at the lower end of the band. If this is developed in some way, such as through comparisons with other structural theories (e.g. Marxist, structuralist, etc.), a mark at the top end of the band may be justified. There will be little or no attempt to assess these structural theories at this level. Simple descriptive accounts of the processes of socialisation, with no clear references to actual theoretical perspectives, would fit the lower part of the band. Answers that rely almost wholly on recounting the examples of so-called feral children would be worth no more than 7 or 8 marks.

(13–18) A good descriptive account of the sociological perspective (structuralist) that informs the

view expressed in the stem would merit the lower part of the band. Higher in the band, there will in addition be some assessment of the structuralist viewpoint. The assessment may take the form primarily of juxtaposing the structuralist and interpretivist perspectives. Assessment could also be made through consideration of relevant empirical evidence, for example, from studies of deviance and education. Likewise, a more philosophical angle may be adopted with discussion of, for instance, the determinism versus voluntarism debate, or Wrong's 'oversocialised' concept of humankind argument. The post-modernist perspective might also be used to good effect in demonstrating some of the limitations of the structuralist viewpoint.

(19–25) At this level, there will be a clear and accurate understanding of the view expressed in

the question and the sociological reasoning and traditions that underpin it. The assessment of the view will be detailed and sustained, especially at the top end of the band, and there will be an attempt to reach balanced and well-reasoned conclusions. Arguments may be advanced both for and against the emphasis on social constraint that characterises structural theories, though the two sides do not need to be treated with equal consideration or respect.

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3 Assess the strengths and limitations of using secondary data in sociological research. [25] (0–6) A few general points about research methods, with no clear links to secondary data,

might be worth two or three marks. A few disparate points about official statistics would trigger the top of the band.

(7–12) At this level, the response is likely to be descriptive, possibly focused on an account of

Durkheim’s use of official statistics in his study of suicide. A few strengths and/or limitations will be covered in passing but there will be little or nothing in the way of assessment. Higher in the band, a wider range of relevant points will be offered and/or better use made of examples to illustrate the different types and uses of secondary data in sociological research.

(13–18) A range of strengths and limitations will be identified, though not necessarily with equal

treatment. Lower in the band, the assessment may lack theoretical sophistication and perhaps focus mainly on practical strengths and limitations. Higher in the band, there will be some theoretical input, whether through discussing concepts such as reliability and validity, or by linking the question to the wider debates between positivists and interpretivists.

(19–25) Answers will demonstrate a good understanding of the advantages and limitations of

using secondary data in sociological research. A range of practical and theoretical points will be covered, possibly supported by well-chosen references to relevant studies. Lower in the band, the assessment may lack some sharpness and detail, while these deficiencies will be less evident higher in the band. Highly-rewarded answers should also feature balanced, well-reasoned conclusions about the overall merit or otherwise of using secondary data in sociological research.

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4 "Participant observation studies have little value in sociological research because they are too subjective." Explain and assess this claim. [25] (0–6) A few basic points about research methods in general might be worth two or three

marks. A simple description of what participant observation involves, with no further development, would merit the upper part of the band.

(7–12) A sound account of participant observation as a research method, with little or no

attempt to address the specific issues raised by the question, would merit the lower part of the band. Higher in the band, the issue of subjectivity in relation to participant observation will briefly be addressed, though coverage of this theme is likely to be implicit rather than explicit at this level.

(13–18) Answers will demonstrate a good understanding of participant observation and there will

be a sound explanation of the claim made in the stem about the method being too subjective. Lower in the band, the response will be wholly or largely descriptive. Higher in the band, there will be an attempt to assess the claim that participant observation studies are too subjective, though the analysis is likely to lack depth at this level.

(19–25) Building on a good understanding of participant observation, the claim on which the

question is based will be explained accurately with ample illustration. There will also be a well-focused assessment of the issues raised by the question. This may occur within the context of a general assessment of participant observation studies, though links with the concept of subjectivity will also be developed explicitly. At the top of the band, some extra sophistication will be demonstrated by, for example, demonstrating the relevance of the distinction between covert and overt participant observation for the question, and/or recognising that subjectivity may be more a strength than a weakness of participant observation studies.

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5 "Ownership of property is still the main source of economic and political power in modern societies." Explain and assess this claim. [25] (0–6) A few simple assertions about where power lies in modern societies may be worth two or

three marks. A very limited account of the Marxist theory of class, with no further development, would merit the top of the band.

(7–12) Answers will demonstrate some awareness of the sociological theory (Marxist, primarily)

that underpins the idea that property ownership is a key source of power, and higher in the band there will also be some recognition that there may be other sources of power and/or that property ownership may be less important than it was in the past. A general account of Marxist theory, noting some of its limitations but without a clear focus on the analysis of power in society, could reach the top of the band, though no higher.

(13–18) It is likely that at this level answers will identify an appropriate theoretical framework for

addressing the question. This might take the form of a critique of the traditional Marxist theory of power, or it may focus more specifically on the managerial revolution thesis advanced in different ways by thinkers such as Bell, Burnham, and Dahrendorf. There may be other equally appropriate approaches. Lower in the band, the response may be largely or wholly descriptive. To reach the top half of the band, however, there must be an attempt to assess the claim on which the question is based.

(19–25) Answers will demonstrate a good understanding of the issues raised by the question and

there will be a sustained and well-informed assessment. Theoretical and/or empirical material may be used to explore the issues, though a good mix of the two may be one feature to look for in answers that justify marks at the top of the band. Assessment that relies over-much on material from the 1950s and 1960s, e.g. the managerial revolution thesis, would have to be very well done to trigger this band and even then should be restricted to the bottom of the band. Higher in the band, there will be some use of more contemporary material, including possibly the contributions of post-modernist writers. While it is not essential to distinguish between economic and political power in answering the question, candidates who make good use of this distinction should be highly rewarded and it may be a feature to look for in answers at the top of the band.

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6 Assess sociological explanations for the existence of racial discrimination in modern industrial societies. [25] (0–6) A few observations about the nature of ethnic/racial inequality would be worth two or

three marks. A simple attempt to explain the existence of racial discrimination, based on assertion rather than references to appropriate sociological theories, would trigger the upper part of the band.

(7–12) A basic descriptive account of one or more relevant explanations of racial discrimination

will feature here. Explanations may cover, for example, cultural/historical factors, the structure of the labour market, Marxist analysis, the impact of nationalism, and the various debates about the existence of an underclass. Candidates who can describe two or more of these explanations reasonably well should be placed at the top of the band.

(13–18) Two or more relevant explanations will be described accurately and there will also be an

attempt to assess their usefulness in explaining racial discrimination. Lower in the band, the range of explanations will be more limited and/or the assessment will be mainly or wholly by juxtaposition. Higher in the band, the assessment will be explicit to some extent, though perhaps lacking depth and sharpness.

(19–25) Answers will demonstrate good knowledge and understanding of a range of

explanations. This may be supported by references to relevant studies and/or analysis of what is meant by racial discrimination. Simple conclusions will be avoided and the assessment will be detailed and sustained, especially at the top of the band. Candidates who use post-modernist contributions to highlight the limitations in earlier sociological accounts of racial discrimination are likely to feature high in the band.

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9699 SOCIOLOGY

9699/21 Paper 2 (Data Response), maximum raw mark 50




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1 There are two main theories of social order. One theory is linked with functionalism and the other with the Marxist perspective. Functionalists, like Emile Durkheim and Talcott Parsons, refer to the role of shared norms and values in maintaining cohesion in society. Durkheim distinguished between organic and mechanical solidarity and he developed the concept of collective conscience as a way of explaining the forces that unite people in society. Parsons argued that social order is created through the process of socialisation whereby people come to share the same views about what is acceptable behaviour. By contrast, Marxists emphasise the importance of understanding conflict in society. They claim that weaker groups are pressured into accepting the rules of society by the powerful. For Marxists, social order is maintained through coercion and the influence of ruling class ideology. Althusser has written about the role of the repressive state apparatus (RSA) and the ideological state apparatus (ISA). Gramsci introduced the concept of hegemony as a way of developing the Marxist analysis of how social order is achieved in capitalist societies.

(a) What is meant by the term collective conscience? [2]

Collective conscience is the term used by Durkheim to refer to the body of beliefs and sentiments common to the average members of society and which provides the foundation of social solidarity. Two marks for a clear and accurate definition; one mark for a partial definition, such as ‘shared values’ or ‘people who believe in the same things’ or ‘something people embrace and agree with’.

(b) Describe two reasons why people generally conform to their expected social roles. [4] The reasons offered are likely to include examples of relevant sanctions or rewards that might encourage people to conform to their expected social roles. One mark for the example and one mark for the development (2 x 2 marks).

(c) Explain the role of the state in the Marxist theory of social order. [8] 0–4 A few simple points about Marxist theory, with no reference to political power, would fit

the lower part of the band. Answers that demonstrate some understanding of the role of the state as a power source in modern industrial societies, without clear links to Marxist theory, may be worth 3 or 4 marks.

5–8 A basic account of the Marxist theory of social order, with some limited links to the role

of the state, would fit the lower part of the band. To go higher, the answer needs to focus primarily on explaining what Marxists mean by the state and the role that the concept has in Marxist accounts of social order. Candidates who are able to discuss different strands of Marxist theory in relation to the role of the state are likely to merit full marks.

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(d) Assess the strengths and limitations of the functionalist theory of social order. [11] 0–4 A few simple assertions about the nature of society or social order may be worth 2 or 3

marks. Some observations about functionalist theory, with few clear links to social order, would trigger the top of the band.

5–8 A sound summary of the main tenets of functionalist theory, perhaps with links to social

order left somewhat implicit, would fit the lower part of the band. Higher in the band, the answer will provide a clear and explicit account of the functionalist theory of social order.

9–11 Answers at this level will provide a good account of the functionalist theory of social

order. There will also be an attempt to assess the strengths and limitations of that theory. Lower in the band, the assessment may be delivered through the juxtaposition of the functionalist theory with other theories of social order, most likely being the Marxist theory. To reach the top of the band, however, the assessment of the functionalist view of social order must be explicit and sustained.

2 An experiment is used to test a hypothesis by controlling a variable in order to discover which factor or factors are important in bringing about an effect. Experimental results are usually presented in numeric, quantifiable form. Correlations and causation can be identified, and the method is regarded as having a high degree of reliability.

To better control and isolate the different variables, experiments often take place in a laboratory. However, the use of laboratory research in sociology raises complex ethical and practical issues. Field experiments are a less problematical alternative. Rosenthal and Jacobson (1968) used the field experiment approach in a widely cited study examining the importance of teachers’ attitudes to pupils’ performance. Sociologists in the positivist tradition are most likely to favour the use of experiments in sociological research.

(a) What do sociologists mean by the term correlations? [2]

Correlations are patterns/relationships that can be discerned between two or more factors/results/variables that are thought to be related. Two marks for a clear and accurate definition; one mark for a partial definition, such as 'something the sociologist wants tested' or 'a supposed relationship between things'.

(b) Describe two problems in using laboratory experiments to study people. [4] A range of potential problems arise with laboratory experiments, covering theoretical, practical and ethical issues. One mark for a relevant problem and one mark for development (2 x 2 marks).

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(c) Explain why a positivist might favour using experiments in sociological research. [8] 0–4 Answers that identify a few simple reasons or points lacking full explanation why

experiments might be used in sociological research may be worth 3 or 4 marks. Lower in the band, answers may be limited to a few weak points about sociological research in general or about the positivist perspective, without linking the material to experiments specifically.

5–8 At this level the answers will focus directly on the reasons why positivists specifically

might favour the use of experiments in sociological research. Reasons why positivists favour the use of experiments include: ease of controlling and manipulating variables; ability to identify causation; reliability; scientific status of the research method; results can be quantified and correlations and comparisons drawn. Lower in the band, the range of points covered may be more restricted and/or the links to positivism might be implicit. Higher in the band, the links to theory will be well developed and a range of reasons why positivists would favour using experiments in sociological research will be covered.

(d) Assess the claim that in sociological research quantitative data is superior to qualitative data. [11] 0–4 A few simple points about sociological research in general would fit the lower part of

the band. An answer that demonstrates a sound understanding of the distinction between quantitative and qualitative data, without any further development, would trigger the top half of the band.

5–8 Answers that cover a range of points about quantitative data, without drawing any clear

comparisons with qualitative data, may be worth 5 or 6 marks. Mark simple comparative answers at this level. To go higher, the comparison with qualitative data has to be made explicit. Answers that make relevant connections with the theoretical perspectives (quantitative data/positivism and qualitative data/intepretivism) are almost certain to merit the top part of this band, if not higher.

9–11 Answers at this level will demonstrate a good understanding of the distinction between

quantitative and qualitative data, and will identify strengths and limitations in relation to both types of data. There will also be a concerted attempt to assess the value of quantitative data in sociological research. Lower in the band, the assessment may be delivered primarily through the juxtaposition of the positivist and interpretivist perspectives. Higher in the band, more of the assessment will be explicit and clear and a well-formulated conclusion will emerge about the overall usefulness of quantitative data relative to qualitative data.

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3 Many studies of social mobility have been carried out by sociologists in order to assess the extent to which class barriers are breaking down and life chances improving for less privileged groups such as the working class and some ethnic minorities. These studies usually distinguish between long-range and short-range mobility, and between inter-generational and intra-generational mobility. Occupation is often used in social mobility studies as an indicator of social class. However, there are various problems associated with using occupation as an indicator of class for the purposes of studying social mobility.

Some studies of social mobility have failed to include data on women’s mobility. This represents a weakness with these studies, as patterns of female mobility tend to be different from men’s. Likewise, ethnicity has not always been identified by researchers as an independent variable that may affect opportunities for social mobility.

Age is another factor that has not always been taken into account in studies of social mobility.

(a) What is meant by the term life chances? [2]

The term ‘life chances’ refers to the opportunities available to an individual or a group for social advancement through means such as educational attainment, health, material reward, and status mobility. Two marks for a clear and accurate definition; one mark for a partial definition, such as ‘having good career opportunities’ or ‘being able to advance in society’ or ‘achievement of a desirable standard of living’.

(b) Describe two reasons why using occupation as an indicator of social class may give rise to problems when studying social mobility. [4] Reasons why using occupation as an indicator of social class may give rise to problems when studying social mobility include: researchers may classify occupations differently and so the results of different mobility studies are not strictly comparable; a person's occupation may be only one factor influencing their level of income/wealth; the prestige and status associated with particular occupations can change over time, making it difficult to compare mobility studies from different eras; many people have no occupation as such. One mark for a relevant reason and one mark for development (2 x 2 marks).

(c) Explain why it might be difficult for a working class person to achieve upward social mobility. [8] 0–4 A few general points about social class, with no clear links to mobility, may be worth 1

or 2 marks. Some simple assertions about the problems of achieving upward social mobility in general would trigger the upper part of the band.

5–8 Lower in the band, answers are likely to cover only one or two factors that may explain

why it may be difficult for a working class person to achieve upward social mobility. A wider range of factors will be considered in answers that merit the top half of the band. This may include both material and cultural factors, though not necessarily with equal emphasis. Explicit comparisons with the life chances of other classes are likely to appear in the top part of this level.

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(d) Assess the view that class barriers are breaking down in modern industrial societies. [11]

0–4 A few general comments about the nature of social class might be worth 2 or 3 marks.

An answer that demonstrates some awareness of what is meant by 'class barriers', with no further development, would trigger the top of the band or general comments about lowering class barriers.

5–8 Lower in the band, answers are likely to skirt around the issues raised by the question.

For example, this would include the type of response that is confined to describing different theories of social class or there may be one or two points well described. Higher in the band, answers will address directly the claim that class barriers are breaking down in modern industrial societies, though the discussion is likely to be fairly descriptive and possibly one-sided. A good descriptive account of the evidence from recent social mobility studies would merit the top of the band. Likewise, a well-informed descriptive account of the themes covered in post-modernist contributions to the debate about the significance of social class today would also fit the top of the band.

9–11 At this level, there will be a clear attempt to assess the claim on which the question is

based. A range of evidence and/or theories will be used to analyse the extent to which social barriers are breaking down in modern industrial societies. This might include some now dated material, such as references to the Affluent Worker study and the work of writers such as Miliband, Parkin, and Poulantzas. Higher in the band, the assessment should include references to more recent studies and/or theories. The post-modernist contribution to the debate, in particular, is likely to be covered in answers that reach the top of the band.

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9699 SOCIOLOGY





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1 Positivists believe that society should be studied using the methods of the natural sciences. They see these methods as providing an accurate and objective way of isolating and measuring the variables that shape human behaviour. The quantitative data produced using this approach allows correlations and comparisons to be made from which generalisations can be established.

Positivists believe that scientific methods help to prevent the researcher's values influencing the research findings. But they may be unrealistic in thinking that natural science is free from the influence of values. For example, some studies have shown that social factors may influence what scientists believe is legitimate knowledge, leading them to reject theories that clash with the dominant way of thinking at the time. Interpretivists think that using a scientific approach to study society would be inappropriate. They claim that sociological studies are always likely to be influenced by the researcher's values and that attempts to use scientific methods to measure people's attitudes and beliefs will inevitably over-simplify the complex nature of social reality.

(a) In the context of scientific research what is meant by the term variables? [2]

Variables are the factors that may influence the outcome of an event or an experiment. Two marks for a clear and accurate definition; one mark for a partial definition, such as ‘scientists use variables to explain what has happened’ or ‘variables are the factors that scientists control when carrying out experiments’.

(b) Describe two reasons why scientists may reject theories that clash with the dominant way of thinking at the time. [4] Reasons why scientists may reject theories that clash with the dominant way of thinking at the time include: peer pressure from other scientists; career and research funding considerations; the influence of paradigms (Kuhn); more interested in confirming existing theories than seeking falsification (Popper). One mark for a relevant reason and one mark for the development (2 × 2 marks).

(c) Explain why attempts to measure people's attitudes and beliefs may over-simplify the complex nature of social reality. [8] 0–4 A few simple points about the problems that sociologists may face in studying attitudes

and beliefs, with no clear links to the notion of ‘measurement’, may be worth 2 or 3 marks. Answers that offer some reflections of the limitations of the positivist approach, with links to the question left somewhat implicit, would trigger the top of the band.

5–8 Answers at this level will focus on the problems of measuring attitudes and beliefs.

Some sound observations about the limitations of using questionnaires to study attitudes and beliefs may be worth 5 or 6 marks. Higher in the band, the answer may demonstrate a better grasp of theoretical issues and a good understanding of why it may be difficult to achieve validity using quantitative research methods.

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(d) Assess the interpretivist view that the methods of the natural sciences are inappropriate for studying society. [11] 0–4 A few simple points about natural science might be worth 1 or 2 marks. A basic

account of one or two features of the interpretivist perspective would trigger the top half of the band.

5–8 Lower in the band, answers may be confined to a basic account of the interpretivist

perspective. To go higher, the response must include some attempt to explain why interpretivists think that the methods of the natural sciences are inappropriate for studying society. There may be little or no attempt at assessment of the interpretivist position at this level.

9–11 Answers at this level will demonstrate a good understanding of the interpretivist

perspective and the reasons why interpretivists are opposed to the use of scientific methods in sociology. There will also be an attempt to assess the interpretivist perspective. At the bottom of the band, the assessment may be limited to a juxtaposition of the interpretivist and positivist perspectives. To go higher, there must be some evidence of a direct evaluation of the strengths/limitations of the interpretivist viewpoint.

2 Questionnaires are a set of written questions that are either given to respondents to complete or are posted to them. Postal questionnaires are most likely to reach the largest group, although they have the lowest response rate. Questionnaires are widely used in sociological research because they allow a large number of questions to be asked to a wide group in a short space of time. Sociologists working within the positivist tradition favour the use of questionnaires because of the reliability of the method and the ability to identify trends and make generalisations from the data that is collected. From an interpretivist perspective, however, research based on questionnaires is said to lack validity.

Interviews are an alternative to questionnaires. There are three main types of interview – structured, semi-structured and unstructured. Structured interviews are similar to questionnaires in that they contain pre-set questions that are asked in the same order every time. Whereas a questionnaire may be given to a respondent to complete privately, a structured interview consists of a spoken question-and-answer session between interviewer and interviewee. The presence of the interviewer in this process brings some advantages when compared to questionnaires, but it may also create the problem of researcher effect. (a) What is meant by the term reliability? [2]

Reliability is a measure of the ability to repeat the research procedure and produce the same results. Two marks for a clear and accurate definition; one mark for a partial definition, such as ‘able to repeat a study’ or ‘the results are always the same’.

(b) Describe two advantages of using structured interviews rather than questionnaires. [4] Advantages include: interviewer can explain questions, provide reassurance and encouragement to the respondent, collect useful additional information by observing the behaviour of the respondent, and check that the person answering the questions is the intended respondent. One mark for identifying an advantage and one mark for development (2 × 2 marks).

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(c) Explain why interviews may create the problem of researcher effect. [8]

0–4 A few general points about interviews with no clear reference to the problem of

researcher effect would be worth 2 or 3 marks. A simple statement of one or two reasons why interviews may create the problem of researcher effect would trigger the top of the band.

5–8 A sound account of the reasons why interviews may create the problem of researcher

effect would merit 5 or 6 marks. To go higher, the account needs to be either more detailed or include strong links to relevant sociological perspectives.

(d) Assess the usefulness of questionnaires as a method of sociological research. [11]

0–4 A basic description of what questionnaires involve, with no further development, would

be worth 2 or 3 marks. A few simple points about the practical benefits and/or drawbacks of questionnaires could reach the top of the band.

5–8 A basic (perhaps list-like) account of a few strengths and/or limitations of

questionnaires would merit 5 or 6 marks. A fuller account of some strengths and limitations would reach the top part of the band. At this level, the assessment need go no further than simply stating advantages and disadvantages of questionnaires. Even in answers that reach the top of this band, links to theoretical perspectives and concepts (such as validity and reliability) may be quite limited.

9–11 The discussion will be more sophisticated at this level, perhaps including links to

theoretical perspectives and/or the use of concepts such as validity. Higher in the band especially, the assessment will be explicit and conclusions will emerge about the usefulness of questionnaires, rather than the answer being confined to simple listing of advantages and disadvantages of the method.

3 Functionalists believe that social order is based on value consensus. They also claim that the interests of all social groups are served by a social system that is stable and efficient in producing goods and services. Such a system requires leaders who make decisions on behalf of others, and these people have to be adequately rewarded. Therefore inequality is an important part of a stable and efficient society, and all social groups benefit from that inequality.

By contrast, conflict theorists argue that society is made up of groups with different interests, and social life is a struggle between these groups to achieve power and domination. Social inequality, in this view, benefits the rich and powerful in society at the expense of other, weaker groups. Feminists believe that women are a disadvantaged group who are discriminated against in ways that benefit the interests of men. (a) What is meant by the term value consensus? [2]

Value consensus is the idea that there exists common agreement among people about the important norms and principles by which society is regulated. Two marks for a clear and accurate definition; one mark for a partial definition, such as ‘a belief that there are no divisions in society’ or ‘a shared culture’.

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(b) Describe two examples of social inequality. [4] Types of inequality include, for example, those based on age, gender, ethnicity, caste, class, and disability. Also reward appropriate examples from specific societies. One mark for a relevant example and one mark for development (2 × 2 marks).

(c) Explain why feminists believe that females are discriminated against in modern industrial societies. [8] 0–4 A few assertions about discrimination and/or social inequality, with little or no reference

to feminist theory, would merit one or two marks. Answers that provide a simple general account of feminist theory, with links to the issue of discrimination left somewhat implicit, would trigger the upper part of the band.

5–8 Answers at this level will be focused on the question as set. Lower in the band,

answers may offer a rather general account of why feminists think that females are discriminated against in modern industrial societies. Higher in the band, the explanation will be more detailed and might, for example, focus on specific feminist theories. N.B. an assessment of feminist theory is not required to answer this question successfully.

(d) Assess the functionalist view that all groups benefit from social inequality. [11] 0–4 A few general points about social inequality may be worth 2 or 3 marks. Answers that

are limited to a simple account of functionalist or Marxist theory would trigger the top of the band.

5–8 An appropriate interpretation of the question will be offered and most likely this will be

in terms of the functionalist theory of stratification. The response at this level is likely to be mostly or wholly descriptive. A basic account of functionalist theory would fit the lower part of the band. A good account of the functionalist contribution to the debate about who benefits from social inequality would merit 7 or 8 marks.

9–11 Answers at this level will provide a good account of possible reasons why inequality

may benefit all groups. There will also be an assessment of the claim on which the question is based. Lower in the band, the assessment may be delivered largely through juxtaposition of the functionalist perspective with contrasting theories, e.g. Marxist, feminist, New Right, post-modernist, etc. Another form of evaluation would involve criticising the internal coherence of the functionalist view of social inequality. Higher in the band, the assessment will be explicit and clear and well-reasoned conclusions will be stated about the extent to which all groups benefit from social inequality.

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9699 SOCIOLOGY





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1 There are two main theories of social order. One theory is linked with functionalism and the other with the Marxist perspective. Functionalists, like Emile Durkheim and Talcott Parsons, refer to the role of shared norms and values in maintaining cohesion in society. Durkheim distinguished between organic and mechanical solidarity and he developed the concept of collective conscience as a way of explaining the forces that unite people in society. Parsons argued that social order is created through the process of socialisation whereby people come to share the same views about what is acceptable behaviour. By contrast, Marxists emphasise the importance of understanding conflict in society. They claim that weaker groups are pressured into accepting the rules of society by the powerful. For Marxists, social order is maintained through coercion and the influence of ruling class ideology. Althusser has written about the role of the repressive state apparatus (RSA) and the ideological state apparatus (ISA). Gramsci introduced the concept of hegemony as a way of developing the Marxist analysis of how social order is achieved in capitalist societies.

(a) What is meant by the term collective conscience? [2]

Collective conscience is the term used by Durkheim to refer to the body of beliefs and sentiments common to the average members of society and which provides the foundation of social solidarity. Two marks for a clear and accurate definition; one mark for a partial definition, such as ‘shared values’ or ‘people who believe in the same things’ or ‘something people embrace and agree with’.

(b) Describe two reasons why people generally conform to their expected social roles. [4] The reasons offered are likely to include examples of relevant sanctions or rewards that might encourage people to conform to their expected social roles. One mark for the example and one mark for the development (2 x 2 marks).

(c) Explain the role of the state in the Marxist theory of social order. [8] 0–4 A few simple points about Marxist theory, with no reference to political power, would fit

the lower part of the band. Answers that demonstrate some understanding of the role of the state as a power source in modern industrial societies, without clear links to Marxist theory, may be worth 3 or 4 marks.

5–8 A basic account of the Marxist theory of social order, with some limited links to the role

of the state, would fit the lower part of the band. To go higher, the answer needs to focus primarily on explaining what Marxists mean by the state and the role that the concept has in Marxist accounts of social order. Candidates who are able to discuss different strands of Marxist theory in relation to the role of the state are likely to merit full marks.

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(d) Assess the strengths and limitations of the functionalist theory of social order. [11] 0–4 A few simple assertions about the nature of society or social order may be worth 2 or 3

marks. Some observations about functionalist theory, with few clear links to social order, would trigger the top of the band.

5–8 A sound summary of the main tenets of functionalist theory, perhaps with links to social

order left somewhat implicit, would fit the lower part of the band. Higher in the band, the answer will provide a clear and explicit account of the functionalist theory of social order.

9–11 Answers at this level will provide a good account of the functionalist theory of social

order. There will also be an attempt to assess the strengths and limitations of that theory. Lower in the band, the assessment may be delivered through the juxtaposition of the functionalist theory with other theories of social order, most likely being the Marxist theory. To reach the top of the band, however, the assessment of the functionalist view of social order must be explicit and sustained.

2 An experiment is used to test a hypothesis by controlling a variable in order to discover which factor or factors are important in bringing about an effect. Experimental results are usually presented in numeric, quantifiable form. Correlations and causation can be identified, and the method is regarded as having a high degree of reliability.

To better control and isolate the different variables, experiments often take place in a laboratory. However, the use of laboratory research in sociology raises complex ethical and practical issues. Field experiments are a less problematical alternative. Rosenthal and Jacobson (1968) used the field experiment approach in a widely cited study examining the importance of teachers’ attitudes to pupils’ performance. Sociologists in the positivist tradition are most likely to favour the use of experiments in sociological research.

(a) What do sociologists mean by the term correlations? [2]

Correlations are patterns/relationships that can be discerned between two or more factors/results/variables that are thought to be related. Two marks for a clear and accurate definition; one mark for a partial definition, such as 'something the sociologist wants tested' or 'a supposed relationship between things'.

(b) Describe two problems in using laboratory experiments to study people. [4] A range of potential problems arise with laboratory experiments, covering theoretical, practical and ethical issues. One mark for a relevant problem and one mark for development (2 x 2 marks).

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(c) Explain why a positivist might favour using experiments in sociological research. [8] 0–4 Answers that identify a few simple reasons or points lacking full explanation why

experiments might be used in sociological research may be worth 3 or 4 marks. Lower in the band, answers may be limited to a few weak points about sociological research in general or about the positivist perspective, without linking the material to experiments specifically.

5–8 At this level the answers will focus directly on the reasons why positivists specifically

might favour the use of experiments in sociological research. Reasons why positivists favour the use of experiments include: ease of controlling and manipulating variables; ability to identify causation; reliability; scientific status of the research method; results can be quantified and correlations and comparisons drawn. Lower in the band, the range of points covered may be more restricted and/or the links to positivism might be implicit. Higher in the band, the links to theory will be well developed and a range of reasons why positivists would favour using experiments in sociological research will be covered.

(d) Assess the claim that in sociological research quantitative data is superior to qualitative data. [11] 0–4 A few simple points about sociological research in general would fit the lower part of

the band. An answer that demonstrates a sound understanding of the distinction between quantitative and qualitative data, without any further development, would trigger the top half of the band.

5–8 Answers that cover a range of points about quantitative data, without drawing any clear

comparisons with qualitative data, may be worth 5 or 6 marks. Mark simple comparative answers at this level. To go higher, the comparison with qualitative data has to be made explicit. Answers that make relevant connections with the theoretical perspectives (quantitative data/positivism and qualitative data/intepretivism) are almost certain to merit the top part of this band, if not higher.

9–11 Answers at this level will demonstrate a good understanding of the distinction between

quantitative and qualitative data, and will identify strengths and limitations in relation to both types of data. There will also be a concerted attempt to assess the value of quantitative data in sociological research. Lower in the band, the assessment may be delivered primarily through the juxtaposition of the positivist and interpretivist perspectives. Higher in the band, more of the assessment will be explicit and clear and a well-formulated conclusion will emerge about the overall usefulness of quantitative data relative to qualitative data.

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3 Many studies of social mobility have been carried out by sociologists in order to assess the extent to which class barriers are breaking down and life chances improving for less privileged groups such as the working class and some ethnic minorities. These studies usually distinguish between long-range and short-range mobility, and between inter-generational and intra-generational mobility. Occupation is often used in social mobility studies as an indicator of social class. However, there are various problems associated with using occupation as an indicator of class for the purposes of studying social mobility.

Some studies of social mobility have failed to include data on women’s mobility. This represents a weakness with these studies, as patterns of female mobility tend to be different from men’s. Likewise, ethnicity has not always been identified by researchers as an independent variable that may affect opportunities for social mobility.

Age is another factor that has not always been taken into account in studies of social mobility.

(a) What is meant by the term life chances? [2]

The term ‘life chances’ refers to the opportunities available to an individual or a group for social advancement through means such as educational attainment, health, material reward, and status mobility. Two marks for a clear and accurate definition; one mark for a partial definition, such as ‘having good career opportunities’ or ‘being able to advance in society’ or ‘achievement of a desirable standard of living’.

(b) Describe two reasons why using occupation as an indicator of social class may give rise to problems when studying social mobility. [4] Reasons why using occupation as an indicator of social class may give rise to problems when studying social mobility include: researchers may classify occupations differently and so the results of different mobility studies are not strictly comparable; a person's occupation may be only one factor influencing their level of income/wealth; the prestige and status associated with particular occupations can change over time, making it difficult to compare mobility studies from different eras; many people have no occupation as such. One mark for a relevant reason and one mark for development (2 x 2 marks).

(c) Explain why it might be difficult for a working class person to achieve upward social mobility. [8] 0–4 A few general points about social class, with no clear links to mobility, may be worth 1

or 2 marks. Some simple assertions about the problems of achieving upward social mobility in general would trigger the upper part of the band.

5–8 Lower in the band, answers are likely to cover only one or two factors that may explain

why it may be difficult for a working class person to achieve upward social mobility. A wider range of factors will be considered in answers that merit the top half of the band. This may include both material and cultural factors, though not necessarily with equal emphasis. Explicit comparisons with the life chances of other classes are likely to appear in the top part of this level.

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(d) Assess the view that class barriers are breaking down in modern industrial societies. [11]

0–4 A few general comments about the nature of social class might be worth 2 or 3 marks.

An answer that demonstrates some awareness of what is meant by 'class barriers', with no further development, would trigger the top of the band or general comments about lowering class barriers.

5–8 Lower in the band, answers are likely to skirt around the issues raised by the question.

For example, this would include the type of response that is confined to describing different theories of social class or there may be one or two points well described. Higher in the band, answers will address directly the claim that class barriers are breaking down in modern industrial societies, though the discussion is likely to be fairly descriptive and possibly one-sided. A good descriptive account of the evidence from recent social mobility studies would merit the top of the band. Likewise, a well-informed descriptive account of the themes covered in post-modernist contributions to the debate about the significance of social class today would also fit the top of the band.

9–11 At this level, there will be a clear attempt to assess the claim on which the question is

based. A range of evidence and/or theories will be used to analyse the extent to which social barriers are breaking down in modern industrial societies. This might include some now dated material, such as references to the Affluent Worker study and the work of writers such as Miliband, Parkin, and Poulantzas. Higher in the band, the assessment should include references to more recent studies and/or theories. The post-modernist contribution to the debate, in particular, is likely to be covered in answers that reach the top of the band.

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GCE Advanced Level



9699 SOCIOLOGY





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GCE A LEVEL – October/November 2011 9699 31


GENERAL MARK BANDS Part (a) (i) 0 No relevant definition. 1 Weak attempt with little sociological reference. 2 Accurate but limited definition. 3 Accurate sociological definition. (ii) Up to 3 marks available for each example, either: 0 No relevant example offered. 1 An example identified. 2 An example identified and a limited description offered. 3 An example identified and described accurately. or 1 mark for each clearly identified example, maximum of 2 available, and 1–4 marks

available for answers that offer one description that accurately describes both examples. (If described but not identified, award a maximum of 4 marks.)

Part (b) 0–4 marks Answers at this level will be characterised by limited knowledge and understanding. There will be few, if any, references to appropriate studies and thinkers. Key aspects of the question may be overlooked or misinterpreted. Much of the material covered may be irrelevant or, at best, tangential to the question. There will be little or no relevant analysis and evaluation. It is likely that points will be made in the form of assertions rather than being supported by appropriate evidence and reasoning. 5–8 marks Answers will demonstrate a basic knowledge and understanding. There may be some inaccuracy and/or omission of key points, particularly at the lower end of the mark band. However, there will be evidence that the candidate has made a fair effort to answer the question as set. Answers justifying marks at the upper end of the mark band are likely to include references to appropriate studies and/or thinkers. There will be some attempt at analysis and evaluation, though this may be unconvincing overall. Conclusions may lack balance and/or coherence, particularly at the lower end of the mark band. 9–12 marks Answers will demonstrate a reasonable knowledge and understanding. Relevant studies and thinkers will be referred to where appropriate and the candidate will have made a concerted effort to address each part of the question. The question will be interpreted accurately and appropriate material selected. The candidate will demonstrate some ability to analyse and evaluate the material and to reach a balanced and coherent conclusion. For this mark band, however, we should not expect detailed or sophisticated analysis and evaluation. Indeed, much of the evaluative content may be implicit rather than explicitly stated; for example, the appropriate juxtaposition of contrasting arguments and theories is a form of implicit evaluation. 13–16 marks Answers will demonstrate a high level of knowledge and understanding. There will be little, if any, inaccuracy and reference will be made to a wide range of relevant studies and thinkers. All aspects of the question will be addressed in reasonable detail. The analysis will be balanced, logical and incisive. There will be some explicit evaluation and conclusions will be clear and coherent. At the higher end of the mark band, we should expect to see evidence of originality and sophistication in the presentation of arguments, the treatment of theoretical perspectives, and the conclusions drawn. If all of these elements are present, a mark of 16 should be awarded.

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1 (a) (i) Define the term extended family. [3] 0 No attempt to define extended family. 1 Extended family explained in a simplistic way such as ‘a big family’. 2 The meaning of extended family further expanded by showing wider understanding

but this may be by describing any large family rather than by linking it to sociological examples.

3 An accurate sociological definition of an extended family as a nuclear family plus other relatives sharing a residence, household tasks and care is given, but this can be theoretical and does not have to contain examples.

(ii) Identify and briefly describe two characteristics of modified extended families. [6] Up to 3 marks to be awarded for each characteristic, such as proximity, contact levels,

exchange of services, not sharing residence, level of communication. (3 × 2) 0 No characteristic offered. 1 A characteristic is identified but no detail is offered. 2 As above plus a limited description of the characteristic. 3 A characteristic is identified that shows accurate sociological understanding, such as

proximity to other relatives (1 mark), which means that whereas in the past extended families shared a residence and cooperated with each other economically, families now live in nuclear units but these can be of close proximity so that they can still cooperate as a social group (2 marks). (1 + 2)

(b) Evaluate the view that the extended family is of little importance in modern industrial

societies. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Others

may attempt to describe the functions of the family with no reference to the question. Band 2 5–8 In this band the candidate will either offer a supported defence of the proposition that

extended families are no longer to be found in modern industrial societies or evidence that they can still be found. This can be supported either by theory or empirical data. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.

Band 3 9–12 Answers show a more thorough understanding of the question and are supported by a good

range of material. There will be a thorough exploration of the arguments both for the end of extended families and for their continuation. There will be a full discussion of diversity both from an historical and a contemporary view. Key thinkers such as Allan and Crow can be used, as well as Anderson and Laslett. Evaluation in this mark band may be implicit.

Band 4 13–16 Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the

work referred to and an evaluation which, at its best, will be detailed, leading to a balanced conclusion.

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2 (a) (i) Define the term patriarchy in relation to the family. [3] 0 No attempt to define patriarchy. 1 Patriarchy is explained in a simplistic way such as ‘fathers’. 2 The meaning of patriarchy is further expanded by showing wider understanding but

this may not be linked to sociological understanding. 3 An accurate sociological definition of patriarchy is given as family types where the

power, control and decision-making reside with the males, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two ways in which patriarchy within the family may be

expressed. [6] Up to 3 marks to be awarded for each example, such as control of finances, discipline,

decision-making, preference for males (boys), behaviour, or for examples from any relevant empirical study which describes patriarchal families. (3 × 2)

0 No example offered. 1 An example is identified but no detail is offered. 2 As above plus a limited description of the example. 3 An example is identified that shows accurate sociological understanding, such as

Arensberg and Kimball’s traditional Irish family (1 mark), in which the spheres of men and women were strictly divided and entering into the other domain resulted in ritual, and the men, especially the senior male, had authority and decision-making power over all the rest (2 marks). (1 + 2)

(b) ‘Patriarchal family structures are no longer to be found in modern industrial societies.’

Evaluate this claim. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. They

may offer a quasi common-sensical view of traditional societies and/or the role of fathers in families.

Band 2 5–8 In this band candidates will either support or reject the proposition outlined in the question.

Candidates who realise that the question can be focused on the type of family structures to be found in modern industrial societies but do little else can be placed here. Credit can still be given for making relevant comments on families in non-industrial societies. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. There will be a detailed account of the type of family structures to be found in modern industrial societies and how they may or may not have changed in recent years. Issues of ethnic and cultural diversity can be included, as well as changing family/household patterns in modern societies. Key thinkers such as Roberts, Allan and Crow, and the Rapoports can be used with credit. Evaluation in this mark band may be implicit.



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3 (a) (i) Define the term cultural deprivation. [3] 0 No attempt to define cultural deprivation. 1 Cultural deprivation is explained in a simplistic way such as ‘no culture’. 2 The meaning of cultural deprivation is further expanded by showing wider

understanding but this may not be linked to sociological understanding. 3 An accurate sociological definition of cultural deprivation is given as the lack of

exposure to the dominant culture and the inferior position in which this places some groups, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two ways in which cultural deprivation impacts on

educational achievements. [6] Up to 3 marks to be awarded for each example, such as language codes, limiting

success, unable to attend high status institutions, labelling, mistreated, bullied. (3 × 2) 0 No example offered. 1 An example of an impact is identified but no detail is offered. 2 As above plus a limited description of the impact. 3 An example is identified that shows accurate sociological understanding, such as

the restricted code (1 mark), which means that pupils from backgrounds which experience cultural deprivation have limited access to the language spoken by those who have cultural capital. They do not have the language used at school and this therefore limits their ability to be successful in education (2 marks). (1 + 2)

(b) Evaluate the view that class is the most significant factor in determining educational

achievements in modern industrial societies. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other

answers may describe either the supposed successes of different classes in education or the limitations some experience.

Band 2 5–8 In this band answers will either be a supported defence of the proposition or an attack on it

argued from the view of meritocracy. Some answers may use the work of key thinkers such as Parsons or Davies and Moore. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. Other influences on educational outcomes will also be considered, such as ethnicity or gender. Consideration of labour markets, changing social expectations as well as legal changes and issues of meritocracy can be included in answers. Reference to key thinkers such as Douglas, Hargreaves, Halsey, Coard, Stanworth as well as many others can be referred to with credit. Evaluation in this mark band may be implicit.



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4 (a) (i) Define the term labelling. [3] 0 No attempt to define labelling. 1 Labelling explained in a simplistic way such as ‘placing a label’. 2 The meaning of labelling further expanded by showing wider understanding but this

may not be linked to sociological information. 3 An accurate sociological definition of labelling is given as the process whereby

teachers predict the future performance of pupils based on external attributes such as home background, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two sociological examples that illustrate the process

of labelling in relation to education. [6] Up to 3 marks to be awarded for each example such as self-fulfilling prophecy,

streaming, or any relevant study. If two studies are quoted then the descriptions must be different to get full marks.

(3 × 2) 0 No example offered. 1 An example is offered. 2 As above plus a limited description of the example. 3 An example is offered that shows accurate sociological understanding, such as

Hargreaves’ study (1 mark) of social relations in a secondary school, which describes the process whereby pupils of similar intelligence are labelled by externally observed characteristics and then separated into different groups. He shows how over a period of time they begin to accept these labels and at the end of education have had different levels of success (2 marks). (1 + 2)

(b) “Ethnicity has relatively little impact on educational attainment in modern industrial

societies.” Evaluate this claim. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other

answers may ignore the question and talk about other factors such as class. Band 2 5–8 In this band the answer will either be a supported defence of or challenge to the question.

Evidence could well include a study of examination results as well as research such as the Swann Report. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. To enter this band answers must be focused on modern industrial societies and not only consider ethnicity in relation to educational achievements but other factors such as class and gender. There will be a developed assessment of the work of such key thinkers as Coard, Bourdon and Hargreaves. Evaluation in this mark band may be implicit.



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5 (a) (i) Define the term social control. [3] 0 No attempt to define social control. 1 Social control defined in a simplistic way such as ‘being told what to do’. 2 The meaning of social control further expanded by showing wider understanding but

this may not be linked to sociological knowledge. 3 An accurate sociological definition of social control is given as the means by which

ideology or coercion are used to control behaviour, norms and values in society, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two ways in which religion can act as a means of

social control. [6] Up to 3 marks to be awarded for each example such as ideology, shaming, punishment,

e.g. inquisition, excommunication or fatwa, entry to heaven/nirvana, reincarnation to higher/lower caste. If two similar examples are used (heaven/nirvana), then the description of each must make different points. (3 × 2)

0 No example offered. 1 An example of a social control mechanism is identified but no detail is offered. 2 As above plus a limited description of the identified social control mechanism. 3 An example of a social control mechanism is identified that shows accurate

sociological understanding, such as excommunication (1 mark), which was used by the Roman Catholic church to prevent the spread of ideas or behaviours that were disapproved of, so that the individual who had been excommunicated was put outside the protection of the church and became a non-person, no longer allowed to practise religion and a legitimate target for any individual who wished to attack them (2 marks). (1 + 2)

(b) “Religion is a force for social change in modern industrial societies.” Evaluate this

view. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other

answers may describe different sorts of religious practices. Band 2 5–8 In this band there will either be a supported defence of the proposition that religion causes

social change or a challenge that it defends the status quo. Evidence can be either from theory or from empirical data, but if theory is used it will most likely rely on classical theorists. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. There will be consideration not only of the way in which religion may or may not encourage social change with such concepts as liberation theology but there will also be reference to continuity. Classical theorists can be referred to with credit but to reach the top of the band there should be use made of more contemporary work such as that of Taylor, Nelson and McGuire. Evaluation in this mark band may be limited.



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6 (a) (i) Define the term world affirming sect. [3] 0 No attempt to define world affirming sect. 1 World affirming sect is explained in a simplistic way, such as ‘a sect that is in the

world’. 2 The meaning of world affirming sect is further expanded by showing wider

understanding but this may not be linked to sociological knowledge. 3 An accurate sociological definition of world affirming sect is given as one which

accepts the values of the society in which it is found, and its members live and work in society and do not withdraw from it, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two reasons why sects can be short lived. [6] Up to 3 marks to be awarded for each reason, such as death of leader, arrival of new

sects, persecution, growth and change, shrink and lose membership or any description of the end of a specific sect. (3 × 2)

0 No reason offered. 1 A reason is identified but no detail is offered. 2 As above plus a limited description of the reason. 3 A reason is identified that shows an accurate sociological understanding, such as

the people’s temple (1 mark): when it became threatened by American society first it withdrew from the U.S.A. to Guyana and then under the orders of its leader the members all committed suicide, marking the end of that sect (2 marks). (1 + 2)

(b) Evaluate the view that the growth of new religious movements is evidence that religion

continues to play a major role in modern industrial societies. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. There

may be answers that simply list the supposed benefits of religion or blame the troubles of the world today on the lack of religion.

Band 2 5–8 In this mark band candidates may offer a supported defence of the role of religion or an

agreement that it no longer has much significance. To be placed towards the top of the band, there must be a clear understanding that the meaning of new religious movements is understood. Answers may be given from the view of secularisation but in this band these will be undeveloped. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. An understanding of the different theories of the nature of the role of religion would gain credit, especially if supported by evidence. Examples of contemporary societies can be used with credit. Post-modern theory would show clear understanding and the work of thinkers such as Wilson, Barker, Turner and Lyotard can be used with credit. Evaluation in this mark band may be implicit.



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7 (a) (i) Define the term self report study. [3] 0 No attempt to define self report study. 1 Self report study explained in a simplistic way such as ‘a study’. 2 The meaning of self report study is further expanded by showing wider

understanding but this may not be linked to sociological knowledge. 3 An accurate sociological definition of a self report study is given as one that asks a

population to report on their own criminality or status as victims of crime, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two advantages in using self report studies to

research the level of crime in society. [6] Up to 3 marks to be awarded for each advantage, such as when the actual level of crime

is unknown, for example domestic violence and white-collar crime, dark figure, the researcher can investigate specific areas of interest, greater validity of results, limitations of other studies or where official statistics can be inaccurate. (3 × 2)

0 No advantage offered. 1 An advantage is identified but no detail is offered. 2 As above plus a limited description of the advantage. 3 An advantage is identified that shows accurate sociological understanding, such as

not all crime that is committed is reported (1 mark), for example, domestic violence, which many people keep secret as they are ashamed or fear worse levels of violence if it is reported and not taken seriously (2 marks). (1 + 2)

(b) Evaluate the view that criminal behaviour is limited to a few powerless groups in

society. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Some

answers in this band may describe different types of crime. Band 2 5–8 In this mark band there may be some confusion between criminal and deviant behaviour,

both in understanding and in the evidence provided. Answers are most likely to concentrate on crime statistics and their relationship to different social groups. Others may focus on the functions of criminality. Candidates who note that there may be a debate, or those who identify different social groups, but who do not develop this should receive a mark towards the top of the band.


range of material. There will be a detailed examination of several theories of crime that look at both structural and cultural reasons for criminality and the ability of some groups to hide their crime more successfully than others. Useful reference can be made to key thinkers such as Merton, Chambliss, Snider, Cicourel and Sutherland. Evaluation in this mark band may be implicit.



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8 (a) (i) Define the term sub-culture. [3] 0 No attempt to define sub-culture. 1 Sub-culture explained in a simplistic way such as ‘different culture’. 2 The meaning of sub-culture is further expanded by showing wider understanding but

this may not be linked to sociological knowledge. 3 An accurate sociological definition of sub-culture is given as a sub-group of society

that follows norms that are regarded, at least in some respects, as different from mainstream society, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two differences between biological and sociological

theories of deviance. [6] Up to 3 marks to be awarded for each example, which can relate either to social settings

or to genetic reasons. Other examples can contrast the work of any relevant theorists, such as Lombroso with Cohen, or contrasting social constructions to physical characteristics. Both sociology and biology have to be referred to in order to gain full marks. (3 × 2)

0 No example offered. 1 An example of either sociology or biology is identified but no detail is offered. 2 As above plus a limited description or limited comments about both. 3 An example of the difference between both is identified that shows accurate

understanding, such as what influences human behaviour (1 mark): biologists see heredity as important in determining who will commit crime, whereas sociologists look to the social situation or structure of society to explain criminal behaviour (2 marks). (1 + 2)

(b) Evaluate the interactionist view that deviance is subject to negotiation. [16] Band 1 0–4 In this mark band candidates may wish to accept or reject the usefulness of integrationists’

views uncritically. Other candidates may describe interactionist data. Band 2 5–8 In this mark band there will be either a supported acceptance or rejection of the question.

Some candidates may confuse crime and deviance. In this band key thinkers most likely to be referred to are Becker and Lemert. Other answers may ignore interactionist studies and concentrate on the supposed advantages of other theories instead. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. Candidates will clearly show that they have a detailed understanding of interactionist and other views in relation to both crime and deviance. The work of key thinkers such as Merton, Young, Taylor, Walton and Cohen may be usefully referred to. Evaluation in this mark band may be implicit.



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9 (a) (i) Define the term unofficial strike. [3] 0 No attempt to define unofficial strike. 1 Unofficial strike explained in a simplistic way such as ‘a strike’. 2 The meaning of unofficial strike further expanded by showing wider understanding

but this may not be linked to sociological knowledge. 3 An accurate sociological definition of an unofficial strike is given as one that

happens without the official sanction of the union, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two reasons why strikes occur. [6] Up to 3 marks to be awarded for each reason, such as spontaneity, lack of union

recognition, grass roots leadership, breakdown of negotiations, conditions of work, pay, action of last resort. (3 × 2)

0 No reason offered. 1 A reason is identified but no detail is offered. 2 As above plus a limited description of the given reason. 3 A reason is identified that shows accurate sociological understanding, such as grass

roots leadership (1 mark), where local leaders organise the workforce into taking action against the wishes of the official union leadership, such as ‘Red Robbo’ in British Leyland in the 1970s (2 marks). (1 + 2)

(b) Evaluate the view that organisations are inevitably undemocratic. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other

answers may describe or list supposed undemocratic processes in the work-place. Band 2 5–8 In this band the candidate will either accept or reject the proposition but this answer will be

supported by reference to key thinkers such as Weber or Gouldner. Answers may be interpreted in such a way as to focus on bureaucracy, and those that just do that should remain in this band. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. Both the supposed efficiency and inefficiency of bureaucracy could be interrogated, as well as alternative ways of analysing organisations, such as contingency theory (Burns and Stalker). Good use can be made of key thinkers such as Blau, Michels and Roth. Evaluation in this mark band may be implicit.



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10 (a) (i) Define the term professionalisation in relation to work. [3] 0 No attempt to define professionalisation. 1 Professionalisation explained in a simplistic way such as ‘being professional’ or by

naming a specific profession such as a doctor. 2 The meaning of professionalisation further expanded by showing wider

understanding but this may not be linked to sociological understanding. 3 An accurate sociological definition of professionalisation is given as the process by

which barriers are erected to entry to different jobs by increasing the qualifications needed in order to gain entry, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two consequences of the professionalisation of the

workforce. [6] Up to 3 marks to be awarded for each consequence, such as longer training, more

difficult to enter job, occupational closure, increasing levels of qualification, high salaries, status, reintroduction of skill. (3 × 2)

0 No consequence offered. 1 A consequence is identified. 2 As above plus a limited description of the consequence. 3 A consequence is identified that shows accurate sociological understanding, such

as occupational closure (1 mark) in which entry into jobs that were previously available to many becomes limited to those who have the correct qualifications, and progress up the promotional ladder is further limited by the need for more qualifications (2 marks). (1 + 2)

(b) Evaluate the view that alienation remains a feature of work in modern industrial

societies. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other

answers may describe aspects of unsatisfying work. Band 2 5–8 In this band there will be either a supported acceptance or rejection of the proposition. In this

band candidates will show they have a sound grasp of the meaning of alienation. This will be related to aspects of work that may be responsible for causing alienation. Others may argue that it is no longer a feature, as technology has transformed the work-place. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. There may be consideration of both the causes of satisfaction at work as well as dissatisfaction. Candidates may refer to different systems of management and how these can influence the work-place. Key thinkers such as Blauner may be used as well as concepts such as automation, skilling and de-skilling. Evaluation in this mark band may be implicit.



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11 (a) (i) Define the term censorship. [3] 0 No attempt to define censorship. 1 Censorship explained in a simplistic way such as ‘stopping things/allowing things’. 2 The meaning of censorship further expanded by showing wider understanding but

this may not be linked to sociological knowledge. 3 An accurate sociological definition of censorship is given as the control of and

prevention of publishing/broadcasting materials carried out by powerful individuals in the media or the state, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two examples of the way in which the mass media

influences the political process. [6] Up to 3 marks to be awarded for each example, such as opinion polls, halo effect,

political socialisation, agenda setting, scandals, manipulation, information, propaganda. (3 × 2) 0 No example offered. 1 An example is identified but no detail is offered. 2 As above plus a limited description of the example in the mass media. 3 An example of an influence is identified that shows accurate sociological

understanding, such as the halo effect (1 mark), which operates in such a way as to attract uncommitted voters to place their electoral allegiance in favour of the party that the media appears to be predicting will be successful (2 marks). (1 + 2)

(b) Evaluate the view that agenda setting in politics is increasingly shaped by the mass

media in modern industrial societies. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other

answers may well describe the different roles that can be found in an editorial team, describe spin doctors or outline different media stories.

Band 2 5–8 In this band the candidate will argue that control either does or does not rest with editorial

teams/owners. Evidence is likely to be from either a pluralist or Marxist view. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. In this band not only may the candidate outline the arguments that show control through hegemony in editorial teams/owners/controllers but also the arguments that favour market forces and pluralist theory as well as some consideration of ‘increasingly’. Credit can be gained from the use of key theorists such as Butler and Stokes, the G.M.G. and Windahl amongst others. Evaluation in this mark band may be implicit.



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12 (a) (i) Define the term content analysis. [3] 0 No attempt to define content analysis. 1 Content analysis explained in a simplistic way such as ‘looking at the contents’. 2 The meaning of content analysis is expanded by showing wider understanding but

this may not be linked to sociological information. 3 An accurate sociological definition of content analysis is given as the systematic

measuring of the amount of media exposure given to an event and the nature of that exposure, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two difficulties in measuring the influence of the

mass media. [6] Up to 3 marks to be awarded for each difficulty, such as researcher bias (subjectivity),

length of time needed for research, problems of interpretation of meaning, control of variables, defining/identifying variables. Media messages change. (3 × 2)

0 No example offered. 1 An example is identified but no detail is offered. 2 As above plus a limited description of the example. 3 An example is identified that shows an accurate sociological understanding, such as

difficulties of interpretation (1 mark) because the judgement of the researcher is critical in deciding how the media message has been interpreted by audiences and which other factors may have been influential. It is very difficult for the researcher to be sure that they have made the correct judgement (2 marks). (1 + 2)

(b) Evaluate the usefulness of the hypodermic syringe model to our understanding of the

role of the mass media. [16] Band 1 0–4 In this mark band candidates may describe the hypodermic syringe model uncritically. Other

answers may describe issues that appear in the media or give descriptions of different types of media.

Band 2 5–8 In this mark band there will be either a supported defence of the model or a rejection of it.

Answers may well be supported by examples of copycat behaviours as well as reference to key thinkers such as Bandura, Ross and Ross. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. Not only will there be an accurate assessment of the hypodermic syringe model but there will also be consideration of a range of other theories. The work of key thinkers such as Hall, Katz and Lazarsfeld, McQuail, Golding and Philo may usefully be referred to. Evaluation in this mark band may be implicit.



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GCE Advanced Level



9699 SOCIOLOGY





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GENERAL MARK BANDS Part (a) (i) 0 No relevant definition. 1 Weak attempt with little sociological reference. 2 Accurate but limited definition. 3 Accurate sociological definition. (ii) Up to 3 marks available for each example, either: 0 No relevant example offered. 1 An example identified. 2 An example identified and a limited description offered. 3 An example identified and described accurately. or 1 mark for each clearly identified example, maximum of 2 available, and 1–4 marks available

for answers that may offer one description that accurately describes both examples. (If described but not identified, award a maximum of 4.)


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1 (a) (i) Define the term matrifocal. [3] 0 No attempt to define matrifocal. 1 Matrifocal explained in a simplistic way, such as ‘a woman’s family’. 2 The meaning of matrifocal further expanded by showing wider understanding but

this may not be linked to sociological examples but rather to a description of any females in families.

3 An accurate sociological definition of a matrifocal family as one that is run and controlled/headed by women is given but this can be theoretical and does not have to contain examples.

(ii) Identify and briefly describe two alternatives to the matrifocal family. [6] Up to 3 marks to be awarded for each alternative, such as patrifocal, patriarchal,

democratic, household. (3x2) 0 No alternative offered. 1 An alternative is identified but no detail is offered. 2 As above plus a limited description of the named alternative. 3 An alternative is identified which shows accurate sociological understanding, such

as patriarchal family (1 mark) which is a family in which the male(s) have a superior status to females and in which their authority is dominant and decision-making rests with them (2 marks). (1+2)

(b) Evaluate the view that in modern industrial societies there is no such thing as a dominant family structure. [16]

Band 1 0–4 In this band the candidate may wish to support or reject the proposition uncritically. Others

may attempt some descriptions of the functions of the family with little or no reference to families.

Band 2 5–8 In this band the candidate will either offer a supported defence of the proposition that

dominant family structures can be found in modern industrial societies or evidence that they cannot be found. This can be supported either by theory or empirical data. Answers which raise the issue of diversity can also be placed here. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. There will be a thorough exploration of the arguments for the continuance of dominant family structures and diversity. There can be a full discussion of diversity both from an historical and a contemporary view. Key thinkers such as Allan and Crow can be used as well as Anderson and Laslett. Evaluation in this mark band may be implicit.


work referred to and an evaluation which, at its best, will be detailed, perhaps referring to the convergence of diversity, leading to a balanced conclusion.

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2 (a) (i) Define the term dual burden in relation to the family. [3] 0 No attempt to define dual burden. 1 Dual burden is explained in a simplistic way, such as ‘two burdens’. 2 The meaning of dual burden is further expanded by showing wider understanding

but this may not be linked to sociological understanding. 3 An accurate sociological definition of dual burden as the double shift endured largely

by women in having paid employment and then returning home for a second job is given but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two causes of the dual burden. [6] Up to 3 marks to be awarded for each cause, such as patriarchy, increasing female paid

employment, equal opportunities, consumerism, changing patterns of employment and gender expectations. (3x2)

0 No cause offered. 1 Cause is identified but no detail is offered. 2 As above plus a limited description of the named cause. 3 A cause that shows accurate sociological understanding is identified, such as

gender expectations (1 mark) in which females are expected to take the main burden of domestic work as well as the expectations of modern life which also require women to enter paid employment (2 marks). (1+2)

(b) Evaluate the view that in modern industrial societies domestic labour is now shared

between couples. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. They

may offer a list of what labour takes place in the home, with little or no reference to the question.


Answers are most likely to be limited to the Willmott and Young/Ann Oakley debate and limit themselves to the end (or not) of patriarchy. Those candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.

Band 3 9–12

Answers show a more thorough understanding of the question and are supported by a good range of material. There will be a thorough investigation of the question. Evidence of increasing trends towards egalitarian practices will be given, as well as evidence that demonstrates that little has changed. Candidates may compare modern with traditional societies as well as making historical comparisons. In this band there must be clear acknowledgment of diversity of relationships and the work of such key thinkers as Thorne, Allan and Crowe and the Rapoports may be referred to amongst others. Evaluation in this mark band may be limited.



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3 (a) (i) Define the term cultural capital in relation to education. [3] 0 No attempt to define cultural capital. 1 Cultural capital is explained in a simplistic way, such as ‘having capital’. 2 The meaning of cultural capital is further expanded by showing wider understanding

but this may not be linked to sociological understanding. 3 An accurate sociological definition of cultural capital is given, as the advantage that

having dominant culture can give to an individual, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two examples of how cultural capital can influence

educational outcomes. [6] Up to 3 marks to be awarded for each example, such as understanding school culture,

teachers’ labelling, parentocracy, type of socialisation and language codes. (3x2) 0 No example offered. 1 An example is identified but no detail is offered. 2 As above plus a limited description of the example. 3 An example that shows accurate sociological understanding is identified, such as

labelling by teachers (1 mark) which results in teachers having high expectations of pupils who possess cultural capital and low expectations of those who do not and this then creates the self-fulfilling prophecy, to the benefit of those who possess cultural capital (2 marks). (1+2)

(b) Evaluate the view that education is the most important way of achieving social mobility in modern industrial societies. [16]

Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other

answers may describe the benefits to be gained from obtaining an education. Band 2 5–8 In this band answers may be a supported defence of the proposition from a broadly

functionalist/meritocratic standpoint. An alternative answer will be one that disputes the question, most probably from the Marxist position. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. In this band there will be a well-developed debate that may well consider the extent of the role of education in social mobility. A range of material may be used that can include studies of social mobility but they are not a necessary part of this answer. Evaluation in this mark band may be implicit.

Band 4 13–16

Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation which, at its best, will be detailed, leading to a balanced conclusion.

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4 (a) (i) Define the term peer group in relation to education. [3] 0 No attempt to define peer group. 1 Peer group explained in a simplistic way, such as ‘same age’. 2 The meaning of peer group further expanded by showing wider understanding but

this may not be linked to sociological information. 3 An accurate sociological definition of peer group as pupils of a similar age and

behaviours that may be a subset of mainstream culture is given but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two ways in which pupils may react to school. [6] Up to 3 marks to be awarded for each reaction, such as integration, ritualism,

compliance or any named example from empirical data. (3x2) 0 No reaction offered. 1 A reaction is offered. 2 As above plus a limited description of the named reaction. 3 A reaction is identified that shows accurate sociological understanding, such as Paul

Willis’s ‘the lads’ (1 mark) who had seen through the capitalist trap and did not believe in meritocracy and so made no attempt to do well but instead developed a counter-school culture, which included messing about in lessons and valuing working class attitudes (2 marks). (1+2)

(b) Evaluate the view that teachers remain the most significant influence on pupil

achievement. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other

answers may ignore the question and talk about other factors, such as the role of education or benefits to be gained from it.

Band 2 5–8 In this band the answer will either be a supported defence of or challenge to the question.

Candidates in this band may note the interactionist reference in the question and, if that is so, are most likely to support the view. Others may reject it and offer factors such as material ones or a conflict perspective to challenge the contention. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.

Band 3 9–12

Answers show a more thorough understanding of the question and are supported by a good range of material. There will be a developed assessment of the question from both the view of the interactionist perspective of the role of teachers in pupil achievement as well as a range of other views. The work of key thinkers such as Cicourel and Kitsuse, Rosenthal and Jacobsen, Ball, Hargreaves, Keddie and Woods can be referred to as well as many others. Evaluation in this mark band may be limited.



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5 (a) (i) Define the term social solidarity. [3] 0 No attempt to define social solidarity. 1 Social solidarity defined in a simplistic way, such as ‘being social’. 2 The meaning of social solidarity further expanded by showing wider understanding

but this may not be linked to sociological knowledge. 3 An accurate sociological definition of social solidarity as the shared values, norms

and sentiments to be found within a culture is given but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two consequences of lack of social solidarity. [6] Up to 3 marks to be awarded for each consequence, such as anomie, normlessness,

lack of shared religion, breakdown of law and order, levels of deviance, underclass, alienation. (3x2)

0 No consequence offered. 1 A consequence is identified but no detail is offered. 2 As above plus a limited description of the identified consequence. 3 A consequence of lack of social solidarity is identified that shows accurate

sociological understanding, such as anomie (1 mark) which results in a breakdown in norms and values, leaving individuals unsure about the rules that should guide behaviour (2 marks). (1+2)

(b) Evaluate the view that the role of religion is to maintain social cohesion. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other

answers may argue that the problems of the world are caused by a lack of, or too much, religion.

Band 2 5–8 In this band there will either be a supported defence of the question or a challenge to it.

Evidence can be either from theory or from empirical data but if theory is used it will most likely rely on classical theorists. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. The possibility of religion both maintaining social cohesion and as an initiator of social change will be considered. At the top of the mark band, candidates may well develop a debate based on more contemporary thinkers, such as Bruce, Taylor and McGuire. Evaluation in this mark band may be limited.



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6 (a) (i) Define the term new religious movement. [3] 0 No attempt to define new religious movements (NRMs). 1 NRMs explained in a simplistic way, such as ‘movements’. 2 The meaning of NRMs further expanded by showing wider understanding but this

may not be linked to sociological knowledge. 3 An accurate sociological definition of NRMs is given, as religious organisations that

have arisen since the 1970s and come in a variety of forms demanding differing levels of commitment from members, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two ways in which a church can be distinguished

from a denomination. [6] Up to 3 marks to be awarded for each example, such as linked (or not) to upper classes

in society, the nature of leadership, level of commitment, links to the state, size. (3x2)

0 No example of difference offered. 1 An example of a difference is identified but no detail is offered. 2 As above plus a limited description of the process. 3 An example of a difference is identified and a description given that shows accurate

sociological understanding, such as size (1 mark), in that churches tend to have large memberships which reflect the whole society in which they are to be found, whereas the membership of denominations is smaller and may be limited to some groups within the society (2 marks). (1+2)

(b) Evaluate the view that modern industrial societies are less religious now than in the

past. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. There

may be answers where candidates blame what they see as problems in modern society on the loss of religious power.

Band 2 5–8 In this mark band candidates may offer a one-sided view of ‘less religious’, such as

secularisation or falling church attendance. Others may ignore these issues and rather consider the power and influence of religions in society. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. Both the way in which religion may be losing power in modern industrial societies as well as the way in which power is retained may be explored. Key thinkers such as Bruce and Wallis may be referred to with credit, as well as others including the classical theorists. Evaluation in this mark band may be limited.



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7 (a) (i) Define the term status frustration. [3] 0 No attempt to define status frustration. 1 Status frustration explained in a simplistic way, such as ‘being angry’. 2 The meaning of status frustration further expanded by showing wider understanding

but this may not be linked to sociological knowledge. 3 An accurate sociological definition of status frustration is given, as the feelings

experienced by those members of society who lack a range of means to ‘success’ when they have avenues to social mobility blocked, causing them to seek alternatives, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two sanctions that may be used to discourage

deviance. [6] Up to 3 marks to be awarded for each example that shows how deviance can be

sanctioned, such as reprimand actions of the police, judicial system, and fear of punishment. (3x2)

0 No example offered. 1 An example is identified but no detail is offered. 2 As above plus a limited description of the example. 3 An example is identified plus a description is given that shows accurate sociological

understanding, such as fear of punishment (1 mark) so that individuals refrain from committing deviant acts like playing truant from school for fear of censure or punishment (2 marks). (1+2)

(b) ‘People are more likely to commit crime if they live in inner city areas.’ Evaluate this

view. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Some

answers may describe areas, or the types of people found in some areas, that are supposedly more responsible than others for criminal behaviour.

Band 2 5–8 In this mark band there may be some confusion between crime and deviance. In this band

the proposition is most likely to be accepted uncritically and evidence of working class areas being responsible for most criminality will be given. Others may reject this and offer a different explanation of criminal behaviour, such as a Marxist one. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. Not only will the candidate show that there are theories such as that of Mayo and Pahl that link criminality to locality or community, but these can be compared with a range of others, such as those of Taylor, Walton, Young, Merton etc. There will be no confusion between crime and deviance. Evaluation in this mark band may be limited.



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8 (a) (i) Define the term social disorganisation. [3] 0 No attempt to define social disorganisation. 1 Social disorganisation explained in a simplistic way, such as ‘being disorganised’. 2 The meaning of social disorganisation further expanded by showing wider

understanding but this may not be linked to sociological knowledge. 3 An accurate sociological definition of social disorganisation is given, as the lack of

agreed norms in society that causes the breakdown of the processes of social control, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two ways in which social disorganisation may lead to

an increase in deviance. [6] Up to 3 marks to be awarded for each example that shows how norms no longer direct

behaviour, such as innovation, retreatism, rebellion, or any empirical study of the process of social disorganisation. (3x2)

0 No example offered. 1 An example is identified but no detail is offered. 2 As above plus a limited description of the example. 3 An example is identified plus a description is given that shows accurate sociological

understanding, such as that of Matza (1 mark) where he describes how youths drift into delinquency but that this usually ends when they become more involved in mainstream values (2 marks). (1+2)

(b) Evaluate the functionalist view that without crime there would be social disorder. [16]

Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Some answers may list the types of crimes that may create social disorder. Band 2 5–8 In this mark band there may be some confusion between crime and deviance. Most answers are likely to pick up on the functionalist reference and outline the functions of criminal behaviour. Some may argue that crime is dysfunctional or reject either in favour of another explanation of criminality. Candidates who note that there may be a debate should receive a mark towards the top of the band. Band 3 9–12 Answers show a more thorough understanding of the question and are supported by a good range of material. Candidates will clearly show that they have a detailed understanding of functionalist views in relation to both crime and deviance and this is considered in relation to other theories. Work of key thinkers, such as Merton, Lemert, Cohen, Taylor, Walton and Cohen, may be usefully referred to. Evaluation in this mark band may be implicit. Band 4 13–16 Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation which, at its best, will be detailed, leading to a balanced conclusion.

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9 (a) (i) Define the term trades union. [3]

0 No attempt to define trades union. 1 Trades union explained in a simplistic way, such as ‘unions of trades’. 2 The meaning of trades union further expanded by showing wider understanding but

this may not be linked to sociological knowledge. 3 An accurate sociological definition of trades union, as an organisation set up by and

on behalf of workers to represent their interests in the workplace, is given but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two ways in which union power has been limited in

modern industrial societies. [6]

Up to 3 marks to be awarded for each limiting change, such as changing employment law, falling union membership, loss of unionised jobs, unemployment rates, the end of the closed shop. (3x2) 0 No change is identified. 1 A change is identified but no detail is offered. 2 As above plus a limited description of the change. 3 An example of a change is identified plus a description is given that shows accurate

sociological understanding, such as levels of unemployment (1 mark) which mean that the number of individuals in employment and therefore linked to union membership has fallen, thereby weakening the power of the union due to fewer fees, less industrial power and the threat of the unemployed replacing unionised members (2 marks). (1+2)

(b) ‘The level and nature of conflict in the workplace is linked to the control strategies of

management.’ Evaluate this view. [16]

Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other answers may list types of conflict or explain why industrial conflict is unnecessary in modern industrial societies. Band 2 5–8 In this mark band there will be either a supported agreement or disagreement with the question. Some candidates may refer to the work of such key thinkers as Edwards and Scullion or concepts such as Fordism. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band. Band 3 9–12 Answers show a more thorough understanding of the question and are supported by a good range of material. Candidates will clearly show that the causes of conflict are complex but that management systems do have an impact on how conflict is expressed. Key thinkers, such as Durcan, McCarthy and Redman and Edwards and Scullion, can be referred to with credit. Evaluation in this mark band may be limited. Band 4 13–16 Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation which, at its best, will be detailed, leading to a balanced conclusion.

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10 (a) (i) Define the term reserve army of labour. [3]

0 No attempt to define reserve army of labour. 1 Reserve army of labour explained in a simplistic way, such as ‘being labour in

reserve’. 2 The meaning of reserve army of labour further expanded by showing wider

understanding but this may not be linked to sociological understanding. 3 An accurate sociological definition of reserve army of labour is given, as female

labour that can be absorbed into and dropped from the work-force when needed, which may be associated with Marxism but this can be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two problems of measuring unemployment. [6]

Up to 3 marks to be awarded for each problem, such as fluctuating measurement of government statistics, temporary/part-time work, size of student population, length of unemployment. (3x2) 0 No problem offered. 1 A problem is identified but it is not linked to employment. 2 As above plus a limited description of the problem. 3 A problem is identified plus a description is given that shows accurate sociological

understanding, such as the way governments measure unemployment (1 mark) so that sometimes categories are changed, for example extending the length of education so that rates of unemployment appear to have declined (2 marks). (1+2)

(b) ‘In modern industrial societies some groups are more likely to suffer unemployment

than others.’ Evaluate this view. [16] Band 1 0–4

In this mark band candidates may wish to support or reject the proposition uncritically. Other answers may describe different sorts of jobs but ignore the issue of unemployment raised in the question. Band 2 5–8 In this band there will be either a supported acceptance or rejection of the proposition. There will be little attempt to unpick what is meant by unemployment and different groups that do or do not suffer from it. If there is an attempt to interpret it then only one aspect such as class will be considered. If the proposition is agreed with, then a Marxist justification will be given; if rejected, then this will be from a functionalist view of meritocracy. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band. Band 3 9–12 Answers show a more thorough understanding of the question and are supported by a good range of material. The answer may usefully refer to issues of unequal unemployment as well as employment and take the dimensions of class, gender or ethnicity as well as elite self-recruitment. The work of such key thinkers as Jackman, Pollert and Gallie may be used with credit. Evaluation in this mark band may be limited. Band 4 13–16 Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation which, at its best, will be detailed, leading to a balanced conclusion.

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11 (a) (i) Define the term folk devils. [3]

0 No attempt to define folk devils. 1 Folk devils explained in a simplistic way, such as ‘evil’. 2 The meaning of folk devils further expanded by showing wider understanding but

this may not be linked to sociological knowledge. 3 An accurate sociological definition of folk devils in relation to the mass media is

given, as the way in which the media gives emphasis to certain behaviours thereby creating negative/exaggerated images in the mind of the public of the stigmatised group, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two examples of folk devils created by the media. [6]

Up to 3 marks to be awarded for each example either from empirical data or generic. If the latter, the examples must be clearly different to gain full marks. (3x2) 0 No example offered. 1 An example is identified but no detail is offered. 2 As above plus a limited description of the example in the mass media. 3 An example is identified plus a description is given that shows accurate sociological

understanding, such as that of paedophiles (1 mark) so that the media raise tension over the extent of paedophile activity and this results in attacks on individuals who may or may not be guilty of those actions (2 marks). (1+2)

(b) Evaluate the view that the mass media reflect the interests of some groups more than others. [16]

Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Other answers may well describe different sorts of media. Band 2 5–8 In this band the candidate will argue either that the mass media does or does not reflect a narrow view. Answers are most likely to take the Marxist view that the media reflects the view of a narrow group, or be a straightforward rejection of this view from a pluralist stance. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band. Band 3 9–12 Answers show a more thorough understanding of the question and are supported by a good range of material. In this band not only will the candidate outline the argument that the media does support a narrow view from a manipulative or hegemonic perspective but this will be juxtaposed against the pluralist one. Key figures that may be referred to in answers may include such as Marx, Murdock and Golding, Rosengren and Windahl and the GMG amongst many others. Evaluation in this mark band may be limited. Band 4 13–16 Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation which, at its best, will be detailed, leading to a balanced conclusion.

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12 (a) (i) Define the term audience effects. [3]

0 No attempt to define audience effects. 1 Audience effects explained in a simplistic way such as ‘affecting the audience’. 2 The meaning of audience effects expanded by showing wider understanding but this

may not be linked to sociological information. 3 An accurate sociological definition of audience effects is given, as the different ways

in which audiences may respond to the output of the media, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two difficulties in measuring audience effects. [6]

Up to 3 marks to be awarded for each difficulty, such as bias judgements, problems with long/short-term variables, isolating significant variables. (3x2) 0 No difficulty offered. 1 A difficulty is identified but no detail is offered. 2 As above plus a limited description of the difficulty. 3 A difficulty is identified plus a description is given that shows accurate sociological

understanding, such as isolating significant variables (1 mark) because individuals are subject to many influences in life, family, class, work, friends as well as others, so it is difficult to know which influences behaviour or if individuals select the media view that reinforces the one they already have (2 marks). (1+2)

(b) Evaluate the contribution of uses and gratifications theory to our understanding of the

role of the mass media. [16]

Band 1 0–4 In this mark band candidates may describe the uses and gratifications theory in an uncritical way. Other answers may describe what they consider the role of the mass media to be. Band 2 5–8 In this mark band there will be either a supported justification of the use of uses and gratifications theory or a rejection of that theory in favour of another one. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band. Band 3 9–12 Answers show a more thorough understanding of the question and are supported by a good range of material. Not only will there be an accurate outline of uses and gratifications theory but there will be a summary of its limitations. This will include an assessment of other theories which assess the role of the media. Hypodermic syringe model as well as cultural effect and market forces should all feature at this level but it is not essential for all of them to be covered, depending on the depth of understanding displayed on the selected theories. Evaluation in this mark band may be limited. Band 4 13–16 Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation which, at its best, will be detailed, leading to a balanced conclusion.

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GCE Advanced Level



9699 SOCIOLOGY





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GENERAL MARK BANDS Part (a) (i) 0 No relevant definition. 1 Weak attempt with little sociological reference. 2 Accurate but limited definition. 3 Accurate sociological definition. (ii) Up to 3 marks available for each example, either: 0 No relevant example offered. 1 An example identified. 2 An example identified and a limited description offered. 3 An example identified and described accurately. or 1 mark for each clearly identified example, maximum of 2 available, and 1–4 marks

available for answers that offer one description that accurately describes both examples. (If described but not identified, award a maximum of 4 marks.)


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1 (a) (i) Define the term extended family. [3] 0 No attempt to define extended family. 1 Extended family explained in a simplistic way such as ‘a big family’. 2 The meaning of extended family further expanded by showing wider understanding

but this may be by describing any large family rather than by linking it to sociological examples.

3 An accurate sociological definition of an extended family as a nuclear family plus other relatives sharing a residence, household tasks and care is given, but this can be theoretical and does not have to contain examples.

(ii) Identify and briefly describe two characteristics of modified extended families. [6] Up to 3 marks to be awarded for each characteristic, such as proximity, contact levels,

exchange of services, not sharing residence, level of communication. (3 × 2) 0 No characteristic offered. 1 A characteristic is identified but no detail is offered. 2 As above plus a limited description of the characteristic. 3 A characteristic is identified that shows accurate sociological understanding, such as

proximity to other relatives (1 mark), which means that whereas in the past extended families shared a residence and cooperated with each other economically, families now live in nuclear units but these can be of close proximity so that they can still cooperate as a social group (2 marks). (1 + 2)

(b) Evaluate the view that the extended family is of little importance in modern industrial

societies. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. Others

may attempt to describe the functions of the family with no reference to the question. Band 2 5–8 In this band the candidate will either offer a supported defence of the proposition that

extended families are no longer to be found in modern industrial societies or evidence that they can still be found. This can be supported either by theory or empirical data. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. There will be a thorough exploration of the arguments both for the end of extended families and for their continuation. There will be a full discussion of diversity both from an historical and a contemporary view. Key thinkers such as Allan and Crow can be used, as well as Anderson and Laslett. Evaluation in this mark band may be implicit.



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2 (a) (i) Define the term patriarchy in relation to the family. [3] 0 No attempt to define patriarchy. 1 Patriarchy is explained in a simplistic way such as ‘fathers’. 2 The meaning of patriarchy is further expanded by showing wider understanding but

this may not be linked to sociological understanding. 3 An accurate sociological definition of patriarchy is given as family types where the

power, control and decision-making reside with the males, but this may be purely theoretical and does not have to contain examples.

(ii) Identify and briefly describe two ways in which patriarchy within the family may be

expressed. [6] Up to 3 marks to be awarded for each example, such as control of finances, discipline,

decision-making, preference for males (boys), behaviour, or for examples from any relevant empirical study which describes patriarchal families. (3 × 2)

0 No example offered. 1 An example is identified but no detail is offered. 2 As above plus a limited description of the example. 3 An example is identified that shows accurate sociological understanding, such as

Arensberg and Kimball’s traditional Irish family (1 mark), in which the spheres of men and women were strictly divided and entering into the other domain resulted in ritual, and the men, especially the senior male, had authority and decision-making power over all the rest (2 marks). (1 + 2)

(b) ‘Patriarchal family structures are no longer to be found in modern industrial societies.’

Evaluate this claim. [16] Band 1 0–4 In this mark band candidates may wish to support or reject the proposition uncritically. They

may offer a quasi common-sensical view of traditional societies and/or the role of fathers in families.


Candidates who realise that the question can be focused on the type of family structures to be found in modern industrial societies but do little else can be placed here. Credit can still be given for making relevant comments on families in non-industrial societies. Candidates who note that there may be a debate but who do not develop this should receive a mark at the top of the band.


range of material. There will be a detailed account of the type of family structures to be found in modern industrial societies and how they may or may not have changed in recent years. Issues of ethnic and cultural diversity can be included, as well as changing family/household patterns in modern societies. Key thinkers such as Roberts, Allan and Crow, and the Rapoports can be used with credit. Evaluation in this mark band may be implicit.



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