Cambridge A Level Sociology 9699 — 2024 Oct/Nov Paper 3 · Variant 3

This document has 4 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level DC (LO) 346186 © UCLES 2024 * 6 5 3 8 6 4 6 8 1 9 * SOCIOLOGY 9699/33 Paper 3 Education October/November 2024 1 hour 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer all questions. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. INFORMATION ● The total mark for this paper is 50. ● The number of marks for each question or part question is shown in brackets [ ].

2 9699/33/O/N/24 © UCLES 2024 Answer all questions. 1 Describe two problems in using IQ tests to measure educational ability. [4] 2 Explain two reasons why gender stereotypes might influence educational attainment. [8] 3 ‘Cultural deprivation is the main reason for differences in educational attainment.’ Using sociological material, give two arguments against this view. [12] 4 Evaluate the view that the role of education is to provide economic benefits for society. [26]

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4 9699/33/O/N/24 © UCLES 2024 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 12 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge International AS & A Level SOCIOLOGY 9699/33 Paper 3 Education October/November 2024 MARK SCHEME Maximum Mark: 50 Published 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 should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2024 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 2 of 12 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptions for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 3 of 12 Social Science-Specific Marking Principles (for point-based marking) 1 Components using point-based marking: • Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer shows confusion. From this it follows that we: a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark scheme requires a specific term) b DO credit alternative answers/examples which are not written in the mark scheme if they are correct c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons …). d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used wrongly.) e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e. polluted/not polluted). g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion) 2 Presentation of mark scheme: • Slashes (/) or the word ‘or’ separate alternative ways of making the same point. • Semi colons (;) bullet points (•) or figures in brackets (1) separate different points. • Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark (except Accounting syllabuses where they indicate negative numbers). 3 Calculation questions: • The mark scheme will show the steps in the most likely correct method(s), the mark for each step, the correct answer(s) and the mark for each answer • If working/explanation is considered essential for full credit, this will be indicated in the question paper and in the mark scheme. In all other instances, the correct answer to a calculation should be given full credit, even if no supporting working is shown. • Where the candidate uses a valid method which is not covered by the mark scheme, award equivalent marks for reaching equivalent stages. • Where an answer makes use of a candidate’s own incorrect figure from previous working, the ‘own figure rule’ applies: full marks will be given if a correct and complete method is used. Further guidance will be included in the mark scheme where necessary and any exceptions to this general principle will be noted.

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 4 of 12 4 Annotation: • For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks have no defined meaning for levels of response marking. • For levels of response marking, the level awarded should be annotated on the script. • Other annotations will be used by examiners as agreed during standardisation, and the meaning will be understood by all examiners who marked that paper. Using the mark scheme Some of the questions are marked using a point-based system, awarding marks for specific points and accumulating a total mark by adding points. Some of the questions are marked using level of response. For these, the level descriptor represents performance at the top of the level. For levels of response marking you should: • award a mark at the top of the level if all criteria in the level are met • consider the level descriptors across the full range, bearing in mind that it is not necessary for a candidate to give a faultless performance for maximum marks to be awarded within any single category • award marks on a ‘best-fit’ basis; thus, compensation between higher and lower achievement for different criteria is acceptable When marking holistically, the marks awarded for an answer are usually based on a judgement of the overall quality of the response. For holistic marking, inevitably, the mark scheme cannot cover all responses that candidates may make for all of the questions. In some cases, candidates may make some responses which the mark scheme has not predicted. These answers should nevertheless be credited according to their quality.

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 12 Annotations Annotation Meaning Benefit of the doubt given / the point is just about worthy of credit Explanation of the point Explanation of why it is a strength/ limitation Development / description of the point. Evaluation point Developed point General point using sociological material but applied to the question Point is irrelevant to the question Juxtaposition of point Material used to support the point Not answered question Repetition This material receives no credit, additional points not required Too vague Point that has been credited Incorrect response Irrelevant material On page comment Off page comment Identification of a point E1 E2 GEN M

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 12 Question Answer Marks 1 Describe two problems in using IQ tests to measure educational ability. Indicative content • Cultural bias of tests; ethnic or class • Performance depends on experience and practice • Performance depends on context of test, e.g. health, anxiety, motivation • Concept of general intelligence questionable; multiple intelligences, different abilities for different subjects • Intelligence not fixed over time • Problematic nature of measuring intelligence • Any other relevant problem. Reward a maximum of two examples. For each example up to 2 marks are available: 1 mark for identifying a problem in using IQ tests as measure of educational ability. 1 mark for showing an understanding of how that problem affects the accuracy of IQ tests in measuring educational ability. (2  2 marks) 4

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 12 Question Answer Marks 2 Explain two reasons why gender stereotypes might influence educational attainment. Indicative content • Laddish behaviour resulting from stereotypical self-image of masculinity • Avoidance of some subjects a pupil could have done well in if they are seen as more appropriate for opposite gender • Parents expectations or expenditure less on girls if seen as destined for main role in home • Boys seen by teachers as talented but lazy, over-estimate own ability. • Boys are overconfident due to their masculine self-image, discouraging effort. • If girls are seen as diligent and motivated, they may receive more support and positive attention from teachers • Girls may be seen as quiet and conformist, may be given less attention, seem “invisible”, so lower self-esteem. • Teachers may have stricter view of female deviance, giving non- conformists more negative labels. • Any other relevant reason. Reward a maximum of two reasons .Up to 4 marks are available for each reason 1 mark for making a point / identifying a reason (e.g. laddish behaviour resulting from stereotypical self-image of masculinity). 1 mark for explaining that point/identifying a reason (e.g. if a boy sees laddish behaviour as an essential part of their masculinity he may get into trouble at school and become less motivated to work, anti-school, negatively labelled) 1 mark for selecting relevant sociological material such as a study/concept/theory/empirical evidence to support the point (e.g. Carolyn Jackson.) 1 mark for explaining how the material supports the point (e.g. Jackson found that boys were influenced by hegemonic masculinity and had to appear to work less hard to look cool.) (2  4 marks) 8

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 8 of 12 Question Answer Marks 3 ‘Cultural deprivation is the main reason for differences in educational attainment.’ Using sociological material, give two arguments against this view. Indicative content • Material deprivation is more significant. • The culture of the school, habitus, ethnocentricity, etc. is the factor which causes the pupils background to affect their attainment. • The capitalist system determines who is required to attain different levels in education to meet the needs of the labour market. • If a system is meritocratic then the individual’s ability and effort will determine their attainment. • Teacher’s allocation of attention and work according to labels based on class, gender or ethnicity. • Effects of labelling on self-concept, effort and attainment. • Formation of anti-school subcultures resulting from labelling and streaming. • Any other relevant argument against the view. Reward a maximum of two arguments. Up to 6 marks are available for each argument. Levels of response Use the following levels to mark each argument. Level 3: 5–6 marks • One clear and developed argument against the view that cultural deprivation is the main reason for differences in educational attainment. • Sociological material, such as concepts, theories and evidence, is used to support the argument against the view. The material selected is appropriate and focused on the question with its relevance made clear. Level 2: 3–4 marks • One clear but underdeveloped argument against the view that cultural deprivation is the main reason for differences in educational attainment. • The material selected is appropriate but not fully focused on the question. Sociological evidence is used but its relevance to the argument is not made clear. Level 1: 1–2 marks • One point disagreeing with the view that cultural deprivation is the main reason for differences in educational attainment which is undeveloped or lacking clarity. • Any material selected lacks focus on the specific question. Level 0: 0 marks • No response worthy of credit. 12

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 12 Question Answer Marks 4 Evaluate the view that the role of education is to provide economic benefits for society. Indicative content In support of the view Against the view Points • Durkheim’s functionalist theory; value consensus, community, rules and the division of labour • Parsons’ values of universalism and achievement, meritocracy • Social democratic view of equal opportunity and economic progress. • Hidden curriculum; norms and rituals • National values in textbooks • Education is a shared experience that people have in common. • Education correlating with economic development • Social democratic reforms and evidence for increased mobility for all • New Right and Policies to raise standards and improve relevance of curriculum • Functionalist theory of stratification and role allocation • Functionalist model of education maintaining social order enabling economic prosperity • Marxist conflict model – imposing ruling class values • Althusser – Ideological State Apparatus • Bowles and Gintis – preparing capitalist labour force • Bourdieu – cultural capital of middle class rewarded. School only reflects middle class habitus • Feminist critique of patriarchy • Ethnocentricity and institutional racism • Subcultural rejection of school values • Divisions in and between schools by class, religion, gender and type of school. • Marxist model of education maintaining capitalism and benefiting bourgeoisie • Althusser ISA legitimising inequality • Bowles and Gintis reproduction of labour force to serve capitalists • Willis on working class lads • Young on curriculum and control • Education as a global commodity for profit • Reinforcing failure and deprivation 26

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 12 Question Answer Marks 4 In support of the view Against the view • To some extent Marxist theory could be used to support this functionalist view of education, with the education system serving to allocate individuals to roles that support the capitalist economic system. • Social democrats may see the prime role of education as supporting equal opportunity as a value • Functionalist model of education maintaining values and norms for social cohesion • Feminist criticism is that education serves patriarchy Research evidence/ Theory Halsey Huisman and Smits Heath Chitty Saunders Giroux Ward Smith and Noble Wolf Bowles and Gintis Young Willis Bourdieu Bates and Risborough Davies Rikowski Ranson Carr and Hartnett Relevant concepts Social solidarity Role allocation Secondary socialisation Meritocracy Social mobility Social control Ideological state apparatus False consciousness Correspondence principle Legitimisation Cultural reproduction Vocationalism The above content is indicative and other relevant approaches to the question should be rewarded appropriately.

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 11 of 12 Question 4 levels of response The maximum mark for Question 4 is 26. Examiners should award up to 10 marks for AO1, up to 6 marks for AO2, and up to 10 marks for AO3. Level AO1: Knowledge and Understanding Marks 5 • Very good knowledge and understanding of the view that the role of education is to provide economic benefits for society. • The response contains a wide range of detailed points with very good use of concepts and theory/research evidence. 9–10 4 • Good knowledge and understanding of the view that the role of education is to provide economic benefits for society. • The response contains a range of detailed points with good use of concepts and theory/research evidence. 7–8 3 • Reasonable knowledge and understanding of the view that the role of education is to provide economic benefits for society. • The response contains a narrow range of detailed points or a wider range of underdeveloped points, with some use of concepts or theory or research evidence. 5–6 2 • Basic knowledge and understanding of the view that the role of education is to provide economic benefits for society. • The response contains a narrow range of underdeveloped points and may include basic references to concepts or theories or research evidence. 3–4 1 • Limited knowledge and understanding of the view that the role of education is to provide economic benefits for society. • The response contains only assertive points or common-sense observations. 1–2 0 • No knowledge and understanding worthy of credit. 0 Level AO2: Interpretation and Application Marks 3 • The material selected will be accurately interpreted, well developed and consistently applied to answering the question. 5–6 2 • The material selected will be accurate and relevant but lacks either some development or clear application to the question. 3–4 1 • There is some attempt to apply sociological material but this lacks focus on or relevance to the specific question. 1–2 0 • No interpretation and application worthy of credit. 0

9699/33 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 12 of 12 Level AO3: Analysis and Evaluation Marks 5 • Very good analysis/evaluation of the view that the role of education is to provide economic benefits for society. • There is clear and sustained analysis. • There is detailed and explicit evaluation of the view that the role of education is to provide economic benefits for society 9–10 4 • Good analysis/evaluation of the view that the role of education is to provide economic benefits for society. • The evaluation is explicit and direct but not sustained or relies on a good account of evidence and arguments supporting the view that education only benefits some people in society or has other benefits than economic ones. 7–8 3 • Some analysis/evaluation of the view that the role of education is to provide economic benefits for society. • There is either one point explicitly used to argue for or against the view or a simple descriptive account of evidence and arguments supporting the view that education only benefits some people in society or has other benefits than economic ones. 5–6 2 • Basic analysis/evaluation of the view that the role of education is to provide economic benefits for society. • There is an attempt to consider more than one side of the debate or one point suggesting that supports the view that education only benefits some people in society or has another benefit. 3–4 1 • Limited analysis/evaluation of the view that the role of education is to provide economic benefits for society. • Any analysis or evaluation is incidental, confused or simply assertive. 1–2 0 • No analysis and evaluation worthy of credit. 0