How do sociologists approach the study of society? — Paper 2 · IGCSE Sociology 0495

2 There are thought to be many functions of education, making it an important time in a person’s life. For some it leads to social mobility, whereas for others it is a negative experience that reinforces social inequalities. (a) What is meant by the term ‘functions of education’? [2] (b) Describe two ways that setting and streaming can affect a student. [4] (c) Explain how the education system can lead to social mobility. [6] (d) Explain why those from the upper and middle social classes tend to do better in education than those from the working class. [8] (e) To what extent are cultural factors the most important influence on educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘functions of education’? 2 One mark for partial definition, e.g. what education does. Two marks for clear definition, e.g. the ways that education contributes to the smooth running of society. 2(b) Describe two ways that setting and streaming can affect a student. 4 One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). Possible answers: • the set/stream a student is placed into can determine their peer group • i.e. anti or pro school; • the higher set/stream a student is put into, the more likely they are to do well academically which will then affect job opportunities; • the halo effect – by being placed into a higher set/stream the student lives up to this positive label and achieves highly; • the self-fulfilling prophecy – by being placed into a lower set/stream the student lives up to this negative label and does not achieve well in school; • sometimes the set/stream determines the quality of the teacher allocated to that group; • sometimes the set/stream a student is in determines the resources/equipment available – the higher sets typically have access to the better resources; • other reasonable response. 2(c) Explain how the education system can lead to social mobility. 6 It is likely that candidates will refer to upward social mobility in their responses, however downward social mobility i.e. through lack of qualifications should also be credited. Possible answers: • functionalists believe that education is a meritocracy and those that work hard will be duly rewarded i.e. increased life chances; • doing well in education means that you can access the best universities and thus achieve the higher jobs in society; • not doing well in education decreases life chances and can lead to downward social mobility; • education provides people with the skills and knowledge necessary to do well in life which can allow them to move from one social class to another; • for some girls education can provide a path out of domesticity and lead to a successful career; • some types of schools get better results than others i.e. private schools • attending a school like this i.e. a working class student on a scholarship to a private school is likely to achieve upward social mobility; • private schools allow opportunities for networking and contacts which can lead to social mobility – social capital; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how the education system leads to social mobility e.g. ‘getting qualifications means you can do well in life. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how the education system leads to social mobility. Sociological terms and concepts should be expected e.g. ‘In a meritocracy doing well at school leads to increased opportunities in life’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 2(d) Explain why those from the upper and middle social classes tend to do 8 better in education than those from the working class. Possible answers: • the upper and middle classes have more economic capital and can therefore buy equipment and resources that will aid their education; • the upper and middle classes are more likely to attend private schools where class sizes are smaller, resources are plentiful and results are better; • the upper and middle classes have more cultural capital meaning their children have a head start in education in terms of already having an understanding of activities such as reading, theatre and classical music; • linguistic codes – the upper and middle classes are more likely to use the elaborate code at home which is also the language of school; • upper and middle class parents typically value education more than the lower social classes and thus push their children to do well; • the working class may value immediate gratification compared to the upper and middle classes valuing deferred gratification – this is likely to affect educational achievement; • students in the working class are more likely to join an anti-school sub-culture whereas those in the upper and middle classes are more likely to be pro-school; other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why those in the upper and middle classes tend to do better in education. Responses may be short and undeveloped, e.g. ‘they have more money’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why those in the upper and middle social classes do better in education. Responses may be underdeveloped and lacking in range. e.g. ‘the higher social classes do better in education because of increased parental expectations that value doing well’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 2(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why those in the upper and middle social classes do better in education and will be well developed and explained. e.g. ‘The higher social classes do well in education because they possess high levels of cultural and economic capital. They speak using the elaborate code at both home and school and so can easily access the curriculum and be perceived by teachers as 'good' students. Similarly, parents are more likely to attend parents evenings and check on their child's progress.' They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent are cultural factors the most important influence on 15 educational achievement? Possible answers: For: • in some cultures males/females are valued higher than others and this will determine how long they are able to stay at school for and thus how well they achieve; • religion and/or family background can be a big influence on educational achievement; • cultural capital/deprivation – being surrounded at home by books, being taken to the theatre, visiting museums etc. all makes this easier to understand and relate to in school; • the need for immediate gratification amongst some cultures may lead to underachievement at school; • the language at home may not be the same as that used in the school • i.e. English as a second language. This may affect educational achievement; • an absence of successful role models in the family who benefited from and stayed in education may contribute to some people seeing education as unimportant; • whether parents value education or not is seen to be a crucial factor in determining how well a child achieves; • the use of the elaborate code at home in some cultures gives children from those backgrounds an advantage in education as this is the language of the middle class school; • some ethnic cultures do better than others in education i.e. Chinese students typically do very well; • other reasonable response. 2(e) Against: • material factors are more important i.e. buying supporting resources, private tutors etc.; • type of school attended can be vital in determining educational achievement i.e. private/grammar schools get the best results; • gender may be more important than culture in determining educational achievement i.e. in UK girls outperform boys; • the peer group of the child is vital in determining educational success and may lead to the formation of a pro/anti school subculture; • the set/stream the student is in at school often plays a large part in deciding educational success due to the halo effect/self-fulfilling prophecy; • teacher labelling – will affect how bright the teacher thinks a student is and therefore their achievement levels; • it is the curriculum that determines educational achievement i.e. hidden curriculum/ethnocentric curriculum; • personal circumstances may affect educational achievement i.e. young carers etc.; • it is hard work and effort that determines educational achievement - meritocracy; • it is a person's IQ/genetic factors that determine educational achievement; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which cultural factors influence educational achievement. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘some cultures think education is more important than others’. Lower in the band (1– 2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. cultural factors are those things to do with home and the community, in the question. 2(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which cultural factors influence educational achievement. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘How much a family values education will determine the levels of educational success’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which cultural factors influence educational achievement. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. despite cultural factors clearly being relevant in determining levels of educational achievement, it cannot be denied that material factors are also important. Money allows families to buy personal tutors and revision resources to boost student grades. There will be a two- sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which cultural factors influence educational achievement. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of cultural factors influencing educational achievement, citing some of the examples given.

This question in 0495/21 May/June 2017

3 According to official figures, crime rates vary between different social groups. Juvenile delinquency, for example, is particularly common among working class males. Some sociologists believe that this is due to the social pressures on males to prove their masculinity. (a) What is meant by the term ‘juvenile delinquency’? [2] (b) Describe two reasons why crime rates for older people are low. [4] (c) Explain how surveillance can be used to target people to prevent crime. [6] (d) Explain why Marxists think we have crime and deviance in society. [8] (e) To what extent is criminal behaviour a way for males to prove their masculinity? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘juvenile delinquency’? 2 One mark for partial definition, e.g. young criminals. Two marks for clear definition, e.g. deviant acts by young people that would be viewed as crimes if they were adults. 3(b) Describe two reasons why crime rates for older people are low. 4 Possible answers: • older people may have more to lose i.e. employment, housing, family etc.; • older people are less susceptible to peer pressure than young people looking to increase their status; • older people are rarely represented as criminal role models in the media, unlike younger people i.e. music videos and gang culture; • a lot of people ‘grow out of crime’, it is merely a phase in their lives when they are younger Matza and drift theory; • older people are less likely to be targeted and stereotyped as criminals by the police; • the courts are unlikely to picture older people as typical criminals and therefore may be more likely to find them not guilty; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how surveillance can be used to target people to prevent crime. 6 Surveillance could be considered in terms of formal agents i.e. the police or informal agents i.e. neighbourhood/community watch schemes. Similarly, specific examples of surveillance may be referred to or a more general approach to the reasons for using surveillance i.e. deterrence may be taken. All are fine to credit. Possible answers: • computer surveillance i.e. monitoring the websites people visit, e- mails etc.; • telephone surveillance – monitoring people's phone calls and communication; • surveillance cameras i.e. CCTV in the streets, identity card systems etc. to keep an eye on people; • using social media contacts to track and monitor connections between people; • electronic tagging of people; • covert surveillance i.e. undercover police officers infiltrating groups and people under suspicion; • physical surveillance by eye – neighbourhood watch, for example, looking out for suspicious people; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how surveillance can be used to prevent crime and may talk about e.g. ‘spying on people’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the ways surveillance can be used to prevent crime. Sociological terms and concepts should be expected e.g. ‘Electronic surveillance of people's internet and social media usage is increasingly common in the digital world and allows the authorities to track people's digital footprint and thus monitor behaviour in order to prevent crime’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why Marxists think we have crime and deviance in society. 8 The Marxist explanations of crime and deviance may refer to structural inequalities in terms of pay and status under capitalism or to more recent versions of Marxist theory that combine insights from traditional Marxism with labelling theory (i.e. Neo Marxism). Possible answers: • Marxists believe laws are made by the state in order to protect the interests of the ruling class and that therefore the working class are criminalised by those in positions of power; • relative deprivation is commonplace in a capitalist system and is thought by Marxists to explain criminal and deviant behaviour as poorer people perceive it as unfair that others in society have more than they do which breeds resentment; • marginalisation – poorer people in society are thought by Marxists to have no outlet through which to portray their anger and frustrations at the unfair society they live in which can lead to protests via rioting and looting; • it is typically powerless social groups in society who are targeted by middle class institutions such as the police – high stop and search rates for some ethnic minorities, for example; • material deprivation – poverty and a lack of money can help to explain many crimes committed for financial gain; • crime as a reaction to the oppression and exploitation experienced by the lower social classes in capitalist societies; • crime and deviance may be committed as resistance to the structural inequalities in society i.e. youth sub-cultures; other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why Marxists think we have crime and deviance. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘because people are poor’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 3(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why Marxists think we have crime and deviance. Responses may be underdeveloped and lacking in range. e.g. ‘Marxists believe crime and deviance are often reactions to the inequalities experienced by poorer people in society’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/ explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why Marxists think we have crime and deviance in society and will be well developed and explained. e.g. ‘Exploitation and structural inequalities are inherent features of capitalist society and breed anger and resentment in the working classes. This can lead to crime and deviance both for financial gain due to relative deprivation and to express their dissatisfaction with the system’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is criminal behaviour a way for males to prove their 15 masculinity? Candidates may focus on criminal behaviour generally in their answer or discuss specific criminal acts in order to evidence their points. Possible answers: For: • the most dominant form of masculinity valued in most societies is hegemonic masculinity and therefore males are encouraged from an early age to be strong, not show emotion, be competitive and to use violence to solve problems. Much of this behaviour is akin to criminality; • through the socialisation process boys learn how important it is to be perceived as masculine by others – committing acts of crime can be one way to prove this; • males may be labelled as effeminate or gay if they do not conform to society's expectations of masculinity and could then be subject to negative sanctions – one way to try and avoid this is to commit acts of criminality; • feminists believe that many acts of crime against women i.e. physical and sexual abuse, are means through which males are able to assert and prove their masculinity; 3(e) • rites of passage and initiation ceremonies that are commonplace in most gangs involve high levels of violence and are typically committed by males who must prove their masculinity to others; • lower levels of informal social control for males than females means they have more opportunities to be criminal and so to prove their masculinity; • other reasonable response. Against: • if all males were subject to the need to prove their masculinity then all males would commit crime – the majority of males, however, are law abiding; • Marxist explanations involving ideas about relative deprivation, exploitation and structural inequalities may be more useful in terms of explaining crime and deviance; • labelling theory's ideas such as police targeting and stereotyping leading to a self-fulfilling prophecy may be more useful for explaining why people commit crime; • poor or inadequate socialisation (New Right perspective) may better explain crime and deviance than pressures to be masculine; • masculinity cannot explain the crimes committed by females; • cybercrimes and other white collar crimes are difficult to link to notions of masculinity; • a lot of crime is committed for fun/thrill seeking behaviour – Postmodernism; • many crimes are committed because the perpetrator has had the opportunity i.e. fraud, nothing to do with masculinity; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which committing crimes allows males to prove their masculinity. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. Men commit crimes of violence to show that they are tough. Gang crime is a good example of crimes committed by males to look masculine. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. masculinity refers to the attitudes and behaviour associated with being a man, in the question. 3(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which committing crimes allows males to prove their masculinity. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. Men use crime as a way to prove they are real men and to avoid being referred to as feminine. Males are socialised to be unemotional and physically strong and so criminal behaviour is just an extension of these learnt norms etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which committing crimes allows males to prove their masculinity. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. despite some crimes being committed by males in order to prove their masculinity; this is not true for them all and cannot explain the offending rates of females. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which committing crimes allows males to prove their masculinity. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of crime being linked to masculinity, citing some of the examples given.

This question in 0495/21 May/June 2017

4 In the global world we now live in there is a vast choice of media content available for audiences. Narrowcasting is now the norm and therefore different social groups and individuals use the media in different ways. For many, this means that new media are now used more regularly than traditional media. (a) What is meant by the term ‘narrowcasting’? [2] (b) Describe two ways that the upper and middle social classes use the media differently to the working class. [4] (c) Explain how the media create moral panics in society. [6] (d) Explain why some sociologists believe it is not possible to control the content of new media. [8] (e) To what extent are new media more popular with audiences than traditional media in modern industrial societies? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘narrowcasting’? 2 One mark for partial definition, e.g. a small audience. Two marks for clear definition, e.g. transmitting the media to a small/specialist/niche audience. 4(b) Describe two ways that the upper and middle social classes use the 4 media differently to the working class. Candidates may respond to the question in a general way or may refer to specific examples in the response. Either way is fine to credit. Possible answers: • newspapers – higher social classes are stereotypically thought to consume broadsheets whilst lower social classes consume the tabloids/magazines; • TV – mainstream, mass appeal channels and programmes are more frequently watched by the lower classes while the higher classes are more likely to consume more niche programming; • working class families are more likely to pay for satellite/cable TV; • digital divide – financial restrictions mean that higher social classes are more likely to have internet access than the lower social classes; • mainstream pop radio stations are more likely to be consumed by the working classes and classical radio stations by the higher social classes; • Hollywood blockbusters are more likely to be consumed by the lower social classes and subtitled/independent/foreign films are more likely to be consumed by the higher social classes; • higher social classes will typically consume high culture whereas the working class are more likely to consume popular culture products; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how the media create moral panics in society. 6 Moral panic – when a social group are represented in an exaggerated and sensationalised way that results in mass public concern e.g. the mods and the rockers. Possible answers: • a social group is represented by the media in a negative, exaggerated and sensationalised way; • some social groups, typically those with little power in society, are stigmatised by the media and turned into folk devils; • by reporting on a group of people or an event the media actually make the problem worse than it was originally through copycat behaviour and self-fulfilling prophecy; • the public insist that action is taken against the deviant groups represented in the media, putting pressure on the police and courts; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how the media create moral panics and may talk about e.g. ‘exaggerated reporting’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how the media create moral panics. Sociological terms and concepts should be expected e.g. ‘Moral panics are created through biased reporting in the media that portrays some social groups negatively as folk devils and causing the public to demand action be taken against them.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why some sociologists believe it is no longer possible to control 8 the content of new media. When discussing 'new media' it is expected that candidates will engage with digital media and the internet. Specific examples may be referred to. Possible answers: • new media are global and therefore it would be very difficult for one media company to control the content of the media all over the world; • new media consumers are today producing and uploading their own media products via the internet – this is impossible to control; • convergence in new media means that new media can be consumed on several different platforms – thus it becomes increasingly difficult to monitor and control; • citizen journalism means that much new media is created by the audience rather than a media corporation – this makes it impossible to control content; • the internet makes new media products immediately available to an audience and thus the proliferation of things available for consumption means that control of content is impossible; • the ease of streaming new media online means that as one illegal site is shut down many more open or sites simply change their online name • there is just too much media internet content to effectively control; • bypassing censorship regulations is easier with new media and the internet and is virtually impossible to control; • the rise of the 'dark net' containing images of sexual/child abuse etc. demonstrates how difficult it is to control new media; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why it is impossible to control new media. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘because of the internet’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why it is impossible to control new media. Responses may be underdeveloped and lacking in range. e.g. ‘Because today there are so many new media products available to the audience this makes control of the content extremely difficult.’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/ explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why it is impossible to control new media e.g. 'In the digital media world there are more new media products available for the audience to choose from than ever before. Some of these are created by large media conglomerates but many are uploaded by the audience themselves. The sheer quantity in a global context alongside the immediacy of the internet means that effective monitoring and control of new media content is not feasible.’ They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are new media more popular with audiences than 15 traditional media in modern industrial societies? New media refers to media technologies that are usually digital and interactive. Traditional media is older forms of media such as print, radio and film with little, if any, interactivity. Possible answers: For: • globalisation – the new media is global and therefore allows the audience access to products and services from across the globe via the internet; • new media are particularly popular with young people i.e. social media; interactivity – new media allows the audience to have a say in the media and to determine content and style; • new media allows the consumer to also be a producer – media products can be uploaded to the internet i.e. YouTube; • new media can be consumed on-demand and therefore increases flexibility and choice for the user; • new media can be consumed across multiple platforms meaning that different audience members can access and use it to suit their own needs; 4(e) • traditional media products can now be found within the new media i.e. via catch up TV/internet streaming etc.; • convergence is the norm for new media i.e. with a smartphone multiple functions through one device are possible; • the rise of the 'silver surfer' shows the increasing popularity of new media with educational courses to support their needs often available; • other reasonable response. Against: • there is a digital divide when it comes to new media – the older generation and traditional communities do not engage widely with new media and for them the traditional media remains more popular; • the new media industry is not fully embedded within all countries and there are restrictions based on its cost and accessibility to consider in modern industrial societies; • traditional media continues to maintain a strong presence in the media world and sits alongside the new media products to ensure that there is something for everyone; • the cinema industry remains strong and continues to draw in large numbers of consumers despite the competition from new media products such as movie streaming; • traditional media can survive in the digital world by adapting to new technologies – for example, newspapers are still published in their print form whilst also being readily available online; • not everybody can afford new media meaning that traditional media products and content remain popular; • a digital divide exists, meaning that for a lot of older people traditional media is more popular than new media; • there has been a return to ''retro' products of the past meaning that traditional media are still preferred by many i.e. the resurgence in popularity of vinyl records; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which new media has become more popular. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. E.g. Most people today use social media to keep in touch. You can watch TV shows that you miss on catch up services. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. new media is found on the internet, in the question. 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which new media has become more popular. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. New media can be consumed in lots of different ways and on many different platforms etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which new media has become more popular. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. despite the new media clearly being a normal part of today’s media world, the traditional media still remains popular, particularly with the older generation. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well- developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which new media has become more popular. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the new media being more popular than the traditional media today, citing some of the examples given.

This question in 0495/21 May/June 2017

4 Several different theories exist to explain the effects the media can have on audiences. Two examples are the cultural effects approach and the uses and gratifications model. However, for Postmodernists, developments in new media mean that the industry can no longer be controlled. This can be seen to have positive and negative consequences for both audiences and the media industry. (a) What is meant by the term ‘cultural effects approach’? [2] (b) Describe two ways, according to the uses and gratifications model, that audience needs are met by the media. [4] (c) Explain how advertising is seen by many sociologists as a negative part of the media. [6] (d) Explain why the media is biased and can distort reality. [8] (e) To what extent are Postmodernists correct in their belief that new media cannot be controlled? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘cultural effects approach’? 2 One mark for partial definition, e.g. the media affects the audience Two marks for clear definition, e.g. the media affects the audience slowly and cumulatively. 4(b) Describe two ways, according to the uses and gratifications 4 model, that audience needs are met by the media. Possible answers: • entertainment – relaxation and escapism; • personal relationships – identifying with the characters and/or using the media as a conversation point with others; • personal identity – people compare their lives with that seen in the media and make decisions about their own lives and identities; • information – the media provide us with knowledge that allows us to find out things beyond our immediate experience i.e. global news; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how advertising is seen by many sociologists as a 6 negative part of the media. Possible answers: • advertising encourages and promotes consumption leading to a society that values material possessions and success over everything else; • advertising often portrays a Western lifestyle and values as good and as the norm, this may lead to the decline of local cultures; • advertising often uses images of women that puts pressure on females to conform to a particular body image – this can lead to issues such as anorexia; • advertisers sometimes target children who then put pressure on their parents for material goods that they cannot afford – pester power; • advertising encourages stereotypes e.g. that all men should be strong and tough – this places unrealistic demands on people; • Marxist concepts such as creation of ‘false needs’; • other reasonable response. Candidates may look at the advertising industry generally or may focus on a specific sector i.e. TV advertising or may focus on specific adverts in their response. All are fine to credit. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how advertising is seen as a negative part of the media and may talk about e.g. ‘makes people want what they can't afford’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 4(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how advertising is seen as a negative part of the media. Sociological terms and concepts should be expected e.g. ‘Advertising encourages unnecessary consumption and diverts attention away from the real problems and issues in society.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well developed way or cover several factors in less detail. 4(d) Explain why the media is biased and can distort reality. 8 Possible answers: • most of the media industry is still owned by huge, global conglomerates who diversify into other products and services – the media can be used as a platform for their business in order to maximise profits; • state owned media can be used for propaganda purposes and to maintain the Government's control and power over the people; • privately owned media are in competition for the largest market share in order to appeal to advertisers and thus to increase profits – this means they must appeal to the mass audience and therefore niche interest products are rarely seen; • the bias of the owners/media professionals of a media corporation may come through in the products they produce and distribute; • Marxists believe that the media is used as a tool of the ruling class in order to maintain and justify their position of privilege in society; • Feminists believe the media is still male dominated and thus reinforces patriarchal values and ideologies that serve to limit women's power in society; • media stereotypes of social groups are commonplace and therefore distort the reality of being, say, a woman, a youth or an ethnic minority e.g. size zero debate; • news values sell and therefore stories will focus on these in order to capture a large market share; • the media often sensationalise and exaggerate 'fact' in order to sell more units; • censorship in the media means that the audience do not get the full picture and therefore receive a biased view; • image manipulation programs allow for the altering of images which therefore distorts reality e.g. unrealistic body shapes; • advertising aims to sell products therefore clearly the way it represents products and services is biased; • other reasonable response. 4(d) Candidates may choose to talk in general terms about the media here or may focus on one sector within the industry i.e. newspapers and/or may consider specific stories and examples that illustrate bias and distortion. Bias – being one sided in the selection of which events and stories are reported and how. Distortion – changing reality in order to present a particular point of view/opinion Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why the media is biased and can distort reality. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘owners can put what they like in the media’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the media is biased and can distort reality. Responses may be underdeveloped and lacking in range. e.g. ‘The media tends to show mainstream views and ideas and more radical views are rarely seen.’ ‘The media industry wants to make as much money as possible and therefore will ensure its content will appeal to a mass audience’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the media is biased and can distort reality and will be well developed and explained. e.g. ‘Whether the media is state or privately owned, bias will be inherent to it. The state may use the media as a propaganda tool – as was seen in Nazi Germany. Private owners will ensure their content appeals to a large audience in order that they can attract advertising revenue. This means that radical and alternative viewpoints are marginalised or invisibilised. According to Marxists, this ensures the ruling classes maintain their powerful positions in society’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are Postmodernists correct in their belief that 15 new media cannot be controlled? Possible answers: For: • new media technologies are interactive and therefore the audience can influence media content i.e. citizen journalism; • the internet is immediate and accessible on a global scale therefore it is impossible to control and censor content; • the audience are now active consumers who also produce media content i.e. youtube channels therefore they and their uploaded content cannot be controlled; • new media technologies make cybercrime more commonplace – hacking and fraud are extremely difficult to prevent and control; • there is today a plurality of media platforms and products available to the audience – it is impossible to control such a vast global industry; • the media can no longer be used for propaganda purposes as there is no 'top down' ownership structure anymore – this also makes it impossible to control; • other reasonable response. Against: • the Government/state still owns much of the world's media and continues to control the content i.e. for propaganda purposes; • legislation exists to control what can and cannot be broadcast e.g. official secrets laws/laws of libel etc.; • only a very small number of people actually upload video material to the internet and produce their own content – most of the audience consume what they are offered by the media corporations; • legislation still exists to control new media content e.g. recent laws passed on the content of video games and music videos – certification; • filters, parental controls, self-censorship and blocks can be used to censor and control new media content; • surveillance can be used to track, monitor and shut down illegal sites i.e. prosecutions for illegal music downloads/free movie sites; 4(e) • new media content is still largely controlled and determined by an elite group of media owners and professionals who typically come from a narrow social background of privilege – Marxists say this ensures a dominant world view is still seen; • artificial intelligence software used to monitor and detect offensive and criminal content e.g. terrorism; • the audience can now be said to control new media content; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which developments in new media have led to an industry that cannot be controlled. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. 'The internet is all over the world. People can make their own media today'. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. new media are things like the internet, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which developments in new media have led to an industry that cannot be controlled. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. 'The media industry is expanding and this makes it far harder to control. Content of the media is impossible to control and this may be harmful for society’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. 4(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which developments in new media have led to an industry that cannot be controlled. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. 'despite the media industry being far harder to control due to increased levels of audience power and interactivity, laws and Government controls are still plentiful and continue to censor content effectively'. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which developments in new media have led to an industry that cannot be controlled. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of developments in new media leading to an industry that cannot be controlled, citing some of the examples given.

This question in 0495/22 May/June 2017

2 Formal education in the world today takes many forms. For some sociologists it allows people to better their life chances whereas for others it simply reinforces social divisions and maintains social inequalities. (a) What is meant by the term ‘formal education’? [2] (b) Describe two examples of the culture of masculinity that may explain the educational underachievement of boys. [4] (c) Explain how schools can be ethnocentric. [6] (d) Explain why some students join anti-school sub-cultures. [8] (e) To what extent does the education system help the ruling class maintain their power in society? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘formal education’? 2 Formal education takes place in classrooms where there is a set syllabus and set content to be taught and learnt. One mark for partial definition, e.g. what you’re taught in schools. Two marks for clear definition, e.g. learning that is pre-determined and assessed formally through an examination system. 2(b) Describe two examples of the culture of masculinity that may explain the 4 educational under-achievement of boys. Candidates will describe two different aspects of the culture of masculinity – norms and values that involve supposedly masculine characteristics, e.g. toughness. Possible answers: • Focus on sport rather than academic study and learning; • Not enjoying school and so developing anti-school values; • Truanting lessons to play with friends; • Being rude and aggressive towards teachers; • Avoiding work, not revising for tests and so falling into the lower sets and streams; • Picking on and making fun of those students who do choose to work hard; • Being involved in delinquency and crime outside school; • Forming an anti-school sub-culture in order to gain status with their peers; • Proving masculinity through deviant acts; • Peer group as hugely important – gaining approval from peers is more important than the value of education, e.g. peer pressure; • Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how schools can be ethnocentric. 6 Candidates should show an understanding of different ways that schools can be ethnocentric – seeing other cultures from the point of view of your own - so that the other culture is devalued. Possible answers: • Discrimination in schools – allocating ethnic minority pupils to lower sets and streams; • Teacher stereotyping/labelling – they may assume students from some ethnic minorities are unable to do well academically; • The curriculum may be biased towards the majority culture e.g. through the content of literature, history, national identity etc. – this tells the pupils from the minority groups that their culture is of less value; • School authorities may not deal with racism by other pupils against the minority, treating it as unimportant or over exaggerated; • Lack of ethnic minority teachers as role models; • Institutional racism – schools can be ethnocentric through curriculum structures and teachings, e.g. content of history syllabus; • Other reasonable response. Band 0 (0) No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how schools can be ethnocentric. Responses may be short and un-/underdeveloped. Answers may be descriptive. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘Schools teach towards the ethnic majority and teachers favour them.’ Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how schools can be ethnocentric. Sociological terms and concepts should be expected. Candidates may discuss e.g. ‘the learning of history and literature, lack of role models, teacher labelling etc.’ At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 2(d) Explain why some students join anti-school sub-cultures. 8 Candidates should show understanding of the various reasons why some students join anti-school sub-cultures. Expect an accurate identification of the types of students this is most likely to apply to, e.g. working class, male and ethnic minority. Candidates may talk about trends to do with ethnicity, gender and social class or may approach the question in more general terms. Possible reasons: • Working class students typically do not do as well in education as those in the higher classes – anti-school sub-culture is a way of fighting back against capitalist oppression, e.g. Marxism; • Boys are less likely than girls to conform at school and to value education. They therefore may use anti-school sub-cultures as a way to have fun with their friends; • Ethnic minorities may feel excluded from the school system as it does not reflect their culture or heritage – ethnocentrism; • Peer pressure in schools is often a key reason for the educational performance of students and may lead to anti-school sub-cultures forming in order to conform; • Setting and streaming are often very influential in terms of the achievements of students, categorising some as ‘winners’ and some as ‘losers’: those in the lower sets are more likely to form anti-school sub- cultures as they don’t see the point in education; • Teacher labelling may lead to a self-fulfilling prophecy for students, e.g. racism/sexism and may cause anti-school sub-cultures to form; • Anti-school sub-cultures may be a means for students to gain status in schools; • The curriculum – this is thought by many to be middle class and white biased (ethnocentric curriculum) and thus may account for differential performance of students and the formation of anti-school sub-cultures; • Other reasonable response. Band 0 (0) No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some students join anti-school sub-cultures. Responses may be short and undeveloped, e.g. ‘some pupils don’t like school’ without justification. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding of why some students join anti-school sub-cultures. Responses may be underdeveloped and lacking in range. Answers may concentrate on only a few factors, such as ‘lack of status’ or ‘teacher labelling and stereotypes’ and so be a little narrow. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. 2(d) Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some students join anti-school sub-cultures and will be well developed and explained, e.g. ‘Clear trends in the types of students that join anti-school sub-cultures relating to ethnicity, gender and social class are clear to see, which suggests school factors have an important role to play in this. Some students feel undervalued in school and so look to the sub-culture to provide them with status. Others use it as a way of making school more fun. For others, they do not believe they can achieve in education because of teacher negative labels and low sets and thus the sub-culture becomes a safe haven for them’. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent does the education system help the ruling class maintain 15 their power in society? Candidates should show an awareness of the various ways the education system helps the ruling class maintain their power in society. It is likely that students will engage with the functionalist/Marxist (consensus/conflict) debate, although they need not use these terms explicitly within their answers. Possible answers: For • Marxists believe that education instils the ideology of the ruling class into students and thus this becomes the norm (false class consciousness); • Working class children are taught a set of values that will ensure they become good workers for the capitalist system, conforming not rebelling; • The hidden curriculum ensures children learn to do as they are told, accept boredom and conform to authority – ensuring they are ready for work in the capitalist system; • The children of the ruling class typically attend different schools to the lower classes, they are privately educated which makes it easier to gain places at the top universities and then the best paying, elite jobs; • Old boy networks and networks of privilege can be passed down through the social closure operated by many elite schools and businesses (Bourdieu social capital); • Private education allows wealthy parents to buy their children success and privilege (Bourdieu economic and cultural capital); • Setting and streaming often reflects class differences; • Teacher labelling – working class students may be thought of and treated differently to middle/upper class children, thus affecting future positions in society – this may lead to a self-fulfilling prophecy; • Working class students may be more likely to follow a vocational programme of study, whereas the higher classes have a more academic path; • Other reasonable response. 2(e) Against • Feminists believe that education inculcates patriarchal values rather than capitalist ones; • Functionalists believe that education performs vital functions for individuals and society, such as socialisation and social control; it does not indoctrinate pupils; • Education is meritocratic, based on principles of equality that ensure that all students have the same chances to succeed, e.g. through the comprehensive system; • Education allows for social mobility and therefore people from all social groups, regardless of background, can be successful in life; • Positive discrimination, compensatory education and scholarship systems all exist in order to support pupils from less privileged backgrounds to do well in education; • Different types of education exist for different people, allowing all to be successful, e.g. academic and vocational; • Students may reject negative teacher labels through a self-negating prophecy and thus the education system will not help the ruling class to maintain power; • In contemporary modern industrial societies it is achieved status that is more important than ascribed status in terms of achieving power, therefore the education system itself does not help the ruling class to maintain their power; • Other reasonable response. Band 0 (0) No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense, showing limited knowledge of whether the education system helps the ruling class to maintain their power in society. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘some schools get better examination results than others’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘the ruling class are those people in society with the most power and influence’, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of whether the education system helps the ruling class to maintain their power in society. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points, e.g. ‘wealthy parents can buy their children an education and send them to private schools where they are more likely to get good examination results and be successful in life’. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. 2(e) A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of whether the education system helps the ruling class to maintain their power in society. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. There will be a two- sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Candidates may outline that e.g. ‘there are different opinions within sociology as to whether the education system helps the ruling class to maintain their power in society. Marxists see education as a means for the elite to keep their powerful positions in society through the teaching of capitalist values and the hidden curriculum, whereas functionalists believe education is available equally to all and is meritocratic’. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the education system helps the ruling class to maintain their power in society. There will be a strong grasp of the argument, as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Candidates may outline and discuss different points, e.g. ‘hidden curriculum, indoctrination, selective education, hierarchy’ etc. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the education system helps the ruling class to maintain their power in society, citing some of the examples given. Section C: Crime, deviance and social control

This question in 0495/22 Oct/Nov 2017

3 According to media representations and official measurements of crime, white-collar crime is unusual in society. Marxists do not believe that this reflects an accurate picture of offending. If Marxists are correct then the punishments and deterrents currently used to control crime may not be effective. (a) What is meant by the term ‘white-collar crime’? [2] (b) Describe two deterrents to crime. [4] (c) Explain how victim surveys can be used to measure crime. [6] (d) Explain why the media can influence how people think about crime. [8] (e) To what extent does Marxist theory explain why some people commit crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘white-collar crime’? 2 One mark for partial definition, e.g. fraud examples of white collar crimes with no definition should be classed as ‘partial’. Two marks for clear definition, e.g. non-violent crime committed by people in the course of their (middle class) jobs. 3(b) Describe two deterrents to crime. 4 Possible answers: • physical/corporal punishment – preventing crime through the threat of physical harm; • the death penalty – the ultimate sanction/fear factor; • the penal system (prisons) – loss of liberty will prevent crime; • community service – forcing people to give back to the community they have harmed will deter them from crime; • monetary penalties e.g. fines – a financial loss will make people think twice; • demonisation and identification through the media i.e. ‘name and shame’; • rehabilitation – making the offender change their attitudes and behaviour in order to prevent future crimes; • informal social control e.g. family influences and socialisation, religious teachings, losing your job, losing your children, etc.; • negative sanctions (can be formal or informal) that punish you if you do not act in a socially approved way i.e. are criminal; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how victim surveys can be used to measure crime. 6 VICTIM SURVEY – research that asks people what crimes they have been victims of. Candidates may refer to local and/or national victim surveys in their response or may talk about victim surveys more generally. Specific examples may also be discussed e.g. BCS, CSEW, feminist victim surveys (e.g. Campbell), Left realist victim surveys (e.g. Young). Possible answers: • respondents are likely to be willing to report to researchers crimes that they have been a victim of but haven’t necessarily reported to the police; • they ask people what crimes they have been a victim of; • they can be used to uncover more of the hidden figure of crime as they include those crimes not reported to/recorded by the police; • victim surveys can show new patterns in crime based on more valid information than the OCS e.g. the BCS has discovered that young working class males in cities are the most likely to be crime victims; • victim surveys can be large scale and used to measure victimisation across a country e.g. the BCS; • victim surveys can be conducted on a local scale to uncover patterns and experiences of victimisation in a local area i.e. the Islington survey; • victim surveys are often anonymous and this encourages victims to be honest in their responses; • some victim surveys (typically local ones) use interview questions in order to gain a rapport with the victim to fully understand their feelings; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how victim surveys can be used to measure crime and may talk about e.g. Showing the real picture of victimisation. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how victim surveys can be used to measure crime. Sociological terms and concepts should be expected e.g. Victim surveys can reveal a more valid picture of crime than the OCS as they also include crimes that have not been reported to the police i.e. the dark figure of crime. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why the media can influence how people think about crime. 8 Candidates may discuss factual (e.g. news) media or fictional media (e.g. crime thrillers, films), etc. Possible answers: • most people have little direct contact with crime, therefore how the media represent it will determine how they think about it; • despite evidence to the contrary, most people believe crime is rising and is a serious problem – this view is said to come from the media; • the media create moral panics about crime and label some groups as folk devils – the audience believes this to be true so influences ideas about crime; • the media is global and heavily used by most people – this gives it a great deal of power over the way we think about crime/criminals; • media role models and/or opinion leaders often influence how the audience think i.e. about crime; • media show stereotypical representations of some social groups as criminal e.g. ethnic minorities, males, youth which causes people to think these people are most likely to be criminal; • media focuses typically on street and working class crime, ignoring white-collar crime and criminals – this influences how people think about the ‘crime problem’ and criminals; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why the media is thought to be influential in determining how we think about crime. A tendency to description is likely. Responses may be short and undeveloped, e.g. The media is used a lot stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the media is thought to be influential in determining how we think about crime. Responses may be underdeveloped and lacking in range, e.g. The media are an important source of knowledge for the audience and as most of us have little direct contact with crime, they become the primary source of information for us, etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7–8 marks] 8 Answers in this band will show good sociological knowledge and understanding of why the media is thought to be influential in determining how we think about crime and will be well developed and explained, e.g. The media create moral panics about crime in which a social group is portrayed as a folk devil and blamed for crime. That social group becomes stigmatised and the audience start to label them negatively as criminals. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent does Marxist theory explain why some people commit 15 crime? Candidates should explain how Marxism explains why some people commit crime. Flaws in this theory could then be discussed alongside other explanations for why crime is committed in evaluation. Possible answers: FOR: • the working class are criminalised/labelled by the ruling class in order that they do not question the status quo i.e. to accept a false class consciousness; • laws are created to reflect the interests of the ruling class and therefore the crimes of the working class are more visible and more likely to be prosecuted; • the working class may rebel and resist against the perceived inequalities caused by capitalism and so turn to crime e.g. CCCS research into deviant youth sub-cultures; • because society is capitalist, inequalities are manifold and this can lead to material deprivation for some disadvantaged social groups, leading eventually to crime; • marginalisation – the working class do not really have organisations to protect their interests so they have no other outlet for their frustrations than violence and crime; • alienation – the working class may not feel like they are highly valued in society and may feel that they are exploited for their labour therefore turn to crime; • social exclusion – some lower class people are excluded from full participation in education, work and community life. As they are denied these opportunities for legitimate success, they turn to crime; • status frustration – the working class may commit crime because they have a low status in society and try to improve this through crime; • some members of the ruling class may commit crime because they know they are able to get away with it e.g. fraud; • other reasonable response. 3(e) AGAINST: 15 • Marxist theory can be criticised on the grounds that some laws are clearly in everyone’s interests and do not serve the interests of the ruling class; • perhaps inadequate socialisation is a better explanation for crime; • functionalist explanations for crime i.e. that crime reinforces common values in others, Merton’s strain theory and Cohen’s status frustration; • postmodernism – crime being committed as it is fun and exciting – edgework; • labelling theory – crime is committed because some social groups are labelled as criminal by the media and the police – can lead to deviancy amplification, master status and deviant careers; • crime is committed by males more than females as it is a way to prove their masculinity; • crime is committed due to peer pressure i.e. being in a gang/deviant sub-culture; • most members of the working class do not commit crime; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of how Marxism explains why some people commit crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. Poor people commit crime for money OR Crime is committed by the working class. Lower in the band (1–2 marks) expect one or two weak points. Higher in the band (3– 4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. Marxism criticises capitalism, in the question. 3(e) Band 2 [5–8 marks] 15 In this band candidates will show some basic knowledge of how Marxism explains why some people commit crime. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. Marxist theory believes working class people commit crime because they don’t have enough money OR Marxism says that the powerful people make the laws, etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of how Marxism explains why some people commit crime. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. Despite relative deprivation probably being a reason for crime to be committed, poor socialisation at home may also be relevant. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of how Marxism explains why some people commit crime. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of Marxist explanations for crime, citing some of the examples given.

This question in 0495/21 May/June 2018

4 How the audience use the media has changed a great deal over time and many sociologists believe that there is now a digital divide. Other sociological criticisms of the media focus on the biased content and the use of stereotypes. (a) What is meant by the term ‘digital divide’? [2] (b) Describe two ways that disabled people are represented in the media. [4] (c) Explain how advertising affects the audience. [6] (d) Explain why use of social media has made the news less biased. [8] (e) To what extent is the uses and gratifications model correct in explaining how the media affects its audience? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘digital divide’? 2 One mark for partial definition, e.g. not being able to use the internet. Two marks for clear definition, e.g. inequalities between different social groups in their access to/use of media and ICT. 4(b) Describe two ways that disabled people are represented in the media. 4 Examples may be used by candidates to exemplify their points. This may be from their own cultural experiences of the media. Possible answers: • invisibility – disabled people are rarely seen in the media; • stereotyping – disabled people are represented in a generalised way which ignores individual differences; • binary opposites – disabled people are shown to be completely different to ‘normal’ people; • a burden on society and people; • incapable of fully participating in everyday life, helpless; • object of ridicule – audience encouraged to laugh at the character; • the object of pity – children in hospitals, people in nursing homes – infantilisation; • the monstrous freak or villain i.e. in the film industry; • the ‘super-cripple’ representation – heroically overcoming their disability e.g. in the news, Paralympics; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how advertising affects the audience. 6 Possible answers: • advertising promotes consumerism and encourages the audience to spend their money and buy goods; • advertising is often based on stereotypes so representing and reinforcing dominant ideologies e.g. female housewife, male provider, etc.; • advertising encourages and persuades the audience to buy or do something; • advertising may lead to ‘pester power’, whereby children pester their parents to buy them advertised material goods; • advertising informs audiences of new products and services and gives out information; • advertising can be seen as a kind of propaganda – it is all around us, on many different platforms, persuasive and impossible to ignore; • advertising encourages people to always be dissatisfied and to want more than they have, encouraging materialism; • advertising often portrays a successful Western lifestyle and culture thus posing a threat to traditional local cultures; • Marxists believe advertising is used by the ruling class to create false needs in the working class and thus to maintain capitalism; • feminists believe advertising is used by men to control women i.e. to put pressure on women to conform to unachievable ideals; • candidates may refer to media effects theories such as the hypodermic syringe model and talk about a direct and immediate effect of advertising on the audience; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how advertising affects the audience and may talk about e.g. makes people want to buy stuff. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how advertising affects the audience. Sociological terms and concepts should be expected e.g. Marxists believe that advertising is another tool of the ruling class that encourages consumerism and so maintains and supports capitalism. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why use of social media has made the news less biased. 8 BIAS – favouring one point of view over another; SOCIAL MEDIA – website and applications that enable users to create and share content or to participate in social networking. Candidates can refer to the news generally or to specific news platforms such as newspapers, TV, websites, etc. Similarly, social media maybe discussed generally or be referred to in specific cases i.e. Facebook, Twitter, etc. Possible answers: • pluralists say that the news contains several different opinions, the audience choose the news they want. This means there is content to suit everybody without having to be biased in favour of the dominant ideology/group; • social media allows the news to be independent, the diversity of views available negates the previous dominance of a single institution or individual • citizen journalism – social media means that the audience are making the news themselves – finding the stories and choosing the style/angle it will take; • interactivity – social media allows the audience to play an active role in the news making process. They no longer have to passively accept what they are told but instead can comment on/discuss issues online; • social media removes the need for news institutions to base their stories on preconceived news values, instead more informative stories can be covered; • social media ensures that the news the audience receives is global – this reduces issues of national bias; • there is no longer a news gatekeeper therefore agenda setting is lessened; • the internet and social media is far more difficult for the government to censor and control than traditional news so reducing state bias; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why social media has made the news less biased. A tendency to description is likely. Responses may be short and undeveloped, e.g. You get lots of different opinions stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] 8 Answers in this band will show basic sociological knowledge and understanding of why social media has made the news less biased. Responses may be underdeveloped and lacking in range, e.g. Decisions about media content are no longer only made by the people who work in the media industry and so the views and opinions of various audience groups will come through instead resulting in more choice and less bias, etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why social media has made the news less biased and will be well developed and explained, e.g. One reason that the news may be less biased is because social media is interactive and so allows the audience to be both consumers and producers. A wide variety of ideologies can therefore be presented and commented on without the need to necessarily follow the “status quo”. This, postmodernists believe, allows for greater diversity and less bias as a wider range of opinions are in the public sphere. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is the uses and gratifications model correct in 15 explaining how the media affects its audience? USES AND GRATIFICATIONS MODEL – how the audience use the media rather than how the media affects the audience. Candidates should discuss the ways that the UAG model is said to influence the audience. They may then criticise particular ideas within the model. They may also consider the idea that other models of media effects may better explain the media’s influence on individuals. Possible answers: FOR: • the media is said to entertain the audience, used as a form of escapism; • the media is said to inform personal relationships by allowing audience members to identify with characters and actively discuss issues raised by the media product; • the media may effect personal identity – the audience compare themselves to the characters and issues in the media which then reinforces or challenges audience values and beliefs; • the media is often used as a source of information – we can find out about things that we do not directly experience first-hand – this may influence how we think about these things; • UAG approach believes the audience have the power to control how they use the media – if we don’t like something we simply don’t buy it or change the channel; • the media is a key agency of socialisation that teaches and reinforces norms and values of society but also allows the audience to reject these and consume alternative viewpoints instead; • media today is very diverse meaning there is a lot of choice available to the audience, particularly with digital platforms; • new media means there is increased variety of media output available for the audience alongside the ability for the audience to also be media producers – through interactivity and uploads, for example; • other reasonable response. 4(e) AGAINST: 15 • the UAG model only considers the audience’s use of the media, not the media messages that are sent out; • it fails to consider the idea that audiences may have been ‘trained’ by the media to have particular needs that the media then satisfies (learning to enjoy what is available) – Marxism; • UAG model fails to look at the context of the audience i.e. age, ethnicity, gender, etc. Different social groups may have more or less ability to use the media rather than be influenced by it; • hypodermic syringe model suggests that the media have direct and immediate influence on the audience – they have the power and control; • cultural effects explanations argue that the media do influence the audience over the long term and that this depends on social context and circumstances; • studies by the GUMG indicate that the media does influence public opinion i.e. in the strikes; • studies into voting patterns indicate that the media’s representation and coverage does influence how the audience vote; • many studies into violence and the media show that this can affect violence in society and attitudes to violence in society; • Marxists argue that people are manipulated by the media i.e. they divert attention away from important issues that would challenge ruling class power; • the media is thought to create and reinforce stereotypes which then affects how people are treated and thought about in society; • moral panics indicate that the media does have the power to influence the audience; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of whether the UAG approach is correct in how it believes the media influences the audience. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided, e.g. UAG says we all use the media in different ways. Lower in the band (1–2 marks) expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. the UAG approach says the audience control the media, in the question. 4(e) Band 2 [5–8 marks] 15 In this band candidates will show some basic knowledge of whether the UAG approach is correct in how it believes the media influences the audience. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. The UAG approach recognises that there are many ways the audience can use the media, such as for entertainment or for information, etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of whether the UAG approach is correct in how it believes the media influences the audience. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. Despite the UAG approach clearly recognising the ability of the audience to choose what media they consume, it cannot be denied that the media can still influence people’s viewpoints and beliefs – through stereotyping of particular social groups and voting decisions for example. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether the UAG approach is correct in how it believes the media influences the audience. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the UAG approach’s beliefs about how the media influence the audience, citing some of the examples given.

This question in 0495/21 May/June 2018

1 Sociologists have very different views of the family and whether it is beneficial for its members. For example, some sociologists view the family as a form of patriarchy, whilst others view it as more symmetrical. Rising divorce rates and changing attitudes to marriage means family life today is very diverse. (a) What is meant by the term ‘patriarchy’? [2] (b) Describe two examples of joint conjugal roles. [4] (c) Explain how Marxists view the functions of the family. [6] (d) Explain why some families are symmetrical. [8] (e) To what extent is marriage still the norm in modern industrial societies? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘patriarchy’? 2 One mark for partial definition, e.g. men are in charge. Two marks for clear definition, e.g. the power, status and authority held by men...the system that allows men to have more power and dominance than women. 1(b) Describe two examples of joint conjugal roles. 4 Possible answers: • sharing instrumental roles – both partners work (dual worker families) • sharing expressive roles – both partners look after the domestic work; • sharing of childcare responsibilities; • sharing of the 'emotional work'; • living in a symmetrical family with equal/shared conjugal roles; • husband and wife share the same interests and/or friendship groups; • no clear separation of gender roles between the partners; • sharing emotional work between both partners; • sharing of decision making between both partners; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how Marxists view the functions of the family. 6 Candidates must be talking about Marxist functions of the family to be credited. Possible answers: • Marxists agree with functionalists that nuclear families perform functions that are vital for society and the individual and so are an important institution; • the nuclear family supports the capitalist system by socialising its members to believe in and accept unquestioningly capitalist norms and values. This function makes people believe the system is fair and just; • a function is that the nuclear family brings up children to be the next generation of proletariat workers meaning profits continue to be made for the bourgeoisie; • women in the nuclear family care for and support their husbands meaning that because of this function, the workforce is kept fit and healthy so benefiting capitalism; • alienation felt by male workers in the workplace can be compensated for in the nuclear family. This function allows men to take their anger and frustrations out at home rather than at work so benefits capitalism; • being part of a nuclear family makes it hard for men to go on strike and protest at their working conditions as they need the money from their wages to support their family – a key function, they are effectively wage slaves; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the concept of Marxism and the family functions and may talk about e.g. family functions being negative. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2– 3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of Marxist views of family functions. Sociological terms and concepts should be expected e.g. Marxists believe the family is a tool of the state used to keep people in their subordinate positions and its key function is to make individuals not rebel against capitalist inequalities. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 1(d) Explain why some families are symmetrical. 8 SYMMETRICAL FAMILY – a family in which the conjugal roles have become more equal (Willmott and Young). Possible answers: • dual worker families – both partners work and so both must contribute to the domestic tasks; • role of Feminism in promoting equal rights legislation and a change in attitudes and gender expectations/roles; • women are having fewer or no children today – this means they are freer to explore jobs and careers and less tied to the expressive role; • better standard of living means that families can afford to buy labour saving devices/employ cleaners, etc. meaning that these roles don't have to be performed by women anymore; • rise of househusbands/female breadwinners – change in the economy to the service sector and the decline of manual work means that male unemployment is high and thus it is often women taking the powerful role; • the privatisation of nuclear families means that families became self- centred and privatized and so began to form equal partnerships as more time was spent at home; • decline of the extended family means there is less pressure to conform to traditional gender roles; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why some families are more symmetrical today. A tendency to description is likely. Responses may be short and undeveloped, e.g. society is now fairer stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why some families are more symmetrical today. Responses may be underdeveloped and lacking in range, e.g. We have more symmetry in the family today because equal rights laws now exist meaning women can get good jobs. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why some families are more symmetrical today, e.g. We have more symmetry in families today because of the greater independence women get from their paid work and careers. This allows them higher status in the family meaning they are not expected to be the sole performers of the domestic tasks. They have a key role to play now in areas such as decision making, leisure time and financial family affairs. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is marriage still the norm in modern industrial 15 societies? Candidates should show awareness of a range of different points that illustrate that marriage is still the norm today. They should then consider alternative arguments that its importance is declining or changing in MISs. Possible answers: FOR: • socialisation through most agencies still promotes marriage as something to be valued and as a social norm e.g. the media’s ‘cereal packet family’; • whilst divorce rates may be high, so are rates of remarriage – illustrating that marriage is still the norm; • serial monogamy (a series of marriages and divorces in a person's lifetime) is increasingly common, indicating that marriage is still the norm; • in religious/traditional societies and communities marriage is still expected and highly valued; • minority groups have pushed for changing legislation as regards marriage i.e. homosexual marriages are now legal in many societies – this illustrates the continued importance of marriage; • in many societies, the legal frameworks support and encourage marriage; • other reasonable response. AGAINST: • high divorce rates and levels of separation in relationships illustrate how marriage is no longer considered as important or the norm; • high numbers of people choose not to get married – civil partnerships, cohabitation, single parents, etc. – this all indicates how marriage is no longer seen as the norm; • secularisation – the decline of the importance of religion in many societies means that there is less pressure to get married and thus it becomes less of a norm; • feminists see marriage as a patriarchal institution therefore with the rise of equality and women's rights marriage has become less popular and so less of a norm; • heterosexuality is not the only socially approved type of relationship anymore and so with increased diversity in society comes similar diversity in terms of relationships – marriage is just one such choice; • other reasonable response. 1(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of whether marriage is still the norm in modern industrial society. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. Most people still dream of getting married. OR lots of remarriages take place. Lower in the band (1–2 marks) expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. marriage is the legal binding of two people, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether marriage is still the norm in modern industrial society. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. People are still socialised to see marriage as normal. OR In religious places marriage is really important etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of whether marriage is still the norm in modern industrial society. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. despite marriages still continuing to be popular, more people are choosing to cohabit rather than marry as there is less family pressure today. OR Increased rates of divorce in society and individuals choosing not to marry lessen the normality of marriage. However, lots of divorcees do go on to remarry. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. 1(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether marriage is still the norm in modern industrial society. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether marriage is still the norm, citing some of the examples given.

This question in 0495/22 May/June 2018

4 Pluralists and Marxists have very different views about the role and influence of media in society. Some sociologists believe the media directly affects how the audience thinks and behaves. Others believe it depends on who is using the media and how it is being used. However, the media can still be very influential in spreading propaganda. (a) What is meant by the term ‘pluralist’? [2] (b) Describe two examples of how the media can use propaganda to influence the audience. [4] (c) Explain how sociologists criticise the stereotypical representations of some social groups in the media. [6] (d) Explain why the hypodermic syringe model can be criticised. [8] (e) To what extent are patterns of media use determined by the social class of the audience. [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘pluralist’? 2 One mark for partial definition, e.g. lots of choice. Two marks for clear definition, e.g. power in the media is spread amongst a wide variety of people. OR A belief that there is lots of choice in terms of content and viewpoint in the media. 4(b) Describe two examples of how the media can use propaganda to 4 influence the audience. Candidates will be expected to describe two examples of how the media can use propaganda to influence the audience. These could be examples of how propaganda is used or examples of when propaganda is used. Examples may focus generically on how the media can use propaganda or use specific examples to make a point. You may also see culturally specific examples reflecting the candidate’s own experiences of media and propaganda. Possible answers: • the media can be used to influence people's thoughts and actions through words, images, sound and messages; • state controlled media may present the government and its policies favourably; • state controlled media may present opposition parties and their policies unfavourably; • state controlled media may not report on events or issues that present the government in a bad light; • media can portray events in a one-sided even untrue way without allowing the audience access to alternative viewpoints; • in WW2 in Nazi Germany, Hitler used the media to demonise Jews, communists, etc. and so justify the holocaust; • The USA used Disney to make films for the American war effort against Nazi Germany; • Stalin's USSR had a cinema train that visited remote regions of the country in order to spread propaganda; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how sociologists criticise the stereotypical representations of 6 some social groups in the media. Candidates are likely to talk about specific social groups who are stereotypically represented in the media in their responses i.e. ethnic minorities, women etc. They could also take a more general approach to the question. Possible answers: • stereotyping may invisibilise some social groups through such means as tokenism and under-representation; • stereotypical representations in the media are typically negative which can influence people to believe they are true in social life as well; • stereotypical representations of women as sex objects can lead to the formation of the 'male gaze' whereby men are almost encouraged to objectify women; • stereotypes tend to work through the idea of binary opposites that encourage people to think of some social groups as 'good' and some as 'bad' – this is very simplistic and often inaccurate; • according to models of media effects in which the audience are passive consumers, media stereotypes will be believed and acted upon in society; • stereotypical representations in the media can lead to racism/sexism/ageism and discrimination in society; • media representations may be the only knowledge of some social groups that the audience have therefore if they are portrayed stereotypically the audience will believe this to be true; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of criticisms of the media's stereotypical representations of some social groups. A tendency to description is likely. Responses may be short and un/under developed, e.g. they are negative stated without proper explanation. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of criticisms of the media's stereotypical representations of some social groups. Sociological terms and concepts should be expected e.g. if the hypodermic model is correct, the audience are likely to believe the stereotypes they see in the media such as the idea that elderly people are a burden. This can then lead to prejudice and discrimination in society etc. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well- developed way or cover several factors in less detail. 4(d) Explain why the hypodermic syringe model can be criticised. 8 Candidates need to show an understanding of what is meant by the hypodermic syringe model (direct model of media effects, immediate effects) and describe how it can be criticised. Some candidates may criticise the model through reference to other models of media effects, others may discuss specific criticisms of the hypodermic approach. Possible answers: • this model of media effects is very out dated and ignores the interactive nature of digital media today (postmodernism); • this model of media effects says that the audience are directly influenced by the media, it is more likely that media effects are indirect (two step flow model); • this model of media effects says that media influence is immediate, it is more likely that there is a 'drip-drip' cumulative effect on the audience (cultural effects); • this model fails to recognise that the audience are not passive and actively choose how they are affected by the media e.g. uses and gratifications model; • pluralists believe that the audience affect the media more than the media affects the audience; • much of the methodology used to evidence the hypodermic syringe model is thought to be flawed e.g. the bobo doll experiment lacking ecological validity; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why the hypodermic syringe model can be criticised. A tendency to description is likely. Responses may be short and undeveloped, e.g. it's a very old theory stated without explanation. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the hypodermic syringe model can be criticised. Responses may be underdeveloped and lacking in range, e.g. A lot of sociologists criticise the methods used by the hypodermic syringe model and so don't believe the results to be valid – the bobo doll experiment for example etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 4(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of criticisms of the media's stereotypical representations of some social groups and will be well developed and explained, e.g. The hypodermic syringe model is too simplistic in its approach. It is unlikely that the effects of the media are either immediate or direct and instead the process is far more complex than this. Today's media is interactive allowing the audience to influence its form and content and the hypodermic syringe model does not account for this. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are patterns of media use determined by the social class of the audience. Candidates may link social class to money and discuss consumption patterns that link to this. They may also look at specific social classes and consider their patterns of media use. They would, in both cases, be expected to also consider how social class does not determine media usage and/or how other social factors may also be important. Possible answers: FOR: • the newspaper industry has been frequently linked with particular social classes. In the UK, for example, tabloids are linked with the lower social classes and broadsheets with the higher classes; • TV channels are said to produce mainstream, prime time shows such as soaps that appeal to the lower classes whereas more 'arty', niche programming appeals more to the higher classes; • many members of the working class subscribe to sports channels which provide football – a traditionally working class interest; • a digital divide may exist in many countries based on how much it costs to access and use new media – this is linked to social class; • cultural capital – the higher social classes are likely to use the media for different cultural pursuits i.e. arts, literature than the lower social classes (uses and gratifications – information/education rather than entertainment); • the middle class are often associated with consuming media products about current affairs (linked to their value of education), finance and politics; • the lower social classes are more likely in many countries to consume media products that support left wing political opinions, more right wing for the higher social classes; • the higher social classes are more likely to want 'hard news' and the lower social classes, 'soft'; • 'pay-for' media may be more heavily consumed by the higher social classes because of the economic capital needed to afford it; • other reasonable response. 4(e) AGAINST: 15 • Postmodernists believe that class is 'dead' therefore cannot affect consumption; new media consumption is unlikely to be defined by social class as content and access is often free therefore available to all social classes; • as social classes converge, so do the media products that they consume i.e. all social classes may now watch the soaps; • it is personal taste, not social class, that determines the media a person consumes; • it is gender not social class that determines media consumption; • it is age not social class that determines the media that is consumed; • it is ethnicity not social class that determines the media that a person consumes; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of whether patterns of media use are determined by the social class of the audience. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. people from different social classes choose different types of media. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. social class is how much money someone has, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether patterns of media use are determined by the social class of the audience. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided responses are unlikely e.g. Social class affects how much money you have and so this determines what media you might consume etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) Band 3 [9–12 marks] 15 Answers in this band will show good sociological knowledge and understanding of whether patterns of media use are determined by the social class of the audience. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. despite social class clearly being important in determining cultural tastes in the media, the new media is available to a wide section of society and is often free. There will be a two- sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether patterns of media use are determined by the social class of the audience. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of social class determining media usage, citing some of the examples given.

This question in 0495/22 May/June 2018

2 In modern industrial societies many different types of schools exist, for example private schools. All types of schools function to help students pass exams as well as prepare them for the world of work. For this reason, schools are an important agency of socialisation. (a) What is meant by the term ‘private school’. [2] (b) Describe two types of schools, apart from private schools. [4] (c) Explain how a school’s use of IQ tests could affect a child’s experience of education. [6] (d) Explain why some students may reject the norms and values of a school. [8] (e) To what extent is the functionalist view of education correct? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘private school’? One mark for partial definition, e.g. ‘a school you pay for’. Two marks for clear definition, e.g. ‘a school that is not run or controlled by the Government and is funded through tuition fees’. 2 2(b) Describe two types of schools, apart from private schools. Possible answers: • primary/elementary – where children receive the first years of their education; • pre-school – education received before starting primary school largely looking to develop children’s cognitive and social skills; • secondary/high school – a range of different subjects are studied and examined; • state schools – run directly or indirectly by the government; • faith schools – controlled by a religious organisation; • comprehensive schools – non-selective secondary schools; • grammar schools – secondary education focused on academic excellence; • academies – businesses and other sponsors decide how the school is run; • free schools – charities/parents and other groups can set up their own school directly funded by the government; • vocational schools/training schools – students learn practical subjects and/or skills that will prepare them for the workforce; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 2(c) Explain how a school’s use of IQ tests could affect a child’s experience of education. Possible answers: • pupils who get high IQ scores in a test are categorised as intelligent, those that don’t are seen as not as intelligent by teachers; • IQ test results can determine the set or stream a pupil gets placed into; • IQ tests will determine which students a pupil spends their time with and thus affects peer group relationships; • students in a lower set may be negatively labelled by teachers and face a self-fulfilling prophecy; • students in higher sets may be positively labelled and face the halo effect; • numbers and level of examination entry may be determined by IQ test results; • results of IQ tests may indirectly lead to the formation of pro or anti-school subcultures dependent on the scores achieved; • IQ test results may determine which subjects a pupil can/cannot study whilst in education; • IQ tests have been accused by some of being ethnocentric and so can be used by schools as a form of institutional racism; • IQ tests have been criticised for favouring middle class students therefore may serve to reinforce (according to Marxists) working class feelings of failure and higher class superiority; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how IQ tests can affect a student’s experience of education and may talk about e.g. ‘getting bad results means you go in the lower sets’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 2(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how IQ tests can affect a student’s experience of education. Sociological terms and concepts should be expected e.g. ‘IQ tests essentially filter students into bright and not bright streams and this may result in teacher labelling. If a student is given a negative teacher label as a result of their IQ test this could lead to a self-fulfilling prophecy and under achievement in school’. This would be followed by an explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. Question Answer Marks 2(d) Explain why some students may reject the norms and values of a school. Possible answers: • schools divide students into achievers and failures through the testing and setting system and this causes some pupils to become disillusioned and thus to rebel; • functionalist view – part of the wider teenage rejection of authority, testing the boundaries within the transition stage; • status frustration – those who are labelled as failures by the school do not gain status from academic achievement and therefore reject school’s norms and values in order to get this through deviance; • some pupils form an anti-school sub-culture whereby they reject the values of school and create their own hierarchy and opportunities to gain status and respect – often linked to social characteristics of class, gender and/or ethnicity; • school and education is perceived to be feminine, boys are under pressure to assert their masculinity and so reject the school’s norms and values as a way of doing this; • some students have not been socialised into a culture that values education and so are unlikely to conform to the rules it imposes; • some students do not follow the norms and values of a school in order to resist the institution that they believe has failed them and not given them the opportunities to succeed; • for some students an academic education is not accessible or appropriate and there may be no vocational alternatives, therefore they rebel against the school ethos and values; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why some students may reject the norms and values of a school. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘they rebel because they find school hard’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 8 Question Answer Marks 2(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why some students may reject the norms and values of a school. Responses may be underdeveloped and lacking in range, e.g. ‘schools set pupils based on ability and those in the bottom sets are often looked down on by teachers. This means they see no point to education and so rebel against it instead’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why some students may reject the norms and values of a school and will be well developed and explained, e.g. ‘students in school who choose not to follow the norms and values are typically male and working class. They are labelled by the teachers as failures and therefore see little point in trying hard, often living up to their self-fulfilling prophecy as they turn to their peer group for status’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 2(e) To what extent is the functionalist view of education correct? Possible answers: FOR: • education contributes to the smooth running of society and therefore helps to maintain social order; • schools transmit norms and values to individuals and continue the socialisation that has begun in the family; • schools act as an agency of social control, using sanctions and rewards to reinforce right and wrong and to ensure conformity in pupils; • children are socialised into a shared set of values and therefore they feel a sense of belonging through shared interests and beliefs; • education can promote key values such as patriotism through history and literature lessons, the learning and singing of the national anthem and prominence of national symbols; • education teaches children the importance of achievement, it encourages them to work hard and to set goals, everyone is judged in the same way, it is meritocratic; • education produces individuals with the skills and knowledge necessary to promote economic growth and stability; • role allocation – education ensures the most talented and able children go into the top jobs – examination results ensure that individuals take different career paths suited to their needs and abilities – ‘sifting and sorting’; • functionalists believe that educational success leads to social mobility and greater life chances; • other reasonable response. 15 Question Answer Marks 2(e) AGAINST: • many sociologists believe that there isn’t a shared set of values in society to be passed on through education anymore because of the diverse and multicultural society we live in; • Marxists believe education passes on the dominant ideology and therefore ensures that the status quo is maintained in society; • feminists believe that patriarchal values are transmitted through education in, for example, the perpetuation of traditional and stereotypical gender roles; • some sociologists believe that education is ethnocentric and presents a very narrow view of the world which alienates ethnic minority students; • education is a tool used by the ruling class, according to Marxists, to legitimise and normalise capitalism – competition is promoted in readiness for society and students are indoctrinated into capitalist ideologies; • Marxists believe there is a hidden curriculum in education that serves to promote dominant norms and values that benefit those in positions of power in society e.g. students are trained in dealing with boredom to prepare them for their routine, dull jobs in later life; • education can be unfair – those that pay for an education through private schooling, for example, are likely to gain better examination results than those that attend state schools leading to better jobs in society – this is not meritocratic; • feminists believe there is still gendered subject choice in schools and that this limits the power and status women can have in the labour market in society; • girls are socialised into nurturing and caring roles through education whereas boys are taught to be independent and aggressive – feminism; • functionalist view may be correct for some individuals but may not be the case for everybody – it perhaps depends upon the school itself, the subject choices, the individuals and the type of school; • other reasonable response. Question Answer Marks 2(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which the functionalist view of education is correct. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘education gives everyone the chance to be successful’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘functionalists say that education is a good thing for everybody’. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the functionalist view of education is correct. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘education is a key agency of socialisation that teaches norms and values to children and encourages everyone to behave correctly’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which the functionalist view of education is correct. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite there being many positive factors to education, like gaining skills and knowledge, Marxists believe that it serves the interests of the ruling class and indoctrinates students into capitalist norms and values that ensure the working class remain in their low status positions in society’. There will be a two- sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Question Answer Marks 2(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which the functionalist view of education is correct. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the functionalist view of education being correct, citing some of the examples given.

This question in 0495/21 Oct/Nov 2018

3 Researching why crime is committed is a complex issue due to the many possible explanations. One explanation is status frustration. This is further complicated because there are so many ways to measure crime. Some sociologists believe using victim surveys is the most accurate measure. (a) What is meant by the term ‘status frustration’? [2] (b) Describe two reasons why the police might not record a crime that has been reported to them. [4] (c) Explain how the media can create deviancy amplification. [6] (d) Explain why males commit more crime than females. [8] (e) To what extent do victim surveys provide an accurate measure of crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘status frustration’? One mark for partial definition, e.g. ‘annoyed by your low status’. Two marks for clear definition, e.g. ‘when people are unable to achieve the socially accepted goals due to their position in society’. 2 3(b) Describe two reasons why the police might not record a crime that has been reported to them. Possible answers: • police may be under pressure to focus on particular crimes and so are reluctant to report crimes that aren’t in this category – police targets and quotas; • the police may believe the crime to be too petty to bother recording it; • the police may feel it is a domestic incident that should be dealt with by the individuals involved and so don’t record it; • the police may be doubtful of the credibility of the person reporting the crime and so don’t record it; • police need evidence that the crime reported is indeed a crime, if not then they are unlikely to record it e.g. theft rather than lost property; • police discretion means that the police have the power to decide whether something should be recorded as a crime or not; • the police may not believe that they are able to solve the crime and so do not record it e.g. cybercrime; • the police may be corrupt and so do not record the crime in order to protect a powerful and influential individual/group; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 3(c) Explain how the media can create deviancy amplification. Possible answers: • media exaggeration, glamorisation and sensationalism leads to people copying what they see so leading to deviancy amplification; • criminals believe that there are certain crimes they are able to get away with due to its representation in the media and so this leads to more crime being committed; • creating folk devils e.g. young people, drug addicts, etc. in the media leads to them feeling frustrated/alienated and therefore committing more crime; • moral panics and stigmatisation e.g. the mods and the rockers – stereotypical reporting leads to the ‘criminals’ acting in the way they have been portrayed in the media and so more crime is committed – labelling theory and the self-fulfilling prophecy; • moral panics – the media predict crime and therefore cause the police/authorities to look out for that crime so seemingly more crime has been committed; • media reports of crime can lead to a bigger police presence e.g. with the mods and rockers in Clacton (Cohen) which increases the risk of confrontation and therefore increases the likelihood of crime; • scapegoating – some social groups are blamed for society’s problems by the media and so it is unsurprising that they turn to crime as a reaction to this e.g. ethnic minorities; • Marxism – the media promotes consumption as desirable, those that cannot afford to buy the consumer goods seen may turn to crime instead; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how the media can create deviancy amplification and may talk about e.g. ‘the media show some people in a bad way so they can’t get jobs and turn to crime’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 3(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how the media can create deviancy amplification. Sociological terms and concepts should be expected, e.g. ‘the media create folk devils who are blamed for certain crimes. This can lead to the group or individual feeling status frustration and therefore turning to crime as a response’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. Question Answer Marks 3(d) Explain why males commit more crime than females. Possible answers: • differential socialisation – processes such as canalisation and manipulation (Oakley) mean that boys and girls grow up with very different gender identities – males are tougher, more independent and so more likely to commit crime; • differential social control – males tend to have less social control imposed upon them than females – this gives them more opportunities to commit crime; • masculinity – males are often under pressure to prove their masculinity – being criminal is one way to do this e.g. male peer group pressure; • breadwinner role – males may feel pressure to provide for their partner/family and if they do not have a job or enough money they may suffer from status frustration and thus turn to instrumental crime; • males are more susceptible to peer pressure and so could join an anti-school sub-culture or a deviant group where criminality is normal; • males are more likely to join gangs than females – gangs are based upon criminal behaviour, indeed this gains members status; • opportunity – some crimes, such as corporate crime, are committed in the work place – as these are typically male dominated it is easier for the male to commit the crime; • males are thought to be naturally more aggressive than females, e.g. testosterone levels, and so may be more likely to commit crime; • media role models – many of these for males engage in criminal behaviour and this is not sanctioned, rather it can bring positive rewards – imitation may occur; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why males commit more crime than females. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘men are more aggressive’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 8 Question Answer Marks 3(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why males commit more crime than females. Responses may be underdeveloped and lacking in range. e.g. ‘males commit more crime because they have been socialised in their families to be tough and independent’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why males commit more crime than females and will be well developed and explained. e.g. ‘males commit more crime than females because of the pressure on them to prove their masculinity. If they don’t do this then they can be labelled as effeminate by their peers. One way to do this is to commit crime. Young males are far more likely to be gang members than young females and may engage in criminal rites of passages such as robbing someone in order to gain status and show their masculinity’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 3(e) To what extent do victim surveys provide an accurate measure of crime? Possible answers: FOR: • they uncover unreported (hidden) crimes that the formal agents do not know about and so are more valid than the OCS; • asking people what crimes they have been a victim of is likely to provoke a true response as there is no harm/threat to the respondent; • national victim surveys such as the BCS/CSEW are now so well thought of that they are published alongside the OCS by the government in order to show a more accurate picture of crime; • victim surveys are typically completed using interviews, allowing the researcher to gain a rapport with the respondent and so get them to open up honestly about things/crimes; • victim surveys offer full confidentiality to the respondent and so encourage truthful/valid answers; • local victim surveys, such as The Islington Survey, allow for researchers to gain an in-depth understanding of the nature of crime victims in a local area; • victim surveys can call into question the validity of the patterns and trends seen in the OCS e.g. the BCS has shown that the group thought to be the most criminal in society (young working class males) are also the most likely to be victims of crime; • victim surveys can show those crimes that have not been recorded by the police, so giving a more accurate picture of crime and uncovering more of the ‘dark figure’; • feminist researchers believe that local victim surveys help to uncover the true extent of the victimisation that women have to endure; • other reasonable response. 15 Question Answer Marks 3(e) AGAINST: • victim surveys cannot cover all types of crimes – they do not, for example, cover victimless crimes such as drug use; • victim surveys do not usually cover crimes committed against children as children are not normally the respondents in this research method – therefore they still do not reveal the full, true picture; • some respondents may be unwilling to reveal personal information about themselves to a researcher e.g. victims of sexual assault or abuse, therefore the picture of crime that is produced is still not accurate; • this method relies on the memory of the respondents and so is unlikely to be fully accurate as people will forget things; • national victim surveys will inevitably generalise the picture of crime and are therefore thought by some sociologists to be of little use in really understanding crime and its victims; • local victim surveys are typically based upon a small and unrepresentative sample and are criticised by many sociologists as being atypical and not generalisable; • white collar and corporate crime is likely to be under-represented in victim surveys as those involved may not know that they were the victims of crime; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which victim surveys provide an accurate measure of crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘they find out about crimes the police don’t know about’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘victim surveys are where people are asked what crimes they have been a victim of’. Question Answer Marks 3(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which victim surveys provide an accurate measure of crime. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘not everyone reports a crime committed against them to the police and victim surveys are a good way to find out about these’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which victim surveys provide an accurate measure of crime. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite the OCS being recognised as the most easily accessible source of information on crime, victim surveys are thought by many sociologists to produce a far more valid picture due to the uncovering of the dark figure of crime’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which victim surveys provide an accurate measure of crime. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the usefulness of the victim survey in providing an accurate picture of crime, citing some of the examples given.

This question in 0495/21 Oct/Nov 2018

4 Sociologists debate how the audience is affected by the content of the media. Some believe the uses and gratifications model is the most accurate. Whilst representations in the media are changing, many sociologists argue that it is still important to consider if media content is stereotypical. (a) What is meant by the term ‘uses and gratifications model’? [2] (b) Describe two recent developments in the media. [4] (c) Explain how the media acts as an agency of secondary socialisation. [6] (d) Explain why sociologists cannot agree on the ways the media affects its audience. [8] (e) To what extent is the content of the media stereotypical? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘uses and gratifications model’? One mark for partial definition, e.g. ‘how people enjoy the media’. Two marks for clear definition, e.g. ‘how audiences use and are in control of the media, not how they are affected by them’. 2 4(b) Describe two recent developments in the media. Possible answers: • the creation of a digital divide through those that can afford and access new media and those that can’t; • interactivity – new media offer a lot of opportunities for audience involvement; • horizontal integration – many media conglomerates own a range of companies in different media in order to increase profits and market share; • vertical integration – a company controls different stages of production and distribution to increase its power and control; • media conglomerates are now typical whereby a concentration of ownership leads perhaps to less diverse/independent content e.g. Disney, Sony, etc.; • globalisation – media is now instant and available all around the world via the internet; • media streaming – digital technology and the internet means media content need not be in ‘hard’ format any longer and can be accessed ‘on demand’; • print products are becoming extinct as they become available in digital only versions e.g. newspapers/magazines; • diversification – media corporations extend their interests into other areas so increasing their power, profits and control; • convergence – media technologies are moving towards being able to perform similar tasks e.g. television programmes can now be watched on a variety of different devices; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 4(c) Explain how the media acts as an agency of secondary socialisation. Possible answers: • gender representations – the media sets the expectations for the roles males and females should occupy in society – feminists are critical of this; • imitation – people, especially children, may copy what they see in the media i.e. violence in films/computer games, etc. may lead to violence in society; • role models – people look up to and aspire to be like various people in the media and so this teaches us how to think and behave; • norm referencing – the media teaches us core norms and values in society; • celebrity culture – we learn from the media how much the cult of celebrity is valued in MIS; • consumption – Marxists believe that the media encourages and normalises consumer society and the acceptance of capitalism e.g. via advertising; • new media provides audiences with alternative ideologies to consider and so gives them more ideas and options for their own identities; • agenda setting – the media tells us what is important and what we should think about in society e.g. the work of the GUMG on favouring the higher classes; • folk devils and moral panics – the media can create panic and concern in society as individuals and groups are negatively labelled – we learn who the ‘goodies’ and ‘baddies’ are; • stereotyping – the media often represents less powerful groups in stereotypical and negative ways and these may be accepted as real/correct by the audience; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the ways the media can act as an agency of secondary socialisation and may talk about e.g. ‘the audience copy styles that look good’. The term ‘secondary socialisation’ may not be fully understood. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 4(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the ways the media can act as an agency of secondary socialisation. Sociological terms and concepts should be expected e.g. ‘the media uses role modelling as one way of socialising the audience. Individuals who the audience aspire to be like are highly influential when it comes to fashion, behaviour and beliefs. Sometimes this can be negative, for example, how the media has been blamed for promoting and normalising eating disorders amongst young females’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. Question Answer Marks 4(d) Explain why sociologists cannot agree on the ways the media affects its audience. Possible answers: • the perspective and theory the sociologist is working in will affect how they think the media influences the audience e.g. a feminist will see the media as a tool of patriarchy; • evidence exists to prove that the media does influence the audience, directly through hypodermic syringe model and indirectly through the cultural effects approach – which to believe?; • counter evidence exists to show that the audience controls how the media effects them e.g. uses and gratifications approach, active audience; • results from experiments and investigations into media effects can often be criticised, e.g. the bobo doll experiment due to its flawed methodology and testing; • Marxists believe that the media is a tool of the ruling class used to manipulate and control the audience, other theories disagree; • feminists believe the media is an extension of patriarchy – benefiting men rather than women, other theories disagree; • postmodernists believe that the media is now 24/7, offering choice and flexibility to the audience, other theories disagree; • advertising shows that the media can influence the audience to consume and want material goods but this is only one effect of the media; • examples of copycat violence shows that the media can influence the audience e.g. children and violence, eating disorders, etc. but other studies show the audience can resist; • media role models are often looked up to and emulated by the audience e.g. fashion, celebrities, etc. but audience members are affected differently and have different role models; • you can’t generalise about how an individual will be influenced or affected by the media, everyone is different; • the new media is very different to traditional media and due to its diversity and potential for audience interactivity it is very hard to know how much of an influence it has on the audience; • other reasonable response. 8 Question Answer Marks 4(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why there is a lack of agreement amongst sociologists about how the media influences the audience. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘evidence from experiments/research shows very different things’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why there is a lack of agreement amongst sociologists about how the media influence the audience. Responses may be underdeveloped and lacking in range, e.g. ‘media effects theories show very different findings about how the media influences the audience’ or ‘pluralists talk about how the audience can control the media whereas models like the hypodermic syringe show that the audiences are manipulated by what they consume’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why there is a lack of agreement amongst sociologists about how the media influence the audience and will be well developed and explained. e.g. ‘postmodernists believe that with new media it is impossible to know how the audience are influenced by the media as the media today is so diverse and is available in so many different formats. More traditional theories look at traditional media and its effects and therefore come up with different conclusions’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 4(e) To what extent is the content of the media stereotypical? Possible answers: FOR: • stereotypes are thought to be easily understood by the audience and so are used frequently in the media in order to get an idea across quickly and simply; • feminists believe the media uses a ‘male gaze’ to show content from a male perspective – this leads to stereotypical representations of females; • there is also said to be a ‘white gaze’ in the media whereby content is created from a white perspective with a white audience in mind – this leads to stereotypical content of non-whites; • binary opposites (e.g. good and bad) are thought to be central to media content – these are very simplistic and therefore very stereotyped; • gender roles and expectations are typically very narrow and fixed in the media e.g. female housewives and male breadwinners = stereotyped; • representations of females are often digitally manipulated based upon a stereotypical notion of beauty; • stereotypical focus on women’s physical appearance, body image and youth whereas this is not prioritised for males; • minority ethnic groups are thought to be portrayed in the media in a very stereotypical way e.g. Afro-Caribbeans and sport/crime/gangs; • different age groups tend to be represented in stereotypical ways in the media e.g. rebellious teens/older people as a burden; • the different social classes are shown very differently in the media and stereotypes are often used e.g. the working class with extended families and community spirit and the feckless, workshy underclass; • disabled people are shown in a very limited range of roles in the media and often as ‘not normal’ when compared to non-disabled people – this is very stereotyped; • other reasonable response. 15 Question Answer Marks 4(e) AGAINST: • new media is frequently created by the audience not the producer and therefore is far less likely to be stereotypical in its content; • legislation exists to prevent stereotypes in the media e.g. The Equality Act; • specialist/niche media products are more of the norm today and allow for alternative representations of previously stereotyped groups to be created and shown; • campaigns for change have operated in society and within the media in order to tackle stereotypical media representations; • social positions of previously stereotyped groups have changed in society and media representations have also changed in order to reflect this; • employment/ownership in the media is less biased towards white, middle class, middle aged males today and thus as the personnel becomes more diverse so too does the media content; • the media industry itself recognises the spending power of previously stereotyped groups e.g. the grey/pink pound and therefore the content of the media has had to change in order to appeal more to these social groups; • the media itself has become more diverse as it exists now in so many different forms – this has provided opportunities for once stereotyped groups to produce their own media if they are dissatisfied with the traditional media content out there; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which the content of the media is stereotypical. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘women are seen as housewives in the media’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘a stereotype is a simple and negative way of showing someone’. Question Answer Marks 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the content of the media is stereotypical. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘stereotypes are easy for the audience to understand so you see a lot of them in the media’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which the content of the media is stereotypical. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite the content of the media often being stereotyped – disabled people are still shown in a very limited range of roles, for example – things are starting to change. Minority groups are gaining more power and more rights in society and this is being seen in how they are represented in the media. Ethnic minorities, for example, are often seen today as lead characters in films and TV shows. The repetitive and simplistic negative portrayals of some social groups are also starting to change as these groups themselves become more prolific and more powerful within the media industry. This can be as traditional media personnel or in terms of them creating their own media via user generated content’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which the content of the media is stereotypical. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the content of the media being stereotypical, citing some of the examples given.

This question in 0495/21 Oct/Nov 2018

4 (a) What is meant by the term ‘gate-keeping’? [2] (b) Describe two differences between traditional and new media. [4] (c) Explain how the media shape values, attitudes and behaviour. [6] (d) Explain why Marxists criticise media content. [8] (e) To what extent are media representations of minority ethnic groups stereotypical? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘gate-keeping’? One mark for partial definition, e.g. ‘a media editor’ Two marks for clear definition, e.g. ‘the ability of individuals in the media to decide what is and isn’t published/broadcast’ 2 4(b) Describe two differences between traditional and new media. Possible answers: • New media uses digital technology, whereas traditional media is analogue; • New media is much more interactive with two-way communication than traditional media which is more one-way; • New media can often be generated by the audience (i.e. uploading to social media) whereas traditional media content is created/controlled by media professionals; • Traditional media uses a top to bottom structure whereas new media is more democratic making media control more difficult; • New media is global in scale whereas traditional media is more likely to be national or local; • New media does not rely upon a schedule, unlike traditional media, as it is ‘on demand’; • New media is harder to regulate than traditional media; • New media is multi-platform (often due to diversification) whereas traditional media is often found in just one form e.g. the newspaper was traditionally a print product; • New media products exist in far greater numbers than traditional media; • New media is often accessed through a portable electronic device ‘on the go’ whereas traditional media is more context specific; • Other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 4(c) Explain how the media shape values, attitudes and behaviour. Possible answers: • Hypodermic syringe theory says the media inject the audience with a dominant message and the audience believe this to be true therefore shaping values, attitudes and behaviour; • Advertising and consumer society – the audience are made to believe that they need material possessions/status symbols – promotes the value of consumption; • The media is able to show the negative consequences of non-conformity in society i.e. punishing the bad guys which shapes people’s values, attitudes and behaviour – they tend to conform to the norm; • Role models – these are found in the media and give the audience individuals to aspire to which can shape values, attitudes and behaviour e.g. celebrity culture; • Norm referencing – the media determines what we see as ‘normal’ in society; • Gender roles – the media represent males and females differently and this reinforces what it means to be masculine and feminine; • Imitation – the media may encourage the audience to copy what it sees/hears; • stereotyping – the media perpetuates stereotyping of certain social groups and encourages the audience to think in particular ways about them; • Moral panics – the media use folk devils to create ideas about criminals in society and thus affects the audiences values, attitudes and behaviour; • Political socialisation – the media teaches us our political beliefs and knowledge; • Secondary socialisation agent – a way of reinforcing and perhaps altering values and attitudes from the primary stage (particularly for young people); • Postmodernism – the media is all around us and so is a very powerful agency of socialisation; • Feminism – the media teaches individuals that men have more power and control and therefore reinforces patriarchy; • Marxism – the media acts as a tool of the state and serves the interest of the ruling classes in its agenda setting and normalisation of capitalism – this affects people’s values, attitudes and behaviour; • Other reasonable response. 6 Question Answer Marks 4(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how the media shapes values, attitudes and behaviour and may talk about e.g. ‘we copy what we see in the media’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how the media shapes values, attitudes and behaviour. Sociological terms and concepts should be expected e.g. ‘Feminists believe that stereotypical gender representations in the media teach the audience that males and females have different social positions and roles. They perpetuate the patriarchal values seen in society and normalise this ideology thus affecting how people think and behave’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. Question Answer Marks 4(d) Explain why Marxists criticise media content. Possible answers: • The media are biased – stories and representations favour the ruling class (propaganda); • Media are thought to be an ideological tool of oppression used to control and suppress the working classes (avoiding revolution) – a dominant ideology; • Capitalism is seen as normal, inevitable and fair in the media creating a false class consciousness; • The media encourages consumption through advertising – helping to support capitalism through the creation of false needs; • The voice of the working class is rarely seen or heard in the media, they are under-represented; • Media owners and professionals are from the higher classes and thus the working classes are not accurately or fairly represented; • Views and opinions that oppose capitalism are unlikely to be given a voice in the media – invisibility of working class values and ideas; • News values and agenda setting are commonplace in the media and favour the ruling class elite; • GUMG (Glasgow University Media Group) research shows that the lower classes are not given the same airtime as the higher classes and that when they do feature this is often as objects of ridicule or not to be taken seriously; • Trivial media content e.g. soap operas and celeb gossip act as a distraction for the working class – diverting attention from serious issues in society; • Other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why Marxists criticise the content of the media. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘there aren’t many people from the lower classes working in the media’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 8 Question Answer Marks 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why Marxists criticise the content of the media. Responses may be underdeveloped and lacking in range, e.g. ‘Media owners are typically drawn from the elite and therefore the needs and opinions of the lower social classes are rarely seen or heard in the media’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why Marxists criticise the content of the media and will be well developed and explained, e.g. ‘Marxists believe the media is a tool of oppression used by the capitalist state to brainwash and suppress the working class. Inequalities in society are masked through the focus on the ‘shallow activities’ of popular culture and the scapegoating of the working class for society’s problems. This is therefore not a fair representation.’ They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 4(e) To what extent are media representations of minority ethnic groups stereotypical? Possible answers: FOR: • Invisibility – minority ethnic groups are under-represented in the media, particularly in high status and powerful positions, stereotypically in the lower classes; • Tokenism – in order to counter accusations of being racist or unfair, representations of minority ethnic groups may be seen as merely being a token gesture – this becomes a stereotype; • White gaze – it is thought that the media sees and represents content through white eyes, marginalising and inaccurately representing minority ethnic groups stereotypically; • Binary opposites – we frequently see and hear ideas of ‘black vs white’ in the media – presenting the ethnic groups as completely different and not in harmony; • The savage – research shows minority ethnic groups to be presented as people who want to harm the ethnic majority e.g. reporting of Muslim extremist terrorism could be viewed in this way; • The entertainer – some minority ethnic groups are frequently seen in comedy roles or linked to sport, dance or music – not serious roles or representations; • Women from minority ethnic groups are often shown to be sexually exotic – differences are exaggerated; • Asian women may be shown to be timid, passive and controlled by men; • The tyrant – non-white world leaders are often shown to be corrupt despots, politically corrupt and power hungry; • Villains and tricksters – Chinese masterminds are often portrayed to be using their intelligence in evil ways against the ethnic majority; • Black male youths are often shown as violent gang members and criminals; • Asians may be shown to have large extended families and strong, unusual accents in a very stereotypical way; • Other reasonable response. 15 Question Answer Marks 4(e) AGAINST: • New media is much more democratic therefore minority ethnic groups are able to create their own representations; • New media can preserve local culture and traditions and present minority ethnic groups in terms of this; • Equal opportunities legislation means that the media cannot afford to be prejudiced or stereotypical in its coverage of minority ethnic groups for fear of prosecution; • Role models from minority ethnic groups are now more prolific in the media and move away from stereotypical representations; • The interactive nature of new media gives minority ethnic groups the possibility to use forums, comments and blogs to criticise and challenge stereotypical representations; • Programming and media content is now frequently targeted at specific minority ethnic groups, reflecting their lives and interests in a non-stereotypical way; • Minority ethnic groups now hold positions of power in the media and are thus able to influence media content and representations; • Representation cannot be generalised – they depend upon the context, the country and the interpretation by the audience; • Media representations of minority ethnic groups merely reflect their roles and positions in society – thus they are not stereotypical; • Other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which ethnic minorities are represented stereotypically in the media. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘Minority ethnic groups are shown differently, often as bad people’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms, e.g. ‘representation is how you are shown in the media’, in the question. Question Answer Marks 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which minority ethnic groups are represented stereotypically in the media. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘Black people are often shown to be criminals or in gangs in the media but lots of black people don’t do this so it’s a stereotype’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which minority ethnic groups are represented stereotypically in the media. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite stereotypical representations still being very visible in the media, new media means that minority ethnic groups are able to actively construct their own representations and to challenge any stereotypes that they may come across.’ There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which minority ethnic groups are represented stereotypically in the media. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of stereotypical representations of minority ethnic groups in the media, citing some of the examples given.

This question in 0495/22 Oct/Nov 2018

1 Not everyone lives in a family or believes that families perform important functions in society. In fact, some sociologists see the family as a negative institution that does not benefit its members. A commune is one example of an alternative to the family that is popular in some cultures. (a) What is meant by the term ‘commune’? [2] (b) Describe two types of cohabitation. [4] (c) Explain how urbanisation has affected family life. [6] (d) Explain why the symmetrical family has become more common in modern industrial societies. [8] (e) To what extent are nuclear families patriarchal? [15]

35 marks

Mark scheme: 1(a) What is meant by the term ‘commune’? One mark for partial definition, e.g. ‘living together’ Two marks for clear definition, e.g. ‘a group of people who choose to live together and share at least some of their property’. 2 1(b) Describe two types of cohabitation. Possible answers: • a trial marriage – living together before marriage; • a short-term relationship without real commitment; • a permanent or long-term relationship – the same as a marriage just without the ceremony; • two heterosexuals living together (with or without children); • two homosexuals living together (with or without children); • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 1(c) Explain how urbanisation has affected family life. Possible answers: • traditional large extended family units have reduced and been replaced by smaller family units such as the nuclear family; • functions that were once performed by the family i.e. care of the young and the elderly are now performed by the state and its institutions; • face to face contact with wider family members is thought to be less than previously, replaced in part by technology e.g. email, skype, facetime, social media, etc.; • young adults tend to move to cities leaving rural areas with mainly older people/children; • families living very close to other families in shanty towns; • nuclear families tend to live further away from their extended families due to the need to be geographically mobile; • in times of crisis the extended family are unlikely to be the source of help and support that they once were as now the welfare state steps in; • living in cities means the cost of living is likely to be higher and so families are likely to be smaller to make life more affordable; • family life has become privatised (particularly in the nuclear family) with the home being at the centre of family life – this has led to factors such as child centredness/symmetry, etc.; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how urbanisation has affected family life and may talk about e.g. ‘families living apart’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 1(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the relationship between urbanisation and the effects on family life. Sociological terms and concepts should be expected e.g. ‘Urbanisation results in extended families having to live apart from one another as families have to be geographically mobile in order to look for work in the city’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. Question Answer Marks 1(d) Explain why the symmetrical family has become more common in modern industrial societies. Possible answers: • privatised nuclear families mean that couples spend a lot of time together in the home which encourages a more equal partnership; • being away from the extended family means less pressure can be applied to conform to traditional gender roles in the family; • in society women have a higher status and so this is transferred into their family relationships also – they expect equality – feminism; • women frequently do paid work today and so have an income, meaning they have greater status and a joint say in financial decisions in the family; • roles today are more flexible and so there is greater choice and freedom for men and women to find what works best for them, challenging tradition – Postmodernism; • homosexual relationships challenge ideas about traditional conjugal roles and so allow for greater equality; • labour saving devices in the home and paid help have reduced the burden of housework and again allow for greater equality; • children are often expected to help out in the home and so this allows for greater equality between husband and wife; • child centredness as a norm in MIS’s means children are often viewed as equals in the family; • pressure and influence from the media to give women more power in society e.g. The Equal Pay Act, translates to the home as well; • changing norms and values means that definitions of what it means to be ‘male’ and ‘female’ have become more fluid allowing men to be hands on dads, new men, etc.; • other reasonable response. 8 Question Answer Marks 1(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why some families are more symmetrical today. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘women go out to work’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why some families are more symmetrical today. Responses may be underdeveloped and lacking in range, e.g. ‘families are increasingly symmetrical because women earn a wage and so have more of a say in household decisions’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why some families are more symmetrical today and will be well developed and explained, e.g. ‘families today are more symmetrical because of the expectation in women for equality created by the Feminist movement. They have gained higher status in society through employment and wages and expect this to be replicated in the family roles undertaken. Conjugal roles are therefore now more likely to be joint and women expect to be consulted on important decisions affecting the family’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 1(e) To what extent are nuclear families patriarchal? Possible answers: FOR: • traditional gender roles in the nuclear family make men the breadwinner and head of the household so giving him more power; • the expected role of a wife in a nuclear family is to be expressive and look after the needs of the husband, meaning that the man benefits more than she does; • socialisation of children into gender roles in the nuclear family through processes such as canalisation and manipulation – this can be very stereotyped, leading to patriarchy; • the dual burden/triple shift – means that women in the nuclear family have more responsibilities and stress than men; • feminists believe that as long as society remains patriarchal so the domestic division of labour will remain and gender inequalities will persist in the nuclear family; • men may help out more in the home and with the childcare today but women do this for a lot longer and often do the worst, tedious domestic jobs; • men continue to make the important household decisions meaning nuclear family life is patriarchal; • house husbands and the new man remain the exception in nuclear family life; • domestic violence and abuse in the nuclear family – men are the main perpetrators of this; • other reasonable response. 15 Question Answer Marks 1(e) AGAINST: • feminism has raised the expectations of women so that they are no longer prepared to accept their subordinate role in the nuclear family; • men help out regularly with housework and childcare in privatised nuclear families; • there are now many stay at home dads/house husbands in nuclear families which allows women to go out to work and not be tied to the home; • some women choose to stay at home and be a housewife, this is not patriarchy, this is their choice; • most women in nuclear families now work meaning that their power and status in the home has increased; • many nuclear families are now symmetrical – the sharing of conjugal roles and decision making means they cannot be patriarchal; • parents are making active choices not to bring their children up in a stereotypical way, so breaking the cycle of patriarchy; • lesbian nuclear families allow for the roles to be redefined and for patriarchy not to be relevant; • how patriarchal a nuclear family is will depend upon the individual family members, the culture and religion, etc. – it cannot be generalised to all; • domestic violence and abuse is not just committed by males in nuclear families; • in most societies domestic violence has been criminalised and is thought to be unacceptable – this prevents patriarchy in the family; • it is not just nuclear families that can be patriarchal – this kind of inequality may be present in many different types of families; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which nuclear families are patriarchal. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘women cook more than men’ or ‘men earn more money so can tell women what to do’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘patriarchy means men have more power than women’. Question Answer Marks 1(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which nuclear families are patriarchal. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘women still do most of the housework and childcare in the home’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which nuclear families are patriarchal. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite more equality and changing roles within the family, women still do most of the housework and childcare but this is not the same in every nuclear family’ or ‘men and women are equal now in society and so this has also been and transferred to the family where conjugal roles are now shared, but this isn’t the same for everybody’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which nuclear families are patriarchal. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of nuclear families being patriarchal, citing some of the examples given.

This question in 0495/23 Oct/Nov 2018

3 Researching why crime is committed is a complex issue due to the many possible explanations. One explanation is status frustration. This is further complicated because there are so many ways to measure crime. Some sociologists believe using victim surveys is the most accurate measure. (a) What is meant by the term ‘status frustration’? [2] (b) Describe two reasons why the police might not record a crime that has been reported to them. [4] (c) Explain how the media can create deviancy amplification. [6] (d) Explain why males commit more crime than females. [8] (e) To what extent do victim surveys provide an accurate measure of crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘status frustration’? One mark for partial definition, e.g. ‘annoyed by your low status’. Two marks for clear definition, e.g. ‘when people are unable to achieve the socially accepted goals due to their position in society’. 2 3(b) Describe two reasons why the police might not record a crime that has been reported to them. Possible answers: • police may be under pressure to focus on particular crimes and so are reluctant to report crimes that aren’t in this category – police targets and quotas; • the police may believe the crime to be too petty to bother recording it; • the police may feel it is a domestic incident that should be dealt with by the individuals involved and so don’t record it; • the police may be doubtful of the credibility of the person reporting the crime and so don’t record it; • police need evidence that the crime reported is indeed a crime, if not then they are unlikely to record it e.g. theft rather than lost property; • police discretion means that the police have the power to decide whether something should be recorded as a crime or not; • the police may not believe that they are able to solve the crime and so do not record it e.g. cybercrime; • the police may be corrupt and so do not record the crime in order to protect a powerful and influential individual/group; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 3(c) Explain how the media can create deviancy amplification. Possible answers: • media exaggeration, glamorisation and sensationalism leads to people copying what they see so leading to deviancy amplification; • criminals believe that there are certain crimes they are able to get away with due to its representation in the media and so this leads to more crime being committed; • creating folk devils e.g. young people, drug addicts, etc. in the media leads to them feeling frustrated/alienated and therefore committing more crime; • moral panics and stigmatisation e.g. the mods and the rockers – stereotypical reporting leads to the ‘criminals’ acting in the way they have been portrayed in the media and so more crime is committed – labelling theory and the self-fulfilling prophecy; • moral panics – the media predict crime and therefore cause the police/authorities to look out for that crime so seemingly more crime has been committed; • media reports of crime can lead to a bigger police presence e.g. with the mods and rockers in Clacton (Cohen) which increases the risk of confrontation and therefore increases the likelihood of crime; • scapegoating – some social groups are blamed for society’s problems by the media and so it is unsurprising that they turn to crime as a reaction to this e.g. ethnic minorities; • Marxism – the media promotes consumption as desirable, those that cannot afford to buy the consumer goods seen may turn to crime instead; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how the media can create deviancy amplification and may talk about e.g. ‘the media show some people in a bad way so they can’t get jobs and turn to crime’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 3(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how the media can create deviancy amplification. Sociological terms and concepts should be expected, e.g. ‘the media create folk devils who are blamed for certain crimes. This can lead to the group or individual feeling status frustration and therefore turning to crime as a response’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. Question Answer Marks 3(d) Explain why males commit more crime than females. Possible answers: • differential socialisation – processes such as canalisation and manipulation (Oakley) mean that boys and girls grow up with very different gender identities – males are tougher, more independent and so more likely to commit crime; • differential social control – males tend to have less social control imposed upon them than females – this gives them more opportunities to commit crime; • masculinity – males are often under pressure to prove their masculinity – being criminal is one way to do this e.g. male peer group pressure; • breadwinner role – males may feel pressure to provide for their partner/family and if they do not have a job or enough money they may suffer from status frustration and thus turn to instrumental crime; • males are more susceptible to peer pressure and so could join an anti-school sub-culture or a deviant group where criminality is normal; • males are more likely to join gangs than females – gangs are based upon criminal behaviour, indeed this gains members status; • opportunity – some crimes, such as corporate crime, are committed in the work place – as these are typically male dominated it is easier for the male to commit the crime; • males are thought to be naturally more aggressive than females, e.g. testosterone levels, and so may be more likely to commit crime; • media role models – many of these for males engage in criminal behaviour and this is not sanctioned, rather it can bring positive rewards – imitation may occur; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why males commit more crime than females. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘men are more aggressive’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 8 Question Answer Marks 3(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why males commit more crime than females. Responses may be underdeveloped and lacking in range. e.g. ‘males commit more crime because they have been socialised in their families to be tough and independent’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why males commit more crime than females and will be well developed and explained. e.g. ‘males commit more crime than females because of the pressure on them to prove their masculinity. If they don’t do this then they can be labelled as effeminate by their peers. One way to do this is to commit crime. Young males are far more likely to be gang members than young females and may engage in criminal rites of passages such as robbing someone in order to gain status and show their masculinity’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 3(e) To what extent do victim surveys provide an accurate measure of crime? Possible answers: FOR: • they uncover unreported (hidden) crimes that the formal agents do not know about and so are more valid than the OCS; • asking people what crimes they have been a victim of is likely to provoke a true response as there is no harm/threat to the respondent; • national victim surveys such as the BCS/CSEW are now so well thought of that they are published alongside the OCS by the government in order to show a more accurate picture of crime; • victim surveys are typically completed using interviews, allowing the researcher to gain a rapport with the respondent and so get them to open up honestly about things/crimes; • victim surveys offer full confidentiality to the respondent and so encourage truthful/valid answers; • local victim surveys, such as The Islington Survey, allow for researchers to gain an in-depth understanding of the nature of crime victims in a local area; • victim surveys can call into question the validity of the patterns and trends seen in the OCS e.g. the BCS has shown that the group thought to be the most criminal in society (young working class males) are also the most likely to be victims of crime; • victim surveys can show those crimes that have not been recorded by the police, so giving a more accurate picture of crime and uncovering more of the ‘dark figure’; • feminist researchers believe that local victim surveys help to uncover the true extent of the victimisation that women have to endure; • other reasonable response. 15 Question Answer Marks 3(e) AGAINST: • victim surveys cannot cover all types of crimes – they do not, for example, cover victimless crimes such as drug use; • victim surveys do not usually cover crimes committed against children as children are not normally the respondents in this research method – therefore they still do not reveal the full, true picture; • some respondents may be unwilling to reveal personal information about themselves to a researcher e.g. victims of sexual assault or abuse, therefore the picture of crime that is produced is still not accurate; • this method relies on the memory of the respondents and so is unlikely to be fully accurate as people will forget things; • national victim surveys will inevitably generalise the picture of crime and are therefore thought by some sociologists to be of little use in really understanding crime and its victims; • local victim surveys are typically based upon a small and unrepresentative sample and are criticised by many sociologists as being atypical and not generalisable; • white collar and corporate crime is likely to be under-represented in victim surveys as those involved may not know that they were the victims of crime; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which victim surveys provide an accurate measure of crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘they find out about crimes the police don’t know about’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘victim surveys are where people are asked what crimes they have been a victim of’. Question Answer Marks 3(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which victim surveys provide an accurate measure of crime. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘not everyone reports a crime committed against them to the police and victim surveys are a good way to find out about these’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which victim surveys provide an accurate measure of crime. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite the OCS being recognised as the most easily accessible source of information on crime, victim surveys are thought by many sociologists to produce a far more valid picture due to the uncovering of the dark figure of crime’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which victim surveys provide an accurate measure of crime. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the usefulness of the victim survey in providing an accurate picture of crime, citing some of the examples given.

This question in 0495/23 Oct/Nov 2018

4 Sociologists debate how the audience is affected by the content of the media. Some believe the uses and gratifications model is the most accurate. Whilst representations in the media are changing, many sociologists argue that it is still important to consider if media content is stereotypical. (a) What is meant by the term ‘uses and gratifications model’? [2] (b) Describe two recent developments in the media. [4] (c) Explain how the media acts as an agency of secondary socialisation. [6] (d) Explain why sociologists cannot agree on the ways the media affects its audience. [8] (e) To what extent is the content of the media stereotypical? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘uses and gratifications model’? One mark for partial definition, e.g. ‘how people enjoy the media’. Two marks for clear definition, e.g. ‘how audiences use and are in control of the media, not how they are affected by them’. 2 4(b) Describe two recent developments in the media. Possible answers: • the creation of a digital divide through those that can afford and access new media and those that can’t; • interactivity – new media offer a lot of opportunities for audience involvement; • horizontal integration – many media conglomerates own a range of companies in different media in order to increase profits and market share; • vertical integration – a company controls different stages of production and distribution to increase its power and control; • media conglomerates are now typical whereby a concentration of ownership leads perhaps to less diverse/independent content e.g. Disney, Sony, etc.; • globalisation – media is now instant and available all around the world via the internet; • media streaming – digital technology and the internet means media content need not be in ‘hard’ format any longer and can be accessed ‘on demand’; • print products are becoming extinct as they become available in digital only versions e.g. newspapers/magazines; • diversification – media corporations extend their interests into other areas so increasing their power, profits and control; • convergence – media technologies are moving towards being able to perform similar tasks e.g. television programmes can now be watched on a variety of different devices; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 4(c) Explain how the media acts as an agency of secondary socialisation. Possible answers: • gender representations – the media sets the expectations for the roles males and females should occupy in society – feminists are critical of this; • imitation – people, especially children, may copy what they see in the media i.e. violence in films/computer games, etc. may lead to violence in society; • role models – people look up to and aspire to be like various people in the media and so this teaches us how to think and behave; • norm referencing – the media teaches us core norms and values in society; • celebrity culture – we learn from the media how much the cult of celebrity is valued in MIS; • consumption – Marxists believe that the media encourages and normalises consumer society and the acceptance of capitalism e.g. via advertising; • new media provides audiences with alternative ideologies to consider and so gives them more ideas and options for their own identities; • agenda setting – the media tells us what is important and what we should think about in society e.g. the work of the GUMG on favouring the higher classes; • folk devils and moral panics – the media can create panic and concern in society as individuals and groups are negatively labelled – we learn who the ‘goodies’ and ‘baddies’ are; • stereotyping – the media often represents less powerful groups in stereotypical and negative ways and these may be accepted as real/correct by the audience; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the ways the media can act as an agency of secondary socialisation and may talk about e.g. ‘the audience copy styles that look good’. The term ‘secondary socialisation’ may not be fully understood. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 4(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the ways the media can act as an agency of secondary socialisation. Sociological terms and concepts should be expected e.g. ‘the media uses role modelling as one way of socialising the audience. Individuals who the audience aspire to be like are highly influential when it comes to fashion, behaviour and beliefs. Sometimes this can be negative, for example, how the media has been blamed for promoting and normalising eating disorders amongst young females’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. Question Answer Marks 4(d) Explain why sociologists cannot agree on the ways the media affects its audience. Possible answers: • the perspective and theory the sociologist is working in will affect how they think the media influences the audience e.g. a feminist will see the media as a tool of patriarchy; • evidence exists to prove that the media does influence the audience, directly through hypodermic syringe model and indirectly through the cultural effects approach – which to believe?; • counter evidence exists to show that the audience controls how the media effects them e.g. uses and gratifications approach, active audience; • results from experiments and investigations into media effects can often be criticised, e.g. the bobo doll experiment due to its flawed methodology and testing; • Marxists believe that the media is a tool of the ruling class used to manipulate and control the audience, other theories disagree; • feminists believe the media is an extension of patriarchy – benefiting men rather than women, other theories disagree; • postmodernists believe that the media is now 24/7, offering choice and flexibility to the audience, other theories disagree; • advertising shows that the media can influence the audience to consume and want material goods but this is only one effect of the media; • examples of copycat violence shows that the media can influence the audience e.g. children and violence, eating disorders, etc. but other studies show the audience can resist; • media role models are often looked up to and emulated by the audience e.g. fashion, celebrities, etc. but audience members are affected differently and have different role models; • you can’t generalise about how an individual will be influenced or affected by the media, everyone is different; • the new media is very different to traditional media and due to its diversity and potential for audience interactivity it is very hard to know how much of an influence it has on the audience; • other reasonable response. 8 Question Answer Marks 4(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why there is a lack of agreement amongst sociologists about how the media influences the audience. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘evidence from experiments/research shows very different things’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why there is a lack of agreement amongst sociologists about how the media influence the audience. Responses may be underdeveloped and lacking in range, e.g. ‘media effects theories show very different findings about how the media influences the audience’ or ‘pluralists talk about how the audience can control the media whereas models like the hypodermic syringe show that the audiences are manipulated by what they consume’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why there is a lack of agreement amongst sociologists about how the media influence the audience and will be well developed and explained. e.g. ‘postmodernists believe that with new media it is impossible to know how the audience are influenced by the media as the media today is so diverse and is available in so many different formats. More traditional theories look at traditional media and its effects and therefore come up with different conclusions’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 4(e) To what extent is the content of the media stereotypical? Possible answers: FOR: • stereotypes are thought to be easily understood by the audience and so are used frequently in the media in order to get an idea across quickly and simply; • feminists believe the media uses a ‘male gaze’ to show content from a male perspective – this leads to stereotypical representations of females; • there is also said to be a ‘white gaze’ in the media whereby content is created from a white perspective with a white audience in mind – this leads to stereotypical content of non-whites; • binary opposites (e.g. good and bad) are thought to be central to media content – these are very simplistic and therefore very stereotyped; • gender roles and expectations are typically very narrow and fixed in the media e.g. female housewives and male breadwinners = stereotyped; • representations of females are often digitally manipulated based upon a stereotypical notion of beauty; • stereotypical focus on women’s physical appearance, body image and youth whereas this is not prioritised for males; • minority ethnic groups are thought to be portrayed in the media in a very stereotypical way e.g. Afro-Caribbeans and sport/crime/gangs; • different age groups tend to be represented in stereotypical ways in the media e.g. rebellious teens/older people as a burden; • the different social classes are shown very differently in the media and stereotypes are often used e.g. the working class with extended families and community spirit and the feckless, workshy underclass; • disabled people are shown in a very limited range of roles in the media and often as ‘not normal’ when compared to non-disabled people – this is very stereotyped; • other reasonable response. 15 Question Answer Marks 4(e) AGAINST: • new media is frequently created by the audience not the producer and therefore is far less likely to be stereotypical in its content; • legislation exists to prevent stereotypes in the media e.g. The Equality Act; • specialist/niche media products are more of the norm today and allow for alternative representations of previously stereotyped groups to be created and shown; • campaigns for change have operated in society and within the media in order to tackle stereotypical media representations; • social positions of previously stereotyped groups have changed in society and media representations have also changed in order to reflect this; • employment/ownership in the media is less biased towards white, middle class, middle aged males today and thus as the personnel becomes more diverse so too does the media content; • the media industry itself recognises the spending power of previously stereotyped groups e.g. the grey/pink pound and therefore the content of the media has had to change in order to appeal more to these social groups; • the media itself has become more diverse as it exists now in so many different forms – this has provided opportunities for once stereotyped groups to produce their own media if they are dissatisfied with the traditional media content out there; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which the content of the media is stereotypical. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘women are seen as housewives in the media’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘a stereotype is a simple and negative way of showing someone’. Question Answer Marks 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the content of the media is stereotypical. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘stereotypes are easy for the audience to understand so you see a lot of them in the media’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which the content of the media is stereotypical. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite the content of the media often being stereotyped – disabled people are still shown in a very limited range of roles, for example – things are starting to change. Minority groups are gaining more power and more rights in society and this is being seen in how they are represented in the media. Ethnic minorities, for example, are often seen today as lead characters in films and TV shows. The repetitive and simplistic negative portrayals of some social groups are also starting to change as these groups themselves become more prolific and more powerful within the media industry. This can be as traditional media personnel or in terms of them creating their own media via user generated content’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which the content of the media is stereotypical. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the content of the media being stereotypical, citing some of the examples given.

This question in 0495/23 Oct/Nov 2018

3 According to official crime statistics an individual’s social characteristics can affect whether they become a criminal. Some sociologists believe that ethnic minority groups and the lower classes have higher conviction rates due to agencies such as the police and the media. Trends in crime also vary depending on the crime committed, for example whether it is internet crime, green crime or white-collar crime. (a) What is meant by the term ‘internet crime’? [2] (b) Describe two criminal sub-cultures. [4] (c) Explain how the police can cause deviancy amplification. [6] (d) Explain why effective socialisation can reduce crime. [8] (e) To what extent is ethnicity the most important factor in determining whether an individual commits crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘internet crime’? 2 One mark for partial definition e.g. fraud Two marks for clear definition e.g. illegal act using the web, often referred to as a cybercrime, e.g. identity theft 3(b) Describe two criminal sub-cultures 4 Local examples may well be seen here – these should be duly credited. Possible answers: • gangs e.g. a group of people who use violence and intimidation to commit crime; • mafia – a highly organised criminal sub-culture, often involved in violent crime; • drug dealers – money is made through the illegal drugs trade; • youth sub-cultures such as the Skinheads who engaged in criminal behaviour; • Cloward and Ohlin – illegitimate opportunity structure – successful criminal role models exist in a community to train others to be successful criminals; • sub-cultures on the internet that commit crime e.g. the dark net, terrorist groups etc.; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two) 3(c) Explain how the police can cause deviancy amplification. 6 Deviancy Amplification – when responses to crime and/or deviance by the police lead to greater deviance occurring in society. Possible answers: • police stereotypes and labels of criminals means that some people are more likely to be the subject of police scrutiny than others and this can lead to increased deviance as a response (self-fulfilling prophecy); • police targeting – certain areas are targeted and focused on by the police and thus some groups of people are more likely to be arrested than others – this can lead to anger and frustration and thus increased levels of deviance; • moral panics – such as the Mods and Rockers (Cohen) have shown how the actions of the police can lead to increased levels of deviance amongst the targeted groups of people; • stop and search rates – these are higher for some social groups than others and this can lead to accusations of police bias/riots; • institutional racism and the canteen culture – the police are sometimes accused of racist behaviour and this can then lead to angry retaliation and thus deviancy amplification e.g. rioting; • Jock Young’s study ‘The Drugtakers’, found that police actions and stereotypes led to more illegal drug taking behaviour and so increased the problem; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about e.g. ‘police treat some criminals badly and so others get involved in criminal behaviour’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected e.g. ‘police targeting of powerless groups in society through increased surveillance and high stop and search rates is one reason. The reactions of these groups are unlikely to be positive and may result in feelings of marginalisation and frustration that lead to increased levels of deviance. The London Riots could be one such example of this’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why effective socialisation can reduce crime. 8 Candidates should show awareness of the various reasons why effective socialisation can reduce crime. Answers are likely to focus on the family but other factors can also be used. Possible answers: • the media can inform people that deviant behaviour will be punished and encourage shared feelings about what is right and wrong through its representations and content; • religion helps to shape morality and, through rules about behaviour and conduct, encourages us to act in a non-criminal way; • peer group – positive peer pressure can help to reduce crime as we want to ‘fit in’; • the family teaches and reinforces norms and values in the primary stage and is thought by many to be the bedrock of determining whether an individual commits crime; • education encourages individuals to work hard and to expect to work hard in a job in the future, criminality is highly disapproved of as an ‘easy option’; • the workplace can be a big deterrent to committing crime as people do not want to lose their job and the status and/or financial rewards and security it brings; • informal social control uses both negative and positive sanctions to encourage individuals to internalise society’s norms and values and to conform to these – this can reduce crime; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped e.g. ‘someone might be afraid of what their family would say’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why effective socialisation can reduce levels of offending. Responses may be underdeveloped and lacking in range e.g. ‘religion teaches that crime is wrong, is not moral and that it will be punished. This encourages people not to commit crime’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why effective socialisation can reduce levels of offending and will be well developed and explained e.g. ‘all of the agencies of socialisation work together to teach and reinforce right and wrong behaviour in society. Crime is seen to be wrong and is therefore discouraged through a series of positive and negative sanctions’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is ethnicity the most important factor in determining 15 whether an individual commits crime? Candidates should show awareness of the ways that ethnicity is an important factor in determining whether a person commits crime. In evaluation they may consider other social factors such as class, age and gender that may also affect whether an individual commits crime. Ethnicity may be considered as a generic social group or more specific examples of ethnic minorities may be discussed by the candidate e.g. Afro- Caribbean, Pakistani etc. NB: Remember that points can be used for or against the question, depending on the candidate’s explanation. For example, institutional racism could be used to say that ethnicity is an important factor as ethnic minorities perceive it to be unjust and unfair, or it could be used to argue that it’s not ethnicity but police behaviour and perceptions that causes an individual to commit crime. Possible answers: For: • ethnic minorities are also often located within the lower classes/have higher unemployment rates and so may suffer from material deprivation that can lead to crime; • most crime is committed by young people and ethnic minorities have a higher proportion of young people than the majority group hence higher crime rates; • marginalisation may cause ethnic minorities to commit crime as they do not have the same legitimate opportunities for success as the ethnic majority and feel socially excluded; • racism may lead to crime through disillusionment at the unfairness and therefore the rejection of society’s norms and values e.g. law abiding behaviour; • resistance to racism/status frustration may lead to crime as ethnic minorities become angry and frustrated at the way they are treated and so turn to rioting, protesting in response; • ethnic minorities maybe more likely to be involved in gang/street behaviour and so see criminality as a ‘normal’ part of life – street culture; • differential socialisation in terms of ethnicity may determine whether a person commits crime; • ethnicity may lead to crime due to labelling from the police/media which can then lead to a self-fulfilling prophecy and a master status being formed (e.g. Stuart Hall study ‘mugging’); • other reasonable response. 3(e) Against: • ethnic minorities may be subject to institutional racism by the police and the courts and so may just be more likely to be searched, arrested and convicted than the ethnic majority; • victims of crime may be biased and so may be more likely to report crimes committed by ethnic minorities; • police resources typically focus on street crime/urban areas which ethnic minorities are more likely to be involved in rather than hidden corporate or white-collar crime; • gender may be more important than ethnicity in terms of crime e.g. the culture of masculinity, social control of females etc.; • age maybe more important than ethnicity in determining crime rates e.g. low offending rates of the older generation; • social class maybe more important than ethnicity in determining crime rates due to relative deprivation, lack of educational success and unemployment in the lower classes; • most ethnic minority members do not commit crime; • high hidden/dark figure of ethnic majority crime may mean that the OCS’s are misleading; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided e.g. ‘the OCS show that ethnic minorities commit the most crime’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms e.g. ‘ethnicity is a person’s race’. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list- like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘ethnic minorities are often poor and so they may commit crime for money’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘the OCS does not give the full picture when it comes to ethnic minority crime and it may be that this only appears high because of police targeting areas where ethnic minorities live. They are then more likely to be stopped and searched and arrested resulting in a hidden figure of ethnic majority crime’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/21 May/June 2019

4 In the past media owners and professionals were criticised for creating folk devils. Today new media have given more power and control to the audience and media is starting to change.This may affect how the audience use and interpret media content. (a) What is meant by the term ‘folk devils’? [2] (b) Describe two types of new media. [4] (c) Explain how diversification occurs in today’s media industry. [6] (d) Explain why the uses and gratifications model of media effects can be criticised. [8] (e) To what extent do media professionals such as editors and journalists control media content? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘folk devils’? 2 One mark for partial definition e.g. bad people in the media Two marks for clear definition e.g. a group who are presented as scapegoats in a moral panic 4(b) Describe two types of new media. 4 New Media – technologies that are usually digital and involve greater interactivity for the audience plus on-demand access. Examples may be seen and credited here. Possible answers: • websites e.g. for a music magazine; • forums/chat rooms/message boards; • social networking sites e.g. facebook, Twitter etc.; • instant messaging and email via multiple platforms and technologies; • blogging/vlogging where content is created and commented on by the audience; • video-sharing websites such as Youtube, user generated content; • hardware e.g. smartphones, smart TVs that allow for convergence; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two) 4(c) Explain how diversification occurs in today’s media industry. 6 Diversification – when media corporations extend their activities into different areas. Candidates are likely to use examples in their answers to support the points made. Note: pay close attention to what the candidate is saying here as some are confusing diversification with diversity – such answers are unlikely to be creditworthy. Possible answers: • media corporations extend their interests into other media areas e.g. News Corporation, Disney, Amazon to increase their stronghold on a market; • media corporations extend their interests into other non-media areas e.g. Virgin (music, money, travel etc.) and so become more powerful; • diversification occurs to produce greater profits for a company therefore is frequently seen today; • diversification can enable the spread of a particular set of messages, values and ideologies across a range of different platforms e.g. propaganda, bias etc.; • diversification can be seen as a means of reducing/spreading the risk in the media industry by having assets in more areas; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘media companies spreading out into different areas’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected e.g. ‘diversification is where a media company such as Murdoch’s News International expands into different areas. This results in the company having greater control over media content and being a more powerful and influential institution. Profits are also increased as the company becomes a media corporation’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why the uses and gratifications model of media effects can be 8 criticised. Candidates should show awareness of the various reasons why the UAG model of media effects can be criticised. This could be generally or could focus on specific aspects of the model e.g. personal identity. Other media effects theories may be used to criticise it but this is not essential. Possible answers: • the UAG model only looks at how people use the media, it does not look at the messages that the media transmits; • the UAG model overlooks how the social context of audiences such as ethnic groups, social class, gender and age influences how different social groups use the media differently; • new media is far more interactive than traditional media and so offers new ways for how the audience use the media – the UAG model doesn’t account for this; • UAG model ignores the fact that the audience can only consume what media products are on offer to choose from – therefore the media industry still has power over the audience; • the UAG model suggests that there are only four main ways that the audience use the media – there is likely to be far more than this; • candidates may refer to another media effects model e.g. hypodermic needle/cultural effects in order to criticise the UAG model e.g. hypodermic needle model would say that the audience are affected by the media rather than the audience controlling the effects of the media – media violence leading to copycat killings; • candidates may specifically criticise the four media uses that the theory identifies (more than one point could be made from this) – entertainment, personal relationships, information and personal identity (other names for the four uses may be seen e.g. escapism rather than entertainment, obviously =this is fine to credit); • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped e.g. ‘UAG model isn’t really about new media’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the UAG model of media effects can be criticised. Responses may be underdeveloped and lacking in range e.g. ‘the UAG model says that people use the media for different things but it doesn’t consider the powerful messages that the media can transmit such as advertising and propaganda’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the UAG model of media effects can be criticised and will be well developed and explained e.g. ‘because the UAG model attempted to explain how the audience used traditional media, it doesn’t consider the huge changes in the industry since the advent of new media. The digital and global nature of the industry and products today means that the audience are far more interactive than ever before and so are finding new ways to use the media which had never been considered by UAG’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent do media professionals such as editors and journalists 15 control media content? Media Professionals – editors, journalists, directors, producers etc. Candidates should show awareness of the ways that various media professionals can control the content of the media. Candidates may talk about traditional and new media in their answer. In evaluation, candidates could consider other controls over the content of the media apart from media professionals e.g. the audience, the state, media owners etc. Possible answers: For: • media professionals make decisions about what the audience are allowed to consume – they effectively set the agenda; • news values (as determined by media professionals) determine the content of the news e.g. human interest stories, natural disasters, murder etc.; • editing and cutting decisions drastically affect the content of the media and these decisions are made by media professionals; • GUMG (Glasgow University Media Group) discovered that the news took a conservative stance in its reporting and it was the media professionals that created this bias; • media professionals are thought to share similar backgrounds (e.g. white, male, middle aged and middle class) and so create a media world view that is very conservative, homogenous and non- confrontational; • media professionals are employed by other people (boss) therefore they will ensure that media content reflects the wishes of their employers, otherwise they may lose their job; • media professionals make the day-to-day decisions regarding time and space available in the media and so determine its content; • gatekeepers decide what to select and what to discard and this therefore determines media content; • other reasonable response. Against: • in many countries it is the state that controls the content of the media through public service broadcasting and propaganda; • it is not media professionals but large media corporations that control the content of the media through their huge brands e.g. Disney; • it is advertisers, not media professionals, who control the content of the media as the media industry needs to pander to the advertisers in order to raise revenue; • government censorship controls the content of the media through legislation such as the Official Secrets Act, laws of libel etc.; • content of films is controlled through the certification system e.g. BBFC, gaming through PEGI etc.; 4(e) • new media means that it may be the audience who control the content of the media through UGC (user generated content) and citizen journalism; • the audience can be said to control content through their power as consumers – if they don’t like the content they won’t buy or consume it; • social media, blogs/vlogs and forums means that it is the audience who directly control media content not the professionals as they make it; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided e.g. ‘they control content because they decide what to put into the media’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms e.g. ‘media professionals can be editors and journalists’. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list- like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘news values means that some stories are thought to be more important than others – media professionals will use these to decide the content of the media’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘despite media professionals clearly being involved in the day-to- day decisions regarding media content, they are not the only people to influence content. Media today is largely privately owned and therefore is set up to make a profit. To do so media needs to appeal to a mass audience in order to attract advertising revenue. It is economic factors such as this that determine content’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/21 May/June 2019

3 According to official crime statistics an individual’s social characteristics can affect whether they become a criminal. Some sociologists believe that ethnic minority groups and the lower classes have higher conviction rates due to agencies such as the police and the media. Trends in crime also vary depending on the crime committed, for example whether it is internet crime, green crime or white-collar crime. (a) What is meant by the term ‘internet crime’? [2] (b) Describe two criminal sub-cultures. [4] (c) Explain how the police can cause deviancy amplification. [6] (d) Explain why effective socialisation can reduce crime. [8] (e) To what extent is ethnicity the most important factor in determining whether an individual commits crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘internet crime’? 2 One mark for partial definition e.g. fraud Two marks for clear definition e.g. illegal act using the web, often referred to as a cybercrime, e.g. identity theft 3(b) Describe two criminal sub-cultures 4 Local examples may well be seen here – these should be duly credited. Possible answers: • gangs e.g. a group of people who use violence and intimidation to commit crime; • mafia – a highly organised criminal sub-culture, often involved in violent crime; • drug dealers – money is made through the illegal drugs trade; • youth sub-cultures such as the Skinheads who engaged in criminal behaviour; • Cloward and Ohlin – illegitimate opportunity structure – successful criminal role models exist in a community to train others to be successful criminals; • sub-cultures on the internet that commit crime e.g. the dark net, terrorist groups etc.; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two) 3(c) Explain how the police can cause deviancy amplification. 6 Deviancy Amplification – when responses to crime and/or deviance by the police lead to greater deviance occurring in society. Possible answers: • police stereotypes and labels of criminals means that some people are more likely to be the subject of police scrutiny than others and this can lead to increased deviance as a response (self-fulfilling prophecy); • police targeting – certain areas are targeted and focused on by the police and thus some groups of people are more likely to be arrested than others – this can lead to anger and frustration and thus increased levels of deviance; • moral panics – such as the Mods and Rockers (Cohen) have shown how the actions of the police can lead to increased levels of deviance amongst the targeted groups of people; • stop and search rates – these are higher for some social groups than others and this can lead to accusations of police bias/riots; • institutional racism and the canteen culture – the police are sometimes accused of racist behaviour and this can then lead to angry retaliation and thus deviancy amplification e.g. rioting; • Jock Young’s study ‘The Drugtakers’, found that police actions and stereotypes led to more illegal drug taking behaviour and so increased the problem; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about e.g. ‘police treat some criminals badly and so others get involved in criminal behaviour’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected e.g. ‘police targeting of powerless groups in society through increased surveillance and high stop and search rates is one reason. The reactions of these groups are unlikely to be positive and may result in feelings of marginalisation and frustration that lead to increased levels of deviance. The London Riots could be one such example of this’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why effective socialisation can reduce crime. 8 Candidates should show awareness of the various reasons why effective socialisation can reduce crime. Answers are likely to focus on the family but other factors can also be used. Possible answers: • the media can inform people that deviant behaviour will be punished and encourage shared feelings about what is right and wrong through its representations and content; • religion helps to shape morality and, through rules about behaviour and conduct, encourages us to act in a non-criminal way; • peer group – positive peer pressure can help to reduce crime as we want to ‘fit in’; • the family teaches and reinforces norms and values in the primary stage and is thought by many to be the bedrock of determining whether an individual commits crime; • education encourages individuals to work hard and to expect to work hard in a job in the future, criminality is highly disapproved of as an ‘easy option’; • the workplace can be a big deterrent to committing crime as people do not want to lose their job and the status and/or financial rewards and security it brings; • informal social control uses both negative and positive sanctions to encourage individuals to internalise society’s norms and values and to conform to these – this can reduce crime; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped e.g. ‘someone might be afraid of what their family would say’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why effective socialisation can reduce levels of offending. Responses may be underdeveloped and lacking in range e.g. ‘religion teaches that crime is wrong, is not moral and that it will be punished. This encourages people not to commit crime’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why effective socialisation can reduce levels of offending and will be well developed and explained e.g. ‘all of the agencies of socialisation work together to teach and reinforce right and wrong behaviour in society. Crime is seen to be wrong and is therefore discouraged through a series of positive and negative sanctions’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is ethnicity the most important factor in determining 15 whether an individual commits crime? Candidates should show awareness of the ways that ethnicity is an important factor in determining whether a person commits crime. In evaluation they may consider other social factors such as class, age and gender that may also affect whether an individual commits crime. Ethnicity may be considered as a generic social group or more specific examples of ethnic minorities may be discussed by the candidate e.g. Afro- Caribbean, Pakistani etc. NB: Remember that points can be used for or against the question, depending on the candidate’s explanation. For example, institutional racism could be used to say that ethnicity is an important factor as ethnic minorities perceive it to be unjust and unfair, or it could be used to argue that it’s not ethnicity but police behaviour and perceptions that causes an individual to commit crime. Possible answers: For: • ethnic minorities are also often located within the lower classes/have higher unemployment rates and so may suffer from material deprivation that can lead to crime; • most crime is committed by young people and ethnic minorities have a higher proportion of young people than the majority group hence higher crime rates; • marginalisation may cause ethnic minorities to commit crime as they do not have the same legitimate opportunities for success as the ethnic majority and feel socially excluded; • racism may lead to crime through disillusionment at the unfairness and therefore the rejection of society’s norms and values e.g. law abiding behaviour; • resistance to racism/status frustration may lead to crime as ethnic minorities become angry and frustrated at the way they are treated and so turn to rioting, protesting in response; • ethnic minorities maybe more likely to be involved in gang/street behaviour and so see criminality as a ‘normal’ part of life – street culture; • differential socialisation in terms of ethnicity may determine whether a person commits crime; • ethnicity may lead to crime due to labelling from the police/media which can then lead to a self-fulfilling prophecy and a master status being formed (e.g. Stuart Hall study ‘mugging’); • other reasonable response. 3(e) Against: • ethnic minorities may be subject to institutional racism by the police and the courts and so may just be more likely to be searched, arrested and convicted than the ethnic majority; • victims of crime may be biased and so may be more likely to report crimes committed by ethnic minorities; • police resources typically focus on street crime/urban areas which ethnic minorities are more likely to be involved in rather than hidden corporate or white-collar crime; • gender may be more important than ethnicity in terms of crime e.g. the culture of masculinity, social control of females etc.; • age maybe more important than ethnicity in determining crime rates e.g. low offending rates of the older generation; • social class maybe more important than ethnicity in determining crime rates due to relative deprivation, lack of educational success and unemployment in the lower classes; • most ethnic minority members do not commit crime; • high hidden/dark figure of ethnic majority crime may mean that the OCS’s are misleading; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided e.g. ‘the OCS show that ethnic minorities commit the most crime’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms e.g. ‘ethnicity is a person’s race’. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list- like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘ethnic minorities are often poor and so they may commit crime for money’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘the OCS does not give the full picture when it comes to ethnic minority crime and it may be that this only appears high because of police targeting areas where ethnic minorities live. They are then more likely to be stopped and searched and arrested resulting in a hidden figure of ethnic majority crime’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/23 May/June 2019

4 In the past media owners and professionals were criticised for creating folk devils. Today new media have given more power and control to the audience and media is starting to change.This may affect how the audience use and interpret media content. (a) What is meant by the term ‘folk devils’? [2] (b) Describe two types of new media. [4] (c) Explain how diversification occurs in today’s media industry. [6] (d) Explain why the uses and gratifications model of media effects can be criticised. [8] (e) To what extent do media professionals such as editors and journalists control media content? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘folk devils’? 2 One mark for partial definition e.g. bad people in the media Two marks for clear definition e.g. a group who are presented as scapegoats in a moral panic 4(b) Describe two types of new media. 4 New Media – technologies that are usually digital and involve greater interactivity for the audience plus on-demand access. Examples may be seen and credited here. Possible answers: • websites e.g. for a music magazine; • forums/chat rooms/message boards; • social networking sites e.g. facebook, Twitter etc.; • instant messaging and email via multiple platforms and technologies; • blogging/vlogging where content is created and commented on by the audience; • video-sharing websites such as Youtube, user generated content; • hardware e.g. smartphones, smart TVs that allow for convergence; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two) 4(c) Explain how diversification occurs in today’s media industry. 6 Diversification – when media corporations extend their activities into different areas. Candidates are likely to use examples in their answers to support the points made. Note: pay close attention to what the candidate is saying here as some are confusing diversification with diversity – such answers are unlikely to be creditworthy. Possible answers: • media corporations extend their interests into other media areas e.g. News Corporation, Disney, Amazon to increase their stronghold on a market; • media corporations extend their interests into other non-media areas e.g. Virgin (music, money, travel etc.) and so become more powerful; • diversification occurs to produce greater profits for a company therefore is frequently seen today; • diversification can enable the spread of a particular set of messages, values and ideologies across a range of different platforms e.g. propaganda, bias etc.; • diversification can be seen as a means of reducing/spreading the risk in the media industry by having assets in more areas; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘media companies spreading out into different areas’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected e.g. ‘diversification is where a media company such as Murdoch’s News International expands into different areas. This results in the company having greater control over media content and being a more powerful and influential institution. Profits are also increased as the company becomes a media corporation’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why the uses and gratifications model of media effects can be 8 criticised. Candidates should show awareness of the various reasons why the UAG model of media effects can be criticised. This could be generally or could focus on specific aspects of the model e.g. personal identity. Other media effects theories may be used to criticise it but this is not essential. Possible answers: • the UAG model only looks at how people use the media, it does not look at the messages that the media transmits; • the UAG model overlooks how the social context of audiences such as ethnic groups, social class, gender and age influences how different social groups use the media differently; • new media is far more interactive than traditional media and so offers new ways for how the audience use the media – the UAG model doesn’t account for this; • UAG model ignores the fact that the audience can only consume what media products are on offer to choose from – therefore the media industry still has power over the audience; • the UAG model suggests that there are only four main ways that the audience use the media – there is likely to be far more than this; • candidates may refer to another media effects model e.g. hypodermic needle/cultural effects in order to criticise the UAG model e.g. hypodermic needle model would say that the audience are affected by the media rather than the audience controlling the effects of the media – media violence leading to copycat killings; • candidates may specifically criticise the four media uses that the theory identifies (more than one point could be made from this) – entertainment, personal relationships, information and personal identity (other names for the four uses may be seen e.g. escapism rather than entertainment, obviously =this is fine to credit); • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped e.g. ‘UAG model isn’t really about new media’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the UAG model of media effects can be criticised. Responses may be underdeveloped and lacking in range e.g. ‘the UAG model says that people use the media for different things but it doesn’t consider the powerful messages that the media can transmit such as advertising and propaganda’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the UAG model of media effects can be criticised and will be well developed and explained e.g. ‘because the UAG model attempted to explain how the audience used traditional media, it doesn’t consider the huge changes in the industry since the advent of new media. The digital and global nature of the industry and products today means that the audience are far more interactive than ever before and so are finding new ways to use the media which had never been considered by UAG’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent do media professionals such as editors and journalists 15 control media content? Media Professionals – editors, journalists, directors, producers etc. Candidates should show awareness of the ways that various media professionals can control the content of the media. Candidates may talk about traditional and new media in their answer. In evaluation, candidates could consider other controls over the content of the media apart from media professionals e.g. the audience, the state, media owners etc. Possible answers: For: • media professionals make decisions about what the audience are allowed to consume – they effectively set the agenda; • news values (as determined by media professionals) determine the content of the news e.g. human interest stories, natural disasters, murder etc.; • editing and cutting decisions drastically affect the content of the media and these decisions are made by media professionals; • GUMG (Glasgow University Media Group) discovered that the news took a conservative stance in its reporting and it was the media professionals that created this bias; • media professionals are thought to share similar backgrounds (e.g. white, male, middle aged and middle class) and so create a media world view that is very conservative, homogenous and non- confrontational; • media professionals are employed by other people (boss) therefore they will ensure that media content reflects the wishes of their employers, otherwise they may lose their job; • media professionals make the day-to-day decisions regarding time and space available in the media and so determine its content; • gatekeepers decide what to select and what to discard and this therefore determines media content; • other reasonable response. Against: • in many countries it is the state that controls the content of the media through public service broadcasting and propaganda; • it is not media professionals but large media corporations that control the content of the media through their huge brands e.g. Disney; • it is advertisers, not media professionals, who control the content of the media as the media industry needs to pander to the advertisers in order to raise revenue; • government censorship controls the content of the media through legislation such as the Official Secrets Act, laws of libel etc.; • content of films is controlled through the certification system e.g. BBFC, gaming through PEGI etc.; 4(e) • new media means that it may be the audience who control the content of the media through UGC (user generated content) and citizen journalism; • the audience can be said to control content through their power as consumers – if they don’t like the content they won’t buy or consume it; • social media, blogs/vlogs and forums means that it is the audience who directly control media content not the professionals as they make it; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided e.g. ‘they control content because they decide what to put into the media’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms e.g. ‘media professionals can be editors and journalists’. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list- like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘news values means that some stories are thought to be more important than others – media professionals will use these to decide the content of the media’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘despite media professionals clearly being involved in the day-to- day decisions regarding media content, they are not the only people to influence content. Media today is largely privately owned and therefore is set up to make a profit. To do so media needs to appeal to a mass audience in order to attract advertising revenue. It is economic factors such as this that determine content’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/23 May/June 2019

3 Sociologists debate why an individual might take part in criminal and deviant behaviour. Some blame inadequate socialisation, others look at the process of labelling. What is interesting is that different social groups seem to have different levels of offending. For example, according to official statistics, young people commit more crime than older people. (a) What is meant by the term ‘labelling’? [2] (b) Describe two moral panics. [4] (c) Explain how crime and deviance can be different. [6] (d) Explain why some young people commit crime. [8] (e) To what extent does functionalist theory explain criminal behaviour? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘labelling’? One mark for partial definition, e.g. a stereotype/tagging Two marks for clear definition, e.g. the way in which acts and individuals are defined and stereotyped e.g. as deviant/a criminal 2 3(b) Describe two moral panics. Candidates may describe classic moral panics based on sociological studies, contemporary examples or localised examples. All are fine to credit. Possible answers: • the mods and the rockers – Cohen – their deviant behaviour was exaggerated and sensationalised by the media; • the ‘hoodies’ – Fawbert – young people wearing hoodies were portrayed by the media as folk devils and so a moral panic ensued about their perceived deviant behaviour and attitudes; • lone parents – moral panics have ensued about the lack of a father figure leading to feral and undisciplined children with no respect for authority; • football hooligans – at certain periods in history these people have been presented in the media as mindless thugs, intent on causing trouble; • young people and gangs/street culture – the idea whipped up by the media that young people on the streets are up to no good, taking drugs, carrying knives and being delinquent; • illegal immigrants – often portrayed by the media to be criminal, amoral, dangerous and taking ‘our’ jobs; • stereotypical representations in the media that link Muslims with terrorism – Islamophobia; • Stuart Hall, ‘Policing the Crisis’ – this study of the moral panic of mugging saw the police arresting large numbers of black youths who were represented in the media as violent criminals; • video nasties – moral panics are often seen whereby media content is blamed for the delinquent behaviour of youths in society, e.g. ‘Grand Theft Auto’ video games blamed for youth copycat killings; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 3(c) Explain how crime and deviance can be different. Possible answers: • crime involves the breaking of the law, deviance is about not conforming to norms; • crime is typically more serious than deviance, e.g. murder vs. vandalism; • crime will involve formal agencies of social control in terms of surveillance and punishment, deviance is more likely to be dealt with informally; • crime is not always deviant (e.g. speeding) and deviance is not always criminal (e.g. burping at the dinner table); • deviance can include acts that will be positively sanctioned and rewarded (e.g. heroism), crime is seen to be negative; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘crime is more serious than deviance’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected, e.g. ‘crime is regulated by the Government and is an act that breaks the law, e.g. murder. Deviance, however, need not be so serious. Instead, it may involve the breaking of norms, perhaps as youth resistance or rebellion in a sub-culture such as the punks’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 6 Question Answer Marks 3(d) Explain why some young people commit crime. Candidates should discuss the various reasons why young people commit crime. In awarding ‘any other reasonable response’, examiners must ensure that candidates are talking about youth crime rather than generic reasons for crime. Possible answers: • some offences by young people are status crimes – only illegal because of the age of the offender, e.g. drinking alcohol under age; • low levels of petty criminality are seen by some to be a ‘normal’ part of growing up during the extended period of adolescence – transition stage (Matza and Drift theory); • boredom – young people have a lot of leisure time and may commit acts of crime as a way of engaging in thrill seeking behaviour (edgework/Postmodernism); • peer pressure – young people spend a lot of time with their peers and want to fit in, in some peer groups this means committing crime, e.g. gang culture; • status frustration – some young people may commit crime in order to increase their low status in society (particularly males, ethnic minorities and the working class); • high youth unemployment and/or low pay amongst young people means that they may suffer from material and/or relative deprivation and so commit crime; • young people may be targeted by the police and therefore due to negative labels and a self-fulfilling prophecy commit crime, e.g. stop and search rates; • young people fit the stereotype of the typical criminal (Cicourel) and so are more likely to be arrested by the police which may lead to deviancy amplification and more crime being committed; • crime and its proceeds may be glamorised in the media and so encourage young people to commit it in order to achieve this kind of lifestyle, e.g. ‘gangsta rap’ culture; • other reasonable response. Band 0 [0 marks] No creditworthy response. 8 Question Answer Marks 3(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘young people may commit crime because they are bored’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why young people commit more crime than older people. Responses may be underdeveloped and lacking in range, e.g. ‘young people spend a lot of time with their peer group. This may lead to peer pressure which in turn can lead to crime being committed by younger people’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why young people commit more crime than older people and will be well developed and explained, e.g. ‘young people are still forming their identities and are unsure of their position and status in society. This, coupled with high youth unemployment, may lead to what Cohen called “status frustration” amongst the young. If status cannot be achieved legitimately then they may turn to crime in order to achieve this, e.g. in gangs’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 3(e) To what extent does functionalist theory explain criminal behaviour? Answers may include variations of functionalist theory such as Merton and strain, Hirschi and sub-cultural explanations such as Cohen’s status frustration. They may, in evaluation, discuss the problems with this theory as an adequate explanation for criminality and/or consider other explanations for crime. Possible answers: For: • for most people their collective conscience prevents crime but in times of stress people no longer feel integrated into society and so commit crime; • crime can act as a safety valve that keeps society strong, e.g. men visiting prostitutes can be seen as good for society as it allows them to find sexual release without splitting up a family; • crime can be seen as an indication that change in society is necessary – a warning function; • Cohen – status frustration – crime may occur when an individual has a lack of power and status in society. Committing crime maybe a way to gain this status, e.g. in a gang; • Merton’s strain theory – crime (anomie) may occur if there is a disparity between what individuals want in society and their ability to achieve it legitimately; • primary socialisation – this is thought to be crucial to ensure social conformity, if it isn’t done correctly then criminal behaviour can occur; • crime occurs when socialisation has not been effective and social bonds of attachment that that control criminal tendencies have not been developed (Hirschi); • Murray and the New Right believe crime is committed by a lawless and amoral underclass who have deviant norms and values, different to the mainstream; • other reasonable response. Against: • functionalist theory presumes the trends in the official crime statistics are correct and therefore ignores the dark figure of crime meaning their explanations for crime are incorrect; • Marxism – crime is caused by poverty, structural inequalities and material deprivation; • Left realism – crime is caused by relative deprivation and marginalisation/social exclusion from society; 15 Question Answer Marks 3(e) • feminism – crime is caused by a patriarchal society that legitimates male power and dominance, e.g. domestic violence, control of females; • men are encouraged to prove their masculinity to be seen as hegemonic (Connell) and crime is one way of doing so; • labelling theory – crime is caused by the police/media labelling of individuals/social groups as criminal and the self- fulfilling prophecy and the deviancy amplification that results from this; • postmodernism – crime is committed because it is enjoyable and is characterised by thrill seeking behaviour and edgework (Katz and Lyng); • crime is committed because there are no legitimate ways available for an individual to be successful, e.g. sub-cultural theory and the illegitimate opportunity structure (Cloward and Ohlin); • some people are born criminal – Lombroso’s biological theory; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘crime can show that society needs to change’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘functionalists think that some crime is good’. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely, e.g. ‘Merton says crime is committed because some people can’t get everything they want in society through education and paid work’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Question Answer Marks 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘the functionalist explanation for crime presumes that the patterns and trends in the official criminal statistics about typical criminals and crimes are correct. This ignoring of the dark figure of crime means that their explanations do not focus on issues of power and inequality that are thought by many sociologists such as Marxists to be vital in adequately explaining crime. Marxists talk about material deprivation being a real reason for crime’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/21 Oct/Nov 2019

4 The media industry has undergone significant changes recently which have affected form, content and ownership. Mass communication is no longer the only option for producers. Many sociologists now also believe that the audience plays an important part in determining media content and representations. (a) What is meant by the term ‘mass communication’? [2] (b) Describe two news values. [4] (c) Explain how the digital divide may affect an individual’s use of media. [6] (d) Explain why advertising is important in today’s media. [8] (e) To what extent is the pluralist view of media correct? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘mass communication’? One mark for partial definition, e.g. media content and messages Two marks for clear definition, e.g. ‘communication from a single point to a widely distributed large audience’ 2 4(b) Describe two news values. Possible answers: • frequency – long term trends in news receive less coverage than shorter, more immediate items; • negativity – bad news is preferred to good news; • unexpectedness – if the event is out of the ordinary then this is favoured in the news; • personalisation – where there is a human interest to the story this is likely to make the news; • reference to elite nations – news about wealthier and more powerful countries appears most frequently; • reference to elite individuals/celebrities – these types of stories are favoured (star appeal); • conflict – stories that can be made dramatic and with a source of disagreement are frequently shown; • stories that the audience can identify with (relate to) are likely to get the most news coverage; • logistics – being able to get a reporter or a film crew to the required location will determine whether it is featured or not, e.g. sometimes developing countries – practical issues, e.g. time and cost; • the importance of visual images – if these can be acquired then a story is far more likely to make it into the news as pictures have the power to shock and appeal to an audience more than just words; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 4(c) Explain how the digital divide may affect an individual’s use of media. Possible answers: • the cost of computers and internet access makes media products more affordable for some than others so affecting media usage (social class); • there is a global digital divide in that poor people in developing countries have less access to new media and the internet than those in the developed world; • those in modern industrial societies have greater access to a range of new media services and products than less developed countries; • access to digital media allows those who have it to improve their social capital through their media usage, this isn’t the same for everyone; • there is also a digital divide based on age; younger people are more ‘savvy’ when it comes to new media and so will use it more frequently and differently to the older generation; • new media is a normal part of a young person’s life as they are ‘digital natives’, born with the technology – they will use it confidently and regularly unlike older people; • older people may be described as ‘digital dinosaurs’ – unfamiliar and unconfident with the new technology – so they use it less than younger people; • there may be a digital divide in the freedom of information available through the media where censorship of new technology and information is the norm, e.g. North Korea – this will affect media usage; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘older people aren’t as confident with the internet as younger people’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 4(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected, e.g. ‘we can talk about there being a digital divide in the media based on both age and social class. Globally, not everyone has the same access to the internet and this can therefore compound social inequalities. Even within a society there are access issues. New media services and products are not cheap and therefore not everyone can afford to use it’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well- developed way or cover several factors in less detail. Question Answer Marks 4(d) Explain why advertising is important in today’s media. Candidates should show awareness of the various reasons why advertising plays an important part in today’s media. They may discuss traditional or new media or a combination of them both re advertising. Possible answers: • advertising is usually the main source of income for privately owned media so the media industry has to attract advertisers to its products – it’s vitally important here; • advertising has been accused of ‘dumbing down’ TV as a large, mass audience is needed to attract advertisers, showing the importance of advertising; • Marxist view that advertising creates false needs in the audience and so is a way for the bourgeoisie to further increase profits – it’s therefore vitally important for them; • media content is thought to try and avoid controversial issues with which advertisers might not want to be associated so advertising is important for determining media content; • advertising includes sponsorship so is very likely to feature at major televised sporting events demonstrating its importance; • the boundary between advertising and media content is becoming less clear with, for example, product placement now regularly seen in many media products, e.g. Hollywood films – this shows how important advertising has become in the media world; • advertising is also a major feature in new media, e.g. through banner adverts and pop ups on websites, it is vital to the funding of these often free products and forms; • through the use of cookies, advertising in the new media can be even more influential and important as it can be personalised to the individual consumer; • advertising can be a part of the media’s norm referencing through things such as gender representations/stereotypes and the focus on materialism and consumption – this shows how important it is seen to be; • other reasonable response. Band 0 [0 marks] No creditworthy response. 8 Question Answer Marks 4(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘advertising brings in money for the media’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why advertising plays an important part in today’s media. Responses may be underdeveloped and lacking in range, e.g. ‘product placement is frequently seen in the media today, making advertising a very important component’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why advertising plays an important part in today’s media and will be well developed and explained, e.g. ‘with media now being an almost constant feature of life in the digital world, advertising is perhaps more important than ever before. It still creates gender norms and expectations through stereotypical representations of some social groups, as well as encouraging society to focus on consumption. Marxists would talk about it creating false needs in society’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 4(e) To what extent is the pluralist view of media correct? Candidates should show awareness of the ways that the pluralist view of the media is correct but could also consider problems with this view. In evaluation they may consider other views of the media such as Marxism, feminism and/or postmodernism. Possible answers: For: • the media reflects and responds to the audience meaning that the audience shape the media – if they don’t want to watch something they can change the channel; • the media is very diverse meaning that there is a wide variety of choice available to the audience, both in terms of content and platforms; • despite there being large media corporations out there, there also remains a strong foundation of independent companies producing more niche, specialist and independent content; • competition in the media means that the industry constantly try to produce what people want (variety) and to keep prices low; • new and social media further increases choices available to the audience and blurs the line between audience and producer with UGC (user generated content), citizen journalism and blogs/forums; • pluralists accept that the media is biased but argue that there is such a range of biases out there available to the audience that this does not in fact matter – something for everyone; • the Uses and Gratifications approach/model which is closely linked with pluralism, says that the audience use the media for different needs and pleasures – active audience ideas; • some pluralists see the media in a positive light and believe it has an important role to play as an agent of socialisation that establishes and reinforces societal norms and values; • pluralism suggests that, particularly regarding new media, state/government control and manipulation of the media is no longer possible as choice is so prevalent; • media ownership is no longer dominated by males, middle class, older people or the ethnic majority – greater diversity is now seen that illustrates pluralism and less stereotyping; • other reasonable response. 15 Question Answer Marks 4(e) Against: • there may not be as much choice in the media as the pluralists claim as all companies have the same aim – to make money – and so mass appeal, non-controversial products will be the norm; • Marxists believe that the media convey the dominant ideology that keeps people in a state of false consciousness because they are owned and controlled by the ruling class; • Marxists believe that the media act as an agency of conservative indoctrination, brainwashing the masses; • Marxists argue that people can be manipulated by the media, taking away audience choice, e.g. propaganda/the hypodermic syringe model; • feminists believe that the media is patriarchal and serves the needs and interests of men therefore do not agree with pluralists about choice and diversity; • the media divert attention from the serious issues in society by plying the audience with celebrity gossip and trivia and by ignoring anti-establishment and more radical ideas; • media ownership/production is still dominated by a particular strata of society (typically white, male, middle aged, middle class) that transmit a very similar set of views; • the existence of news values means that there is a universally similar way of reporting the news to the audience, the opposite of pluralist claims; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘the media today has something for everyone’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘pluralism is about choice in the media’. Question Answer Marks 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely, e.g. ‘competition in the media means that the industry has to offer the audience what they want in order to be successful’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘pluralists may be too optimistic in their discussion about choice in the media. Ownership is still in the hands of the elite and media conglomerates typically produce mass appeal, simplistic material that is suitable for anyone’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/21 Oct/Nov 2019

3 Sociologists debate why an individual might take part in criminal and deviant behaviour. Some blame inadequate socialisation, others look at the process of labelling. What is interesting is that different social groups seem to have different levels of offending. For example, according to official statistics, young people commit more crime than older people. (a) What is meant by the term ‘labelling’? [2] (b) Describe two moral panics. [4] (c) Explain how crime and deviance can be different. [6] (d) Explain why some young people commit crime. [8] (e) To what extent does functionalist theory explain criminal behaviour? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘labelling’? One mark for partial definition, e.g. a stereotype/tagging Two marks for clear definition, e.g. the way in which acts and individuals are defined and stereotyped e.g. as deviant/a criminal 2 3(b) Describe two moral panics. Candidates may describe classic moral panics based on sociological studies, contemporary examples or localised examples. All are fine to credit. Possible answers: • the mods and the rockers – Cohen – their deviant behaviour was exaggerated and sensationalised by the media; • the ‘hoodies’ – Fawbert – young people wearing hoodies were portrayed by the media as folk devils and so a moral panic ensued about their perceived deviant behaviour and attitudes; • lone parents – moral panics have ensued about the lack of a father figure leading to feral and undisciplined children with no respect for authority; • football hooligans – at certain periods in history these people have been presented in the media as mindless thugs, intent on causing trouble; • young people and gangs/street culture – the idea whipped up by the media that young people on the streets are up to no good, taking drugs, carrying knives and being delinquent; • illegal immigrants – often portrayed by the media to be criminal, amoral, dangerous and taking ‘our’ jobs; • stereotypical representations in the media that link Muslims with terrorism – Islamophobia; • Stuart Hall, ‘Policing the Crisis’ – this study of the moral panic of mugging saw the police arresting large numbers of black youths who were represented in the media as violent criminals; • video nasties – moral panics are often seen whereby media content is blamed for the delinquent behaviour of youths in society, e.g. ‘Grand Theft Auto’ video games blamed for youth copycat killings; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 3(c) Explain how crime and deviance can be different. Possible answers: • crime involves the breaking of the law, deviance is about not conforming to norms; • crime is typically more serious than deviance, e.g. murder vs. vandalism; • crime will involve formal agencies of social control in terms of surveillance and punishment, deviance is more likely to be dealt with informally; • crime is not always deviant (e.g. speeding) and deviance is not always criminal (e.g. burping at the dinner table); • deviance can include acts that will be positively sanctioned and rewarded (e.g. heroism), crime is seen to be negative; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘crime is more serious than deviance’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected, e.g. ‘crime is regulated by the Government and is an act that breaks the law, e.g. murder. Deviance, however, need not be so serious. Instead, it may involve the breaking of norms, perhaps as youth resistance or rebellion in a sub-culture such as the punks’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 6 Question Answer Marks 3(d) Explain why some young people commit crime. Candidates should discuss the various reasons why young people commit crime. In awarding ‘any other reasonable response’, examiners must ensure that candidates are talking about youth crime rather than generic reasons for crime. Possible answers: • some offences by young people are status crimes – only illegal because of the age of the offender, e.g. drinking alcohol under age; • low levels of petty criminality are seen by some to be a ‘normal’ part of growing up during the extended period of adolescence – transition stage (Matza and Drift theory); • boredom – young people have a lot of leisure time and may commit acts of crime as a way of engaging in thrill seeking behaviour (edgework/Postmodernism); • peer pressure – young people spend a lot of time with their peers and want to fit in, in some peer groups this means committing crime, e.g. gang culture; • status frustration – some young people may commit crime in order to increase their low status in society (particularly males, ethnic minorities and the working class); • high youth unemployment and/or low pay amongst young people means that they may suffer from material and/or relative deprivation and so commit crime; • young people may be targeted by the police and therefore due to negative labels and a self-fulfilling prophecy commit crime, e.g. stop and search rates; • young people fit the stereotype of the typical criminal (Cicourel) and so are more likely to be arrested by the police which may lead to deviancy amplification and more crime being committed; • crime and its proceeds may be glamorised in the media and so encourage young people to commit it in order to achieve this kind of lifestyle, e.g. ‘gangsta rap’ culture; • other reasonable response. Band 0 [0 marks] No creditworthy response. 8 Question Answer Marks 3(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘young people may commit crime because they are bored’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why young people commit more crime than older people. Responses may be underdeveloped and lacking in range, e.g. ‘young people spend a lot of time with their peer group. This may lead to peer pressure which in turn can lead to crime being committed by younger people’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why young people commit more crime than older people and will be well developed and explained, e.g. ‘young people are still forming their identities and are unsure of their position and status in society. This, coupled with high youth unemployment, may lead to what Cohen called “status frustration” amongst the young. If status cannot be achieved legitimately then they may turn to crime in order to achieve this, e.g. in gangs’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 3(e) To what extent does functionalist theory explain criminal behaviour? Answers may include variations of functionalist theory such as Merton and strain, Hirschi and sub-cultural explanations such as Cohen’s status frustration. They may, in evaluation, discuss the problems with this theory as an adequate explanation for criminality and/or consider other explanations for crime. Possible answers: For: • for most people their collective conscience prevents crime but in times of stress people no longer feel integrated into society and so commit crime; • crime can act as a safety valve that keeps society strong, e.g. men visiting prostitutes can be seen as good for society as it allows them to find sexual release without splitting up a family; • crime can be seen as an indication that change in society is necessary – a warning function; • Cohen – status frustration – crime may occur when an individual has a lack of power and status in society. Committing crime maybe a way to gain this status, e.g. in a gang; • Merton’s strain theory – crime (anomie) may occur if there is a disparity between what individuals want in society and their ability to achieve it legitimately; • primary socialisation – this is thought to be crucial to ensure social conformity, if it isn’t done correctly then criminal behaviour can occur; • crime occurs when socialisation has not been effective and social bonds of attachment that that control criminal tendencies have not been developed (Hirschi); • Murray and the New Right believe crime is committed by a lawless and amoral underclass who have deviant norms and values, different to the mainstream; • other reasonable response. Against: • functionalist theory presumes the trends in the official crime statistics are correct and therefore ignores the dark figure of crime meaning their explanations for crime are incorrect; • Marxism – crime is caused by poverty, structural inequalities and material deprivation; • Left realism – crime is caused by relative deprivation and marginalisation/social exclusion from society; 15 Question Answer Marks 3(e) • feminism – crime is caused by a patriarchal society that legitimates male power and dominance, e.g. domestic violence, control of females; • men are encouraged to prove their masculinity to be seen as hegemonic (Connell) and crime is one way of doing so; • labelling theory – crime is caused by the police/media labelling of individuals/social groups as criminal and the self- fulfilling prophecy and the deviancy amplification that results from this; • postmodernism – crime is committed because it is enjoyable and is characterised by thrill seeking behaviour and edgework (Katz and Lyng); • crime is committed because there are no legitimate ways available for an individual to be successful, e.g. sub-cultural theory and the illegitimate opportunity structure (Cloward and Ohlin); • some people are born criminal – Lombroso’s biological theory; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘crime can show that society needs to change’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘functionalists think that some crime is good’. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely, e.g. ‘Merton says crime is committed because some people can’t get everything they want in society through education and paid work’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Question Answer Marks 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘the functionalist explanation for crime presumes that the patterns and trends in the official criminal statistics about typical criminals and crimes are correct. This ignoring of the dark figure of crime means that their explanations do not focus on issues of power and inequality that are thought by many sociologists such as Marxists to be vital in adequately explaining crime. Marxists talk about material deprivation being a real reason for crime’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/23 Oct/Nov 2019

4 The media industry has undergone significant changes recently which have affected form, content and ownership. Mass communication is no longer the only option for producers. Many sociologists now also believe that the audience plays an important part in determining media content and representations. (a) What is meant by the term ‘mass communication’? [2] (b) Describe two news values. [4] (c) Explain how the digital divide may affect an individual’s use of media. [6] (d) Explain why advertising is important in today’s media. [8] (e) To what extent is the pluralist view of media correct? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘mass communication’? One mark for partial definition, e.g. media content and messages Two marks for clear definition, e.g. ‘communication from a single point to a widely distributed large audience’ 2 4(b) Describe two news values. Possible answers: • frequency – long term trends in news receive less coverage than shorter, more immediate items; • negativity – bad news is preferred to good news; • unexpectedness – if the event is out of the ordinary then this is favoured in the news; • personalisation – where there is a human interest to the story this is likely to make the news; • reference to elite nations – news about wealthier and more powerful countries appears most frequently; • reference to elite individuals/celebrities – these types of stories are favoured (star appeal); • conflict – stories that can be made dramatic and with a source of disagreement are frequently shown; • stories that the audience can identify with (relate to) are likely to get the most news coverage; • logistics – being able to get a reporter or a film crew to the required location will determine whether it is featured or not, e.g. sometimes developing countries – practical issues, e.g. time and cost; • the importance of visual images – if these can be acquired then a story is far more likely to make it into the news as pictures have the power to shock and appeal to an audience more than just words; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 4(c) Explain how the digital divide may affect an individual’s use of media. Possible answers: • the cost of computers and internet access makes media products more affordable for some than others so affecting media usage (social class); • there is a global digital divide in that poor people in developing countries have less access to new media and the internet than those in the developed world; • those in modern industrial societies have greater access to a range of new media services and products than less developed countries; • access to digital media allows those who have it to improve their social capital through their media usage, this isn’t the same for everyone; • there is also a digital divide based on age; younger people are more ‘savvy’ when it comes to new media and so will use it more frequently and differently to the older generation; • new media is a normal part of a young person’s life as they are ‘digital natives’, born with the technology – they will use it confidently and regularly unlike older people; • older people may be described as ‘digital dinosaurs’ – unfamiliar and unconfident with the new technology – so they use it less than younger people; • there may be a digital divide in the freedom of information available through the media where censorship of new technology and information is the norm, e.g. North Korea – this will affect media usage; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘older people aren’t as confident with the internet as younger people’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 4(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected, e.g. ‘we can talk about there being a digital divide in the media based on both age and social class. Globally, not everyone has the same access to the internet and this can therefore compound social inequalities. Even within a society there are access issues. New media services and products are not cheap and therefore not everyone can afford to use it’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well- developed way or cover several factors in less detail. Question Answer Marks 4(d) Explain why advertising is important in today’s media. Candidates should show awareness of the various reasons why advertising plays an important part in today’s media. They may discuss traditional or new media or a combination of them both re advertising. Possible answers: • advertising is usually the main source of income for privately owned media so the media industry has to attract advertisers to its products – it’s vitally important here; • advertising has been accused of ‘dumbing down’ TV as a large, mass audience is needed to attract advertisers, showing the importance of advertising; • Marxist view that advertising creates false needs in the audience and so is a way for the bourgeoisie to further increase profits – it’s therefore vitally important for them; • media content is thought to try and avoid controversial issues with which advertisers might not want to be associated so advertising is important for determining media content; • advertising includes sponsorship so is very likely to feature at major televised sporting events demonstrating its importance; • the boundary between advertising and media content is becoming less clear with, for example, product placement now regularly seen in many media products, e.g. Hollywood films – this shows how important advertising has become in the media world; • advertising is also a major feature in new media, e.g. through banner adverts and pop ups on websites, it is vital to the funding of these often free products and forms; • through the use of cookies, advertising in the new media can be even more influential and important as it can be personalised to the individual consumer; • advertising can be a part of the media’s norm referencing through things such as gender representations/stereotypes and the focus on materialism and consumption – this shows how important it is seen to be; • other reasonable response. Band 0 [0 marks] No creditworthy response. 8 Question Answer Marks 4(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘advertising brings in money for the media’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why advertising plays an important part in today’s media. Responses may be underdeveloped and lacking in range, e.g. ‘product placement is frequently seen in the media today, making advertising a very important component’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why advertising plays an important part in today’s media and will be well developed and explained, e.g. ‘with media now being an almost constant feature of life in the digital world, advertising is perhaps more important than ever before. It still creates gender norms and expectations through stereotypical representations of some social groups, as well as encouraging society to focus on consumption. Marxists would talk about it creating false needs in society’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 4(e) To what extent is the pluralist view of media correct? Candidates should show awareness of the ways that the pluralist view of the media is correct but could also consider problems with this view. In evaluation they may consider other views of the media such as Marxism, feminism and/or postmodernism. Possible answers: For: • the media reflects and responds to the audience meaning that the audience shape the media – if they don’t want to watch something they can change the channel; • the media is very diverse meaning that there is a wide variety of choice available to the audience, both in terms of content and platforms; • despite there being large media corporations out there, there also remains a strong foundation of independent companies producing more niche, specialist and independent content; • competition in the media means that the industry constantly try to produce what people want (variety) and to keep prices low; • new and social media further increases choices available to the audience and blurs the line between audience and producer with UGC (user generated content), citizen journalism and blogs/forums; • pluralists accept that the media is biased but argue that there is such a range of biases out there available to the audience that this does not in fact matter – something for everyone; • the Uses and Gratifications approach/model which is closely linked with pluralism, says that the audience use the media for different needs and pleasures – active audience ideas; • some pluralists see the media in a positive light and believe it has an important role to play as an agent of socialisation that establishes and reinforces societal norms and values; • pluralism suggests that, particularly regarding new media, state/government control and manipulation of the media is no longer possible as choice is so prevalent; • media ownership is no longer dominated by males, middle class, older people or the ethnic majority – greater diversity is now seen that illustrates pluralism and less stereotyping; • other reasonable response. 15 Question Answer Marks 4(e) Against: • there may not be as much choice in the media as the pluralists claim as all companies have the same aim – to make money – and so mass appeal, non-controversial products will be the norm; • Marxists believe that the media convey the dominant ideology that keeps people in a state of false consciousness because they are owned and controlled by the ruling class; • Marxists believe that the media act as an agency of conservative indoctrination, brainwashing the masses; • Marxists argue that people can be manipulated by the media, taking away audience choice, e.g. propaganda/the hypodermic syringe model; • feminists believe that the media is patriarchal and serves the needs and interests of men therefore do not agree with pluralists about choice and diversity; • the media divert attention from the serious issues in society by plying the audience with celebrity gossip and trivia and by ignoring anti-establishment and more radical ideas; • media ownership/production is still dominated by a particular strata of society (typically white, male, middle aged, middle class) that transmit a very similar set of views; • the existence of news values means that there is a universally similar way of reporting the news to the audience, the opposite of pluralist claims; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘the media today has something for everyone’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘pluralism is about choice in the media’. Question Answer Marks 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely, e.g. ‘competition in the media means that the industry has to offer the audience what they want in order to be successful’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘pluralists may be too optimistic in their discussion about choice in the media. Ownership is still in the hands of the elite and media conglomerates typically produce mass appeal, simplistic material that is suitable for anyone’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/23 Oct/Nov 2019

4 In many countries there is public service broadcasting. However, some media is controlled by private companies who make large profits. Audiences consume the media in different ways and patterns of use are quite diverse. Whether the content of the media influences the audience’s behaviour and attitudes remains a matter of debate. (a) What is meant by the term ‘public service broadcasting’? [2] (b) Describe two examples of the digital divide in the media. [4] (c) Explain how different age groups vary in their patterns of media use. [6] (d) Explain why the media needs to be censored. [8] (e) To what extent is the cultural effects approach correct in explaining how the audience is influenced by the media? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘public service broadcasting’? 2 One mark for partial definition, e.g. it is publicly owned. Two marks for clear definition, e.g. media that is funded by the public and is therefore not for profit. It has a public service e.g. to provide information and education as well as entertainment. 4(b) Describe two examples of the digital divide in the media. 4 DIGITAL DIVIDE: inequalities between social groups in their access to media and digital information technology. Candidates are likely to refer to age and/or class/income in their responses. Possible answers: • age – older people can’t access digital features in the media today therefore are excluded from some activities e.g. online paying of bills, online banking etc.; • money/class – internet access is linked to income, the less money you have, the less likely you are to be connected to the internet; • money/class – those with less money are less likely to have access to the most up-to-date devices with the best functionality; • location – different cultures, countries and societies have very different experiences of and access to digital media – the global divide; • location – those with access to digital media can improve their social capital, education and employment opportunities; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how different age groups vary in their patterns of media use. 6 Candidates need to show an understanding of ways that different age groups vary in their patterns of media use. Specific age groups may be focused on e.g. the elderly, the middle aged, teenagers, children etc. Examples from an international, national or local context may be included, these should be credited accordingly. Possible answers: • the amount of TV watched increases when the viewer is 50+, it is less when younger; • new technologies are more frequently used by the younger age groups than older e.g. streaming movies, social media, apps etc; • older people are less likely to use the internet than younger people, particularly older women; • teenagers and younger people tend to visit the cinema more than older people; • young people and teenagers watch more ‘shorter videos’ than the older generations e.g clips on Youtube or memes/vines; • middle aged and older people, particularly men, are more likely to use the media for information than younger age groups who are more likely to use it for entertainment; • older people are more likely to engage with traditional media than younger people who are more likely to use new/digital media; • younger people are more involved in the gaming industry than older people; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how different age groups use the media differently and may talk about e.g. ‘older people watch a lot more TV than younger people do, they are more likely to use a PC or a laptop’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 4(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how different age groups use the media differently. Sociological terms and concepts should be expected e.g. ‘The older generation typically use the media for different purposes than the younger generation. Older people are more likely to want to be educated or informed by the media in a serious style, such as through a broadsheet newspaper for example. The younger generation are more likely to consume digitally and for entertainment or escapism’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why the media needs to be censored. 8 Candidates may consider different reasons why the media may need to be censored. They may talk generally or may refer to specific examples of the media. Examples of censorship may also be discussed. Possible answers: • to prevent unsuitable content being broadcast e.g. the 9pm TV watershed, film classifications or laws of obscenity; • to protect vulnerable members of society from inappropriate content e.g. violence, bad language, scenes of a sexual nature as this is believed to negatively affect the audience e.g. children and violence; • the hypodermic model says that the audience are directly affected by what is broadcast in the media therefore censorship is needed as a form of protection for the audience; • the cultural effects model says that the audience experience a slow and cumulative effect from the media, the ‘drip drip effect’ therefore censorship is needed to protect from this e.g. violence in video games; • to protect individuals from unfounded allegations e.g. laws of libel and slander; • in the interests of national security e.g. the official secrets act; • laws to protect minority groups and to prevent their unfair treatment e.g. ethnic minorities, the disabled etc.; • self-censorship – in the digital age this is needed as a form of internal regulation by the media industry as internet content is particularly difficult to control; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why the media needs to be censored. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘to prevent children from seeing unsuitable material e.g violence’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the media needs to be censored. Responses may be underdeveloped and lacking in range. e.g. ‘The media needs to be censored because of the content not being suitable for everyone. For example, it has been accused by the hypodermic model of causing increased levels of violence in children through imitation due to its violent content’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 4(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the media needs to be censored and will be well developed and explained. e.g. ‘There is a strong argument for believing that the content of the media can affect the audience, often in negative ways according to the hypodermic model. Therefore censorship is both needed and justified in the media. For example, there is the TV watershed that ensures that unsuitable content is not shown before 9pm, alongside laws such as The Official Secrets Act to censor information in order to protect national security. Self-censorship is also seen in the media whereby the material is made suitable for an audience in order to gain a particular BBFC film certificate, for example‘. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is the cultural effects approach correct in explaining 15 how the audience are influenced by the media? CULTURAL EFFECTS APPROACH: the slow, cumulative effects of the media on the audience. Candidates should focus specifically on the cultural effects approach in their arguments for the claim in the question. They may adopt a general approach to the question or may focus on specific forms of media and/or specific examples. Likely areas of focus for discussing are stereotypes of social groups and their effects on the audience, violence, sex, bad language, politics etc. Possible answers: FOR: • the cultural effects approach recognises that the effects of media on the audience are unlikely to be instant but instead will be a slow, cumulative effect; • the approach recognises that effects on the audience are dependant upon context and circumstances, thus being a more realistic view than, say, the hypodermic model; • this approach has been used to explain the effects of regularly seeing stereotypes in the media and how this can be linked to discrimination e.g. the sexualised objectification of women leads to society as a whole seeing women in this narrow way; • the cultural effects approach says that long-term media effects on the audience may be most pronounced when the audience do not have access to other sources of information e.g. censorship in North Korea; • the work of the Glasgow Media Group seems to support this approach in showing that the media do, over time, shape people’s attitudes and opinions e.g. to immigrants; • the Glasgow Media Group’s work shows that the audience do not passively absorb media messages but that the media does influence what we think and believe over time; • arguments about the role of agenda setting and norm referencing in the media also support the cultural effects approach as they show how things can become embodied in a culture and seen as ‘normal’; • news values are another good example of the cultural effects approach as they demonstrate what audiences and media professionals have come to believe are elements of ‘good’ news stories; • other reasonable response. AGAINST: • the hypodermic model believes that the effects of the media are far more immediate and direct than the cultural effects approach e.g. the dangers of violent material being seen by children are thought to be very real (Bandura); • censorship laws would seem to suggest that the cultural effects approach is not correct in its view of media effects as the laws in place infer that content could immediately be damaging to the audience e.g. the Official Secrets Act, laws of libel etc.; 4(e) • the uses and gratifications approach awards the audience with far more power and control over how they are affected by the media than the cultural effects approach, McQuail says we should ask ‘how do audiences use the media’?; • audience selection says the audience have power over the media as they can decide how they interpret any media content that they consume e.g. Hall’s work on reading the media; • postmodern work on the new media says that the audience are now in control of the media and therefore are not affected by it but are active producers of it instead e.g. through the internet; • the interactive nature of new media means that the audience can actively construct meanings through discussion, comments and immersion e.g. forums, blogs, gaming etc.; • pluralism – there is so much diversity in today’s media that audience choice is vast and therefore it is impossible to say that effects are caused solely by the cumulative effects of the media; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which the cultural effects approach is correct in explaining how the media affects the audience. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘When the audience sees something in the media repeatedly they do start to believe it’. Lower in the band (1-2 marks), expect one or two weak points. Higher in the band (3-4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. the cultural effects approach says media content does affect the audience. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the cultural effects approach is correct in explaining how the media affects the audience. Alternatively, they may offer an answer which is list- like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘When the audience sees something in the media repeatedly they do start to believe it. For example, the representation of the idealised woman is a frequently seen stereotype in the media that affects females’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which the cultural effects approach is correct in explaining how the media affects the audience. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite there being a lot of evidence to support the view of cumulative effects on the audience from repeatedly being shown in the media, this isn’t always true. For example, the active audience model believes that the audience select what media to consume as well as how or whether to be affected by it. This is supported by Morley/Hall’s ideas of preferred, negotiated and oppositional readings. They are also, according to postmodernists, the prosumers – not only are they receiving the media they are also producing new media therefore are not really in a position to be affected passively anymore.’ There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well- developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which the cultural effects approach is correct in explaining how the media affects the audience. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the cultural effects approach is correct in explaining how the media affects the audience, citing some of the examples given.

This question in 0495/21 May/June 2020

1 Whether gender equality in the family exists is a matter of debate. Many factors affect this, for example social characteristics such as ethnicity and social class. Also important are the type and size of the family as well as the roles family members play. (a) What is meant by the term ‘gender equality’? [2] (b) Describe two trends in divorce in modern industrial societies. [4] (c) Explain how ethnicity can affect family life. [6] (d) Explain why the average family size has decreased in modern industrial societies. [8] (e) To what extent are family roles changing in modern industrial societies? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘gender equality’? 2 One mark for partial definition, e.g. women’s rights. Two marks for clear definition, e.g. when men and women have equal roles, status and rights. 1(b) Describe two trends in divorce in modern industrial societies. 4 Candidates will describe two trends in divorce in MISs. A trend is any pattern that can be seen when it comes to divorce. Statistics may be used but are not essential. Possible answers: • age – those who marry young are more likely to divorce; • class – middle class people are less likely to divorce than working class people; • society – the divorce rate is high in MIS’s as compared to other types of society; • patterns – currently the divorce rate has flattened off suggesting it is no longer rising; • gender – women are more likely to file for divorce than men; • religion – those with strong religious beliefs are less likely to divorce than those who are non-religious; • era -in the UK the divorce rate is three times higher today than in 1969; • country – the UK has the highest divorce rate in Europe – in 2010 120 000 divorces took place; • gender – women in the UK are two and a half times more likely to be granted a divorce compared to men; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how ethnicity can affect family life. 6 Candidates can use ethnicity in many different ways – as long as this is linked to family life it is fine to credit. They may well draw on local, cultural examples. Typical areas of discussion may be family roles, family types, family size etc. Possible answers: • ethnic minority families typically adapt to the country they are living in whilst still holding onto cultural practices from their country of origin (dual identity); • Afro-Caribbean families may have high rates of single parents and are typically matrifocal; • South Asian families are often extended in form, have low divorce rates and few instances of single parenthood; • arranged marriages are practised by some ethnic groups as the norm e.g. some South Asian families; • for some ethnic groups the law determines aspects of family life e.g. Chinese families may be influenced by China’s ‘one child’ policy; • South Asian families are often patriarchal in nature with the males (father and brothers) often having more power and influence than the females; • South Asian families often abide by traditional segregated conjugal roles – male breadwinner and female housewife/mother; • cultural defence – some families may socialise children into their cultural norms and values rather than the host nations; • dual heritage/mixed race families – hybridity may be seen here when it comes to roles and experiences in the family; • for some ethnic groups marital practices such as polygamy are normal; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how ethnicity can affect family life and may talk about e.g. ‘different ethnic groups having different sized families’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 1(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how ethnicity can affect family life. Sociological terms and concepts should be expected e.g. ‘Primary socialisation often means that ethnic groups follow the traditions of the previous generations. In some South Asian families, for example, the extended family form is still typical and this is usually patriarchal in structure, with the male as breadwinner’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 1(d) Explain why the average family size has decreased in modern 8 industrial societies. Candidates should show an understanding of the various reasons to explain why average family size has decreased in MIS’s. Possible answers: • secularisation has meant that there has been a growth in divorce and single parenthood –this makes family size smaller; • singlehood is now socially acceptable and increasingly popular, this decreases family size; • women are typically today having less children due to factors such as contraception and their focus on careers – this leads to smaller families; • advancements in medicine and health-care means that children rarely die in infancy today in MIS’s therefore families have less need to have lots of children; • the family is less likely to look after elderly relatives, relying on other institutions to do so instead, meaning larger families are no longer so functionally necessary; • there has been a big decline in the extended family, it often being replaced by nuclear families – these are much smaller; • geographical and social mobility has meant that the family has become dispersed – it is easier to function effectively like this as a smaller unit; • feminism has encouraged women to take control of their own lives and this has affected family size as more women work, choose to remain childless or to remain single; • dual-worker families are increasingly the norm in MIS’s and these do not fit with the notion of large families – resulting in typically smaller family sizes; • child-centredness has led to expensive child-rearing where children are consumers, no longer bringing money into the family, so parents choose to have less children; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why average family size has decreased in MIS’s. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘women go out to work rather than have babies’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point. 1(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why average family size has decreased in MIS’s. Responses may be underdeveloped and lacking in range. e.g. ‘Families are increasingly smaller in MIS’s because extended families no longer fit the needs of a geographically dispersed society. They have therefore been replaced by nuclear families.’ etc . At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why average family size has decreased in MIS’s and will be well developed and explained. e.g. ‘Families today are typically smaller because of the expectation by women for equality in all areas of social life. Feminists have promoted careers, singlehood, little reliance on men and lesbianism and all of these factors have resulted in smaller average family sizes. With families now typically being dual-career there is less time available for childcare, large families do not fit this type of family.’ They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent are family roles changing in modern industrial 15 societies? Candidates should show an awareness of the various ways that family roles are changing in MIS’s. They are likely to look at husbands’ and wives’ roles in their response but the role of children may also be considered. It is likely that candidates will engage with the feminist debate here. Possible answers: FOR • loss of family functions means that roles once taken by the family e.g. taking care of the children, are now performed by the state; • sandwich/pivot generation – roles of parents now often involve supporting children into adulthood – the boomerang family; • changing legislation affects family roles e.g. equality acts, children’s acts, maternity/paternity leave etc; • increased levels of divorce in society means that both men and women are having to change their roles to fit the new family structure they find themselves in – single parent, singlehood, blended families etc; • secularisation has meant there is less pressure for people to get married and to have children in wedlock – this leads to greater family diversity and therefore different family roles; • in child-centred MIS’s, the role of the child has changed to be the focus of many families, highly protected and with a lot of power over decisions and day-to-day family life; • traditional conjugal roles are typically being replaced by joint conjugal roles, largely due to feminism and the greater power and status women have in both society and the family; • the maternal role has changed to the rise in working women and childless women; • the paternal role has changed to reflect the decline in the hegemonic male and the rise in new men and househusbands; • grand-parents may be playing an increasingly important role in organising family life – through childcare, financial and emotional support; • other reasonable response. 1(e) AGAINST • grand-parents always played a large role in family life, through extended family structures so this hasn’t changed; • children are still lower in status and power than adult family members and subject to adult authority, this hasn’t changed; • whilst there is a lot of evidence to show that families today are more symmetrical it is still typically the woman who performs the majority of the household tasks; • the maternal role has changed but stereotypes have not and for most women, having children often leads to a career break or to part-time work meaning that they become the primary care giver in the family; • the paternal role may not have changed much at all in the family – it is still typically the father who is in charge of household finances and important decisions (Edgell, Pahl) as well as being the breadwinner; • with an increase in boomerang families there has been a continuation in MIS’s of the traditional parent-child relationship; • there is often a dual or triple burden placed upon women in family life, meaning she is responsible for both paid work, domestic work and emotional work; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which family roles are changing. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘women and men both go out to work now so they both have to do the housework’. Lower in the band (1-2 marks), expect one or two weak points. Higher in the band (3-4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. family roles means the parts played by different members of the family e.g. the housewife role. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which family roles are changing. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘Women are sometimes the ones who are the breadwinners in the family today whilst the men stay at home as househusbands’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 1(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which family roles are changing. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘Despite more equality in society leading to changing roles within the family, women still do most of the housework, emotional work and childcare whilst men are still seen to be the ones who make the important financial decisions in the home. This hasn’t changed’. Or ‘Men and women are equal now in society thanks to the feminist movement and so this has also been transferred to the family where conjugal roles are now shared. This has reduced status and power divisions in the family and has resulted in developments such as the househusband and the new man becoming more normal male family roles’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which family roles are changing. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of family roles changing, citing some of the examples given.

This question in 0495/22 May/June 2020

4 The media is often accused of exaggerated and sensationalist content, particularly in the news. This can be due to the pressures of advertising, issues of agenda setting and news values. This has led to the argument that the media and the news are biased. However, bias in the media may be reducing due to increased levels of audience interactivity and social media. (a) What is meant by the term ‘bias’? [2] (b) Describe two ways media content can be censored. [4] (c) Explain how people interact using social media. [6] (d) Explain why the media is an important agency of social control. [8] (e) To what extent does the news reflect reality? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘bias’? 2 One mark for partial definition, e.g. not being fair. Two marks for clear definition, e.g. being one sided in the selection of which events and stories are reported and how. 4(b) Describe two ways media content can be censored. 4 Possible answers: • laws protecting the state – e.g. the UK Official Secrets Act; • morals – laws on obscenity; • libel and slander laws – to prevent unfounded allegations being made against individuals; • laws preventing the unfair treatment of minority groups – e.g.anti- discrimination legislation; • the certification system for films and music videos and computer games – BBFC, PEGI etc; • the TV watershed – which prevents some sex, violence, drug-taking and swearing being shown before 9pm to protect children; • agenda setting/bias – these will affect the content of the media through informal censorship; • internet and media self-regulation – of content, words and image; • self-censorship – individuals censoring their own media representations e.g. on social media accounts; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how people interact using social media. 6 Candidates need to show an understanding of what is meant by social media (communication and networking) and how it can be used in different ways to interact. Examples from an international, national or local context may be included, these should be credited accordingly. Possible answers: • for communication e.g. to keep in touch with relatives and friends across the globe; • in order to share photos and videos through sites such as Youtube; • for entertainment though memes, video shorts, viral joke, gossip, trivia etc; • to find employment and/or to make work-based connections – Linked In is a good example here; • for dating – social media sites are becoming the method of choice for many people now when looking for a relationship; • for information – an easy way to keep up to date with the latest news and breaking stories from across the globe; • to see what is fashionable and in style – used to help form a personal identity; • for support in areas of life such as friendship issues, mental health etc as well as for study groups; • social media can use ‘cookies’ to track audience interests so allowing the user to interact with other people with similar interests; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how the audience can use social media for interaction and may talk about e.g. ‘using it to communicate and keep in touch’. The terms ‘social media’ or ‘interact’ may not be fully understood. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how the audience can use social media for interaction. Sociological terms and concepts should be expected e.g. ‘The audience use social media as a forum for creating and maintaining an online identity, seeking likes and approval from others through interaction. They can keep up-to-date with the latest fashion and style as well as cultivating existing relationships and forming new one through the instant messaging systems and video/photo sharing options available to users’. ’This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why the media is an important agency of social control. 8 Candidates need to consider how the media acts as an important agency of social control and may illustrate this with examples. These may be linked with relevant theories and perspectives, but this is not a necessity. Possible answers: • postmodernists believe we now live in a media saturated society with children being digital natives and young people spending hours of every day using the media; • the media shows us what is normal and expected behaviour in society – it norm references for the audience and therefore influences the way we act and think; • imitation – we may copy what we see in the media e.g. style and fashion, therefore this controls us and encourages us to consume particular brands; • role modelling – the audience look up to particular people in the media, be it celebrities, politicians or sports stars. These people can therefore be highly influential in determining how the audience think and behave; • dominant ideologies – these dominate the media and therefore this discourages the audience from considering alternative ways of thinking (Marxism); • new media is interactive therefore has even more potential to control the audience as we are so heavily immersed into the virtual world of social networks, gaming and online communities; • feminism – this theory believes that the media is a patriarchal industry that reinforces gender roles and inequalities in society; • media representations may be seen and believed by the audience and therefore this can be important for determining how the audience see particular social groups and individuals; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why the media is an important agency of social control. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘the media shows the audience what is and is not acceptable in society’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the media is an important agency of social control. Responses may be underdeveloped and lacking in range. e.g. ‘The media sets the agenda for what is topical and important in society. In this way it determines what the audience think about particular issues and events and is often biased in its coverage. The audience may imitate their role models in the media and agree with what they say and do’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the media is an important agency of social control and will be well developed and explained. e.g. ‘Postmodernists believe that we now live in a media saturated society in which reality is often determined by the media. This is particularly true of new interactive media that immerses the audience into a media culture. The media typically takes a conservative stance on issues and this norm referencing may influence the audience’s own beliefs too. This is particularly true if, according to the GUMG (Glasgow Uni Media Group), alternative viewpoints that challenge the dominant ideology are marginalised in the media’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent does the news reflect reality? 15 Candidates should consider whether the news reflects reality. They may adopt a general approach to the question or may focus on specific forms or examples of news. Answers may be linked to sociological theories and perspectives but this is not a necessity. Possible answers: FOR: • laws of libel and slander protect individuals from unfounded stories therefore ensuring that the news reflects reality; • professional integrity of news professionals alongside codes of content ensure through self-regulation that the news does reflect reality; • laws that prevent the unfair treatment of minority groups exist and ensure that these powerless groups are not misrepresented in the news but instead are reflected fairly; • media gatekeepers may add an angle or a bias to a piece of news journalism but it is still based on fact, it is not fiction; • news values determine the kind of stories that make the news and do lead to some sensationalism and exaggeration in reporting but the stories they cover are still real; • postmodernists and pluralists believe that new media has made the news more democratic, allowing diversity of opinion to be available globally and reducing the dominant ideology so better reflecting reality; • much news today is streamed live as it happens via news agencies, mobile phones and citizen journalism- this is obviously real; • social media allows those involved in a news story a voice to tell their opinions and views so making the news we see more real than ever before, we get a much fuller picture; • many companies are publicly funded and are public service broadcasters – this means that bias must be kept to a minimum as they adopt a stance of due impartiality; • other reasonable response. AGAINST: • fake news stories shows that the news does not always reflect reality; • new media allows for interpretations of events, jokes and social media articles to be made, this distorts what we mean when we say that the news is real; • governments can and do censor the news e.g. in North Korea or in wartime situations via the Official Secrets Act – this means that the news does not always reflect reality; • propaganda is often seen in the news and this distorts reality e.g. Jews were demonised in the German news under Hitler; • a selection process occurs when deciding which news stories should be included in a publication or broadcast – those that make the cut contain news values but other equally important news stories never make it – this clearly does not reflect reality; 4(e) • moral panics turn particular social groups into folk devils as they demonise their behaviour and scapegoat them for society’s problems – this stereotypical and exaggerated reporting does not reflect reality; • the Glasgow University Media Group (GUMG) demonstrated that the news was very biased, adopting a conservative standpoint and presenting stories in a way that placed the ruling class in a favourable light – this kind of distortion does not reflect reality; • Marxists believe that the media generally and the news more specifically are tools of the ruling class used to oppress and exploit the working class – news doesn’t reflect reality therefore, instead it keeps the bourgeoisie in their privileged position and the proletariat in their place; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which the news reflects reality. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘news professionals are not allowed to lie or make stories up so the news does reflect reality’. Lower in the band (1-2 marks), expect one or two weak points. Higher in the band (3-4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. reality is what’s really happening in the news without bias. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the news reflects reality. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘Stereotypes are easy for the audience to understand so you see a lot of them in the news, perhaps in the form of folk devils and moral panics. This exaggeration does not reflect reality it distorts it’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which the news reflects reality. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘Despite the content of the news having to reflect reality to some degree it is hard to deny the selection process that takes place by the media gatekeepers to determine what the public see as news and what we never hear about. Decisions are made based on how many news values a story has and therefore how much it will help the story to sell. Fitting in with the dominant ideology and protecting ruling class power may also be on the agenda according to Marxists. These factors mean that the news does not reflect reality at all’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which the news reflects reality. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the news reflecting reality, citing some of the examples given.

This question in 0495/22 May/June 2020

4 In recent years the media has changed due to factors such as the growth of the internet, diversification and new types of funding. Not everyone believes that this has affected the way social groups are represented in the media. Stereotyping, for example, can still be frequently seen in the news and other media when it comes to gender, ethnic minorities and different age groups. (a) What is meant by the term ‘diversification’? [2] (b) Describe two ways the media is funded. [4] (c) Explain how the internet has changed media consumption. [6] (d) Explain why only some news stories are reported in the media. [8] (e) To what extent have media representations of social groups changed over time? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘diversification’? 2 One mark for partial definition, e.g. Virgin media also runs airlines. Two marks for clear definition, e.g. when media companies extend their activities into different areas. 4(b) Describe two ways the media is funded. 4 Possible answers: • advertising – selling advertising space is a major source of revenue for the media; • some state owned companies are funded through a public licence fee e.g. the BBC; • through profits from products/merchandise – the largest media conglomerate in the world in terms of revenue is Disney; • private funding – the costs of the media are funded by private individuals or companies; • public funding – the costs of the media are covered by payments from the government or other public bodies; • subscription fees – funded by the audience through additional costs and payments such as Netflix, Sky etc; • pay per view – e.g. buying the rights to watch a live sporting event, movies; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how the internet has changed media consumption. 6 Candidates need to show an understanding of how the internet has changed media consumption. Examples from an international, national or local context may be included, these should be credited accordingly. Pluralism and postmodernism may be discussed by some candidates. Possible answers: • the arrival of the internet means that media products are now much more interactive resulting in a two-way communication process; • the consumer is now often also a producer – a prosumer – meaning that many media texts the audience consume are not made by large media corporations; • because the internet is a digital technology content is streamed meaning that it can be accessed and consumed ‘on-demand’ rather than being tied to fixed scheduling times; • the internet allows information to be shown to the audience live, as it happens – either through official media agencies or through citizen journalism; • the internet means there may be less mediated and edited content for the audience, perhaps resulting in more ‘real’ products/content being available; • the internet allows for specialised and niche narrowcasting, anything the audience is interested in will be available quickly and easily; • the dark web has now emerged due to the anonymity of the internet and the difficulties the authorities have in controlling its content; • the internet may have made adult content more readily available to vulnerable groups such as children e.g. extreme violence, sexual content etc.; • traditional media consumption has declined due to the rise of online media products; • the younger generation and digital natives frequently watch shorter media products today e.g. youtube clips, memes, vines; • media consumption is now portable through multiple devices so can be consumed anywhere, unlike traditional media; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how the internet has changed media consumption and may talk about e.g. ‘the internet means increased choice and media content about anything the audience wants’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 4(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how the internet has changed media consumption. Sociological terms and concepts should be expected e.g. ‘The internet streams content to the audience digitally meaning that it is on demand so they can consume whatever they want whenever they want. This makes the process much more flexible and increases audience choice according to postmodernists’. The internet also means there can be two-way communication between producer and audience due to increased options for interactivity’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well- developed way or cover several factors in less detail. 4(d) Explain why only some news stories are reported in the media. 8 Candidates should consider why only some news stories are reported in the media. Examples may be used to support any points made. These may be linked with relevant theories and perspectives but this is not a necessity. Possible answers: • Marxism – only the stories that support the dominant hegemony are likely to feature in the news; • Marxism – the news will be dominated by celebrity trivia in order to divert working class attention away from the serious economic inequalities in society; • Marxism – stories that show managers and those in authority in a bad light are less likely to feature in the news according to the Glasgow University Media Group (GUMG); • mass appeal – the news shown has to appeal to the biggest possible audience to get the maximum audience possible; • media gatekeepers will make the choices about what stories do and do not feature in the news; • time and financial constraints will always be taken into account when deciding what news stories to feature; • the more news values a story has, the more likely it is to feature in the news schedule e.g. negativity, unexpectedness, reference to elite nations or individuals; • news stories are likely to neglect the wrongdoings of large and powerful corporations and governments and be censored, particularly if the news is state owned/run; • whether a story makes the news or not may be determined by what other news stories are available for selection that day – on a different, ‘slack news day’, for example they may have made the schedule; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why only some news stories are reported in the media. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘every media product has time and financial constraints so can’t cover everything’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2– 3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why only some news stories are reported in the media. Responses may be underdeveloped and lacking in range. e.g. ‘The media will cover those news events that it feels will attract the largest audience. This means that the event needs to be associated with recognisable news values for it to be covered. This could be featuring elite personnel and being extremely shocking’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why only some news stories are reported by the media and will be well developed and explained. e.g. ‘Marxists believe that the news is an example of agenda setting. It is a tool used by the elite to divert working class attention away from societal problems and the wrongdoings of the higher classes through a diet of trivia and celebrity gossip. Stories that portray capitalism in a good light or alternative ideologies negatively are more likely to feature too as these fit the dominant hegemony created by the upper class owners. Stories that portray management or those in authority in a bad light are therefore far less likely to feature. This was shown by the GUMG’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent have media representations of social groups changed 15 over time? Candidates should consider a range of media representations of social groups and whether these have changed over time. Likely areas of consideration are gender, ethnicity, age, social class, disability and sexuality. Clearly not all of these need be covered. They may adopt a general approach to the question or may focus on specific forms of media. International, national or local examples are likely to be used to support points made. Possible answers: FOR: • campaigns to change representations have been launched by pressure groups and activists using the internet and this has therefore led to changes in media representations e.g. #this girl can (gender) etc.; • social positions have changed so that previously powerless groups now have a voice and have more status in society – this has led to media representations changing e.g. the rise of the career woman, e.g. positive representations of disability through the Paralympics; • as the media industry has grown and diversified so more jobs have become available – this has meant that those groups that were represented in a limited range of roles are now employed in the industry and so can start to alter those representations e.g. more ethnic minorities are now involved in media production; • the purchasing power of some previously negatively represented groups has now been recognised by the media industry e.g. the grey pound, the pink pound, affluent youth etc – representations have therefore had to change in order to better appeal to these groups; • the growth of new media and the internet has provided opportunities for a wider range of more diverse representations and for groups to create their own representations in order to challenge the dominant ideology e.g. through user generated content and social media – youth, females (feminism), ethnic minorities etc; • the new media has also meant that the media today is global -this has meant lots of new cultures have become accessible to people which leads to greater hybridity and blending and so starts to change traditional representations – postmodernism; • negative change – the sexualisation of men through the ‘female gaze’ has become more prevalent in today’s media, the creation of new folk devils in the media e.g. Islamophobia; • other reasonable response. 4(e) AGAINST: • invisibility – some social groups are still absent from areas of the media e.g. ethnic minorities in positions of power; • under-representation – some social groups appear in the media less than you would expect according to their numbers in the population e.g. disabled people are still only infrequently seen in mainstream media products; • stereotypes – these still dominate media representations as they are so simple for the often global audience to understand e.g. youth as trouble, the female carer etc; • Mulvey’s male gaze – the male perspective is still often seen as the norm, particularly in film e.g. Lara Croft and Wonder Woman are in many ways examples of strong female representations yet both are created with a curvy, sexualised figure unachievable to most women; • most mainstream producers and directors are still white so the media has also been accused of representing from a white perspective and thus being ethnocentric; • binary oppositions always have and indeed still do dominate in media representations – the simple use of opposites means that little really changes when it comes to representations e.g. men as the opposite of women – strength versus caring; • new media may actually be regressive when it comes to media representations as there is now so much availability of material linked to pornography, hate crimes, extremism etc; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which media representations of social groups have changed over time. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘Women are not seen as housewives in the media as much anymore’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3– 4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. a representation is a way of showing someone or something. 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which media representations of social groups have changed over time. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘Stereotypes are easy for the audience to understand so you still see a lot of them in the media. There are still traditional representations like the male provider and protector but also more modern ones in the media too like the caring father’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which media representations of social groups have changed over time. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘Despite the content of the media still often being stereotyped – ethnic minorities are still shown in a very limited range of roles, for example – things are starting to change. Media representations shift as society changes so for example as women gain more power in society so the way the media represents them changes too. The range of roles women are seen in has greatly increased since Meehan’s research in the 1980’s and they are often represented in more masculine ways than ever before. So we see female leads in films, non-sexualised female characters, intelligent career women and more homosexual females. This has been made easier by new media that allows traditionally powerless groups to self-represent and to create their own media content to challenge the once taken for granted media representations’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which media representations of social groups have changed over time. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. 4(e) Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of media representations of social groups changing over time, citing some of the examples given.

This question in 0495/23 May/June 2020

4 The media today can be split into two types, traditional and new media. Both can have positive and negative effects on the audience. Content and censorship are often different depending on which type of media is being discussed and who the media gatekeeper is. Despite this, stereotypical representations of some social groups exist in all types of media. (a) What is meant by the term ‘new media’? [2] (b) Describe two stereotypical representations of men in the media today. [4] (c) Explain how postmodernists view new media. [6] (d) Explain why the media can have a negative effect on children. [8] (e) To what extent do media gatekeepers control the content of the media? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘new media’? One mark for partial definition, e.g. the internet. Two marks for clear definition, e.g. digital technologies/platforms involving greater interactivity. 2 4(b) Describe two stereotypical representations of men in the media today. Possible answers: • the provider – men are shown to be the breadwinner; • the protector/hero – men are shown to protect women and children; • physical strength – men are shown to be the stronger sex; • the criminal – men are shown in this law breaking role; • the hegemonic male – an extreme form of what traditional men are meant to be like; • new stereotypes of the ‘new man’ – mixing fatherhood with paid employment; • new stereotype of the metrosexual man, e.g. fashion, style, city based; 4 Question Answer Marks Guidance 4(b) • the homosexual man – effeminate, fashion conscious etc.; • other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how postmodernists view new media. Possible answers: • they believe that new media is more interactive than ever before – a two-way process; • new media is harder for Governments/corporations to control than ever before meaning there are fewer possibilities for a dominant ideology to be conveyed; • new media is global – in terms of ownership, content and audience; • postmodernists believe that diversification is made more significant with new media as companies expand into several different areas of the media industry rather than specialising in just one; • convergence – postmodernists believe this has gained significance with new media as technologies become multi-functional, e.g. someone can email, text, access social media, watch videos, all from a mobile phone; • social media has grown hugely in popularity and significance, being a core influence upon social identity, particularly for young people; • new media is characterised by diversity meaning the old ways of doing things have disappeared offering the audience more choice in what they consume and the devices that they choose to use for this; • postmodernists believe new media sees the audience as being at the very core of it – as prosumers and citizen journalists, producing new media content; 6 Candidates need to show an understanding of different ways that postmodernists view new media. Examples from an international, national or local context may be included, these should be credited accordingly if used correctly. Question Answer Marks Guidance 4(c) • postmodernists believe new media allows for more specialist and niche programming to be made and consumed, not just mass appeal material; • postmodernists see new media as internet based and thus it operates on multiple platforms, unlike traditional media; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. Question Answer Marks Guidance 4(d) Explain why the media can have a negative effect on children. Possible answers: • copycat negative behaviour – children may copy what they see/hear in the media, e.g. violence, swearing; • desensitised to violence in real life – this means they no longer feel shocked or negatively about real life violence; • hypodermic needle model – the media has an immediate and direct effect on the audience meaning children are very vulnerable to any negative effects (Bandura); • body image – the media sets the agenda for what is considered as normal, it has been heavily criticised for leading to health problems such as anorexia, e.g. the size zero debate; • new media is very difficult to control meaning that traditional protectors for children such as the TV watershed and age certificates no longer control what children can and cannot consume; • internet streaming means that media content is available on many different platforms so that parents do not know what children are engaging with; many are watching adult content that is thought to be unsuitable for children; • the rise of social media sites and the increase in ownership of devices such as smartphones and laptops means that children often access unsuitable media content for hours on their own everyday; • new media has been accused of making child grooming and exploitation far easier through the use of the internet; • Neil Postman – ‘loss of innocence and the disappearance of childhood‘ – the media is highly sexualised and allows children access to adult materials and lifestyles that can have negative effects on children; • advertising is everywhere and this can be seen to be negative for children as it leads them to believe that consumer items are necessary to be happy; • the rise of new media and social networking could lead to cyberbullying and peer pressure; 8 Candidates may consider the varying ways that the media can be said to have a negative effect on children. This can be through content or usage. These may be linked with relevant theories and perspectives but this is not a necessity. Question Answer Marks Guidance 4(d) • video game culture – some children may spend so much of their time playing video games that they become uninterested in schoolwork and/or socially isolated; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. Question Answer Marks Guidance 4(e) To what extent do media gatekeepers control the content of the media? Arguments for: • editors select which stories make the media and which do not; • owners determine the accepted ideologies and stance of the media company/product, e.g. politically; • huge media conglomerates like Disney control today’s media content in a search for profits through entertainment and merchandise; • journalists decide upon the slant and biases that a story in the media will take; • gatekeepers are influenced by expected news values/the idea of newsworthiness which will determine which stories make the news and which do not; • gatekeepers determine agenda setting as they decide which stories will be talked about and which will be sidelined; • the government act as gatekeepers through legal acts such as the official secrets act, so determining what is allowed to be broadcast and what is not; • censors act as gatekeepers as they allow some things into the media and ban other things; • new media – e.g. Twitter and Facebook – content is monitored constantly and things that infringe guidelines are removed; • other reasonable response. Arguments against: • the internet and new media is less regulated meaning that media gatekeepers can no longer control the content of the media; • advertising companies rather than media gatekeepers control the content of the media as the media today is a commercial enterprise that must appeal to the demands of advertising in order to be successful; 15 Candidates should discuss how media gatekeepers can control the content of the media. They could also, in evaluation, consider how possible this really is in the new media world as well as looking at other possible sources of control over media content other than the gatekeepers. Gatekeeper – the ability of individuals to control access to and content of the media for the audience. Question Answer Marks Guidance 4(e) • the audience create their own media today through citizen journalism and uploading content to sites such as YouTube; • audience interactivity means that the power of media gatekeepers is no longer very influential as an active discussion can take place on what has been presented which is audience driven; • social media is largely unregulated and content is largely audience driven, meaning that media gatekeepers do not control the content; • immediacy of the media today means that media gatekeepers are unlikely to be able to control media content as it is ‘out there’ and spread virally so quickly; • vloggers/Youtubers operating within new media control media content today, not the media gatekeepers; they are so influential in determining what young people are talking and thinking about; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Question Answer Marks Guidance 4(e) Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2020

4 Some members of the public and regulatory bodies argue that media content needs to be controlled due to media violence and its negative effects on individuals. Sociologists discuss the invisibility of certain social groups in the media, such as women and ethnic minorities. This has created divisions in sociology about the role and importance of the media in a digital world. For example, pluralists and Marxists have very different views. (a) What is meant by the term ‘invisibility’? [2] (b) Describe two ways violence in the media may influence violence in society. [4] (c) Explain how the working class are represented in the media. [6] (d) Explain why the digital divide exists. [8] (e) To what extent is the Marxist view of the media correct? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘invisibility’? One mark for partial definition, e.g. not seen. Two marks for clear definition, e.g. when a social group is not present in or featured in the media. Question Answer Marks Guidance 4(b) Describe two ways violence in the media may influence violence in society. Possible answers: • copycat violence (imitation) – individuals may copy what they see in the media, e.g. violence leading to more violence in society; • hypodermic needle model – the media has a direct and immediate effect on the audience so this is likely to increase levels of violence in society if violence is seen in the media (Bandura); • desensitisation – people get so used to images of violence in the media that they are no longer shocked by the meaning so they may be more likely to be violent themselves in society; • catharsis – being able to release strong emotions safely through playing violent video games may mean that there is less risk of violence in society; • sensitisation – the shocking effect of seeing violence in the media can lead to campaigns in society to reduce violence; • media role models – many ‘hero’ figures in the media, particularly males, often use violence as a way to save the day – this may lead to the glamourisation of violence in the media and thus more media in society; • rap lyrics – these are often about themes of violence and violent acts thus may be a reason for violence in society, e.g. gang wars, protests; • moral panics – the folk devils involved in the moral panic may commit more acts of violence because of the sensationalist media reporting – this can lead to deviancy amplification; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks Guidance 4(c) Explain how the working class are represented in the media. Possible answers: • they are shown negatively, as criminals, welfare scroungers and as immoral; • they are shown as the ‘folk devils’ in a moral panic, according to Cohen; • they are often shown to be deserving of their low status position in society, so justifying structural inequalities according to Marxists; • they are often blamed for society’s problems – showing them as scapegoats diverts attention away from the wrongdoings of the higher classes; • the working class are typically under-represented in the media; • the GUMG found from their research that the working class are shown as lacking power in society; • the working class can sometimes be shown more positively, for example with a strong community spirit; • the working class are often shown in manual and/or unskilled work, typically with low wages; • the working class can often be shown in the media as being poor/living in poverty, suffering from material deprivation, struggling to make ends meet; • working class representations often link to particular family types, e.g. extended families, families with traditional segregated conjugal roles; • any other reasonable response. 6 Candidates need to show an understanding of the different ways that the media represent the working class. Examples from an international, national or local context may be included, these should be credited accordingly. Question Answer Marks Guidance 4(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. Question Answer Marks Guidance 4(d) Explain why the digital divide exists. Possible answers: • money/class – poorer people cannot afford digital technology to the same extent as richer people; • country – a digital divide has emerged between developed and developing countries because of technological access, the functionality of the internet and financial implications; • location – depending on location some governments have chosen to create a digital divide in order to control the population through censorship, creating a divide between the elite and the lower classes; • age – younger people are more confident and accomplished in their understanding of the internet than are the older generations (maybe referred to as ‘digital dinosaurs’), so causing a digital divide to form; • age – younger people are more able to participate in social media than older groups, allowing them to make global networks and connections – older people do not do this, hence the digital divide; • access – access to the internet through interactivity has allowed previously muted groups a voice – these are typically younger and from developed countries however so is not entirely fair, hence a divide; • age – younger people are brought up using digital technology, they are described as digital natives and thus have much greater skills in using it than do older people; • gender – males and females use new media differently, e.g. men are the primary users of employment apps such as LinkedIn, females are heavier users of image based social media such as Instagram – this can be linked to power divides and inequalities in society; • technology – the advent of new media has led to the digital divide as distinctions are made between use of and functions of traditional and new media; • any other reasonable response. 8 Candidates may consider the digital divide in terms of social class and/or age and/or the global divide. These may be linked with relevant theories and perspectives, but this is not a necessity. It is likely that candidates will refer to international or national or local examples to help support their points. Digital divide – inequalities between social groups in their access to and use of media and digital technology. Question Answer Marks Guidance 4(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. Question Answer Marks Guidance 4(e) To what extent is the Marxist view of the media correct? Arguments for: • the media convey the dominant capitalist ideology and so keep the population in a state of false consciousness; • the media are owned and controlled by the capitalist ruling class who want to keep their power and so use the media to prevent resistance and social change in society; • the media has been said to be an agency of the state – indoctrinating audiences into a conservative ideology; • Marxists believe people can be manipulated by the media, e.g. in times of war, propaganda, elections; • media supports capitalism and help to maintain it through the creation of false needs in the population – this is further supported through the huge advertising and consumer industry; • the media divert attention away from the important issues in society by the diet of trivia that the audience are given; • few alternative views are seen in the media which makes it difficult for marginalised groups to get their views across; • distortion and bias in the media leads to a dominant ideology which serves the interests of the ruling class; • Marxists believe only a narrow set of views are seen and heard in the media because ownership is so traditional, e.g. white, male, middle aged and middle class; • Any other reasonable response. Arguments against: • the Marxist view has been criticised for making it seem like there is a conspiracy by a small group of rulers/owners to control everybody else; 15 Candidates should focus on the Marxist view of the media that emphasises how the media help the ruling class to retain their position and control over society. This can then be evaluated with criticisms specifically on the Marxist perspective as well as alternative views of the media such as pluralism and postmodernism. Question Answer Marks Guidance 4(e) • postmodernists believe that in the new media world traditional ownership has declined so giving the audience far more control over media content, e.g. through user-generated content, citizen journalism; • postmodernists believe that the media today is interactive and often created by the audience which means that alternative and niche views do have a place and can be accessed easily; • pluralists believe that rather than being a platform for ruling class ideologies, the media can only reflect and respond to the audience; • pluralists see the media as being very diverse and so reflecting a wide variety of different views and opinions, allowing the audience to choose what they wish to consume; • pluralists believe that the media is based on competition which means that standards are always rising and content changing as the media needs to constantly attract and appeal to the audience; • pluralists believe that as the media industry is a business it is shareholders rather than media moguls and owners who have the ultimate power; • government controls exist that prevent the media from telling lies and so reduces the potential for the ruling class to create a dominant ideology, e.g. the law of libel; • the media do expose elite groups and individuals in society, e.g. tax evasion, fraud cases – this challenges the Marxist view; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Question Answer Marks Guidance 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response, but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2020

1 With the changing roles of women in society, demographic factors such as the fertility rate have changed. This has affected family roles, expectations and family life. Sociologists have very different views about the functions of the family, for example functionalists being more positive than feminists. (a) What is meant by the term ‘fertility rate’? [2] (b) Describe two types of conjugal roles. [4] (c) Explain how families changed during industrialisation. [6] (d) Explain why so many alternatives to the family have developed in modern industrial societies. [8] (e) To what extent are feminist views of the family correct? [15]

35 marks

Mark scheme: 1(a) What is meant by the term ‘fertility rate’? One mark for partial definition, e.g. number of births. Two marks for clear definition, e.g. the number of live births per 1000 women of child-bearing age in the population. 1(b) Describe two types of conjugal roles. Possible answers: • traditional conjugal roles – segregated roles assumed to be normal and natural in the traditional nuclear family; • segregated conjugal roles – the husband and wife perform very different family roles, e.g. female housewife and male breadwinner; • joint conjugal roles – husband and wife carry out many tasks and activities together so there is no clear division between them (integrated conjugal roles); • maternal roles – the woman is presumed to be the best suited to the nurturing, caring mother role (expressive role); • paternal roles – man as family disciplinarian and authority figure, playing the breadwinner role (instrumental role); • new maternal role – woman as breadwinner, single mother etc.; • new paternal role – househusband, new man etc.; • reversed conjugal roles – male househusband, female breadwinner; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Candidates will describe two different types of conjugal roles. Conjugal roles = the roles taken by husband and wife within the family based on the domestic division of labour. Only roles of husband and/or wife are creditable – roles of children, grandparents, etc. are not. Question Answer Marks Guidance 1(c) Explain how families changed during industrialisation. Possible answers: • extended families were seen to fit the needs of pre-industrial societies whereas nuclear families were a better fit during industrialisation Parsons, the ‘fit thesis’; • in industrialisation institutions other than the family emerged who would take over many of the functions previously performed by families, e.g. healthcare and childcare. This meant the extended family was no longer needed; • industrial economies required workers who would move to wherever the work was available – they needed to be geographically mobile. This was much easier for a small nuclear family than a large extended family; • grandparents – family networks and wider kin may be involved in supporting the family in terms of childcare due to the rising trend for dual-worker families; • urbanisation accompanied industrialisation and saw a large movement of families out of rural areas to the cities. This corresponded with the decline in agricultural work; • industrialisation changed family roles, e.g. it created the segregated roles of the breadwinner and the housewife, childhood through children going to school; • dual worker families – this trend has occurred because of rising living costs in the city and has resulted in a more flexible family structure, e.g. men helping out more at home etc.; • any other reasonable response. 6 Industrialisation – the process in history when societies changed from being mainly rural and agriculture based, to being urban with more people working in industry. Candidates should show an understanding of how industrialisation has affected families. Urbanisation may also be discussed here. This is fine to credit. Question Answer Marks Guidance 1(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. Question Answer Marks Guidance 1(d) Explain why so many alternatives to the family have developed in modern industrial societies. Possible answers: • one person households – these are an alternative to family life due to increased life expectancy leaving many elderly people as widowers living alone; • feminists believe many women today are choosing to live alone so that they can pursue a career – another alternative to family life; • after divorce or separation, it is typically the woman who remains in the family home with any dependent children. The man moves out and lives alone, so creating an alternative to the family; • due to the high cost of living it has become normal for groups of friends/students to live together in a non-family household. Whilst this is normally a temporary arrangement, it is growing in popularity into middle adulthood too; • communes offer people the possibility of living with like-minded individuals sharing similar norms and values who can live collectively. This allows for mutual support and assistance which may be an attractive alternative to the family; • with the demands of employment meaning many people are time poor and unable to be carers within the family, institutions such as care homes and assisted living have become popular alternatives to the family for many people; • secularisation – the decline in religion in many societies means that divorce has become more accessible as well as there being less family pressure to ‘start a family’. This means family ties and expectations are seen to be less important and less relevant meaning individuals can choose to live in a way that best suits them; • global world/geographical mobility – travel and contracts abroad are now commonplace and for many this makes family life very difficult to commit to; • any other reasonable response. 8 The question is about ‘alternatives to the family’ – newer, more modern types of family are not therefore creditable. Question Answer Marks Guidance 1(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. Question Answer Marks Guidance 1(e) To what extent are feminist views of the family correct? Arguments for: • Dobash and Dobash show in their research that women are frequently the victims of domestic abuse by a male partner; • studies on housework show that, regardless of whether they have paid employment, women perform the majority of the domestic tasks; • in forced and/or child marriages it is females who are the victims; • studies show that despite equality legislation, females are still exploited and given a lesser role in society – this is thought to also be evident in the institution of the family where men still make the more important decisions; • women typically perform a dual burden/triple shift – meaning they are the ones to do paid work, housework and emotional work; • radical feminists see the family as an exploitative institution and instead advocate separatism and political lesbianism by choice; • Oakley’s work on differential gender socialisation shows that girls and boys learn different gender roles within the family; • feminists describe the nuclear family as patriarchal – it benefits men more than women; • it is typically women who are left to raise the children after a divorce or separation, this can often lead to poverty and hardship; • for the pivot generation it is typically women who find themselves as dual carers – for their own dependent children as well as for their elderly relatives; • ideas about women being best at performing the expressive family role and men the instrumental family role still persist. For example, these are frequently seen in the media’s cereal packet image of the family; • any other reasonable response. 15 Candidates should show an awareness of the various ways that the feminist view of the family could be said to be correct. They are likely to look at family roles, the dark side of the family and family types in their response. Other explanations may then be used in evaluation. Alternatively, evaluation may consist of criticisms of the feminist views of the family. Question Answer Marks Guidance 1(e) Arguments against: • functionalists believe that the instrumental and expressive gender roles are not examples of patriarchy, but of the roles that best suit men and women; • Willmott and Young’s study (functionalism) shows that symmetrical joint conjugal roles are now the norm in many families. This goes against the feminist view of the family; • there are now many examples of domestic abuse in families where the perpetrator is a female which goes against the feminist view of the family; • despite feminist calls for political lesbianism, most women still choose to be part of a family, implying it cannot be a negative experience for them; • equal rights legislation and changing norms and values have altered society’s perception of what is meant by gender roles, allowing both males and females to have more choice in the role in the family that they play, e.g. female breadwinner and male househusband; • many of the families that the feminists criticise as being patriarchal are actually reflective of particular cultural practices and do not necessarily indicate female exploitation or oppression, e.g. South Asian extended families or arranged marriages; • many women today are choosing to live as single women or as single parents or as a same sex couple – this does not imply that their experiences of family life are negative; • Marxists believe it is not gender roles in a family that are important, but social class – they believe female domination in the family is due to working class men being exploited by capitalism – as ‘wage slaves’ who take their stresses out on their wives at home; • functionalism – this theory believes that the ‘ideal family type’ is nuclear where males and females play the traditional instrumental and expressive roles – this allows the family to function effectively; • any other reasonable response. Question Answer Marks Guidance 1(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Question Answer Marks Guidance 1(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response, but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2020

4 The media today can be split into two types, traditional and new media. Both can have positive and negative effects on the audience. Content and censorship are often different depending on which type of media is being discussed and who the media gatekeeper is. Despite this, stereotypical representations of some social groups exist in all types of media. (a) What is meant by the term ‘new media’? [2] (b) Describe two stereotypical representations of men in the media today. [4] (c) Explain how postmodernists view new media. [6] (d) Explain why the media can have a negative effect on children. [8] (e) To what extent do media gatekeepers control the content of the media? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘new media’? One mark for partial definition, e.g. the internet. Two marks for clear definition, e.g. digital technologies/platforms involving greater interactivity. 2 4(b) Describe two stereotypical representations of men in the media today. Possible answers: • the provider – men are shown to be the breadwinner; • the protector/hero – men are shown to protect women and children; • physical strength – men are shown to be the stronger sex; • the criminal – men are shown in this law breaking role; • the hegemonic male – an extreme form of what traditional men are meant to be like; • new stereotypes of the ‘new man’ – mixing fatherhood with paid employment; • new stereotype of the metrosexual man, e.g. fashion, style, city based; 4 Question Answer Marks Guidance 4(b) • the homosexual man – effeminate, fashion conscious etc.; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how postmodernists view new media. Possible answers: • they believe that new media is more interactive than ever before – a two-way process; • new media is harder for Governments/corporations to control than ever before meaning there are fewer possibilities for a dominant ideology to be conveyed; • new media is global – in terms of ownership, content and audience; • postmodernists believe that diversification is made more significant with new media as companies expand into several different areas of the media industry rather than specialising in just one; • convergence – postmodernists believe this has gained significance with new media as technologies become multi-functional, e.g. someone can email, text, access social media, watch videos, all from a mobile phone; • social media has grown hugely in popularity and significance, being a core influence upon social identity, particularly for young people; • new media is characterised by diversity meaning the old ways of doing things have disappeared offering the audience more choice in what they consume and the devices that they choose to use for this; • postmodernists believe new media sees the audience as being at the very core of it – as prosumers and citizen journalists, producing new media content; 6 Candidates need to show an understanding of different ways that postmodernists view new media. Examples from an international, national or local context may be included, these should be credited accordingly if used correctly. Question Answer Marks Guidance 4(c) • postmodernists believe new media allows for more specialist and niche programming to be made and consumed, not just mass appeal material; • postmodernists see new media as internet based and thus it operates on multiple platforms, unlike traditional media; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. Question Answer Marks Guidance 4(d) Explain why the media can have a negative effect on children. Possible answers: • copycat negative behaviour – children may copy what they see/hear in the media, e.g. violence, swearing; • desensitised to violence in real life – this means they no longer feel shocked or negatively about real life violence; • hypodermic needle model – the media has an immediate and direct effect on the audience meaning children are very vulnerable to any negative effects (Bandura); • body image – the media sets the agenda for what is considered as normal, it has been heavily criticised for leading to health problems such as anorexia, e.g. the size zero debate; • new media is very difficult to control meaning that traditional protectors for children such as the TV watershed and age certificates no longer control what children can and cannot consume; • internet streaming means that media content is available on many different platforms so that parents do not know what children are engaging with. Many are watching adult content that is thought to be unsuitable for children; • the rise of social media sites and the increase in ownership of devices such as smartphones and laptops means that children often access unsuitable media content for hours on their own every day; • new media has been accused of making child grooming and exploitation far easier through the use of the internet; • Neil Postman – ‘loss of innocence and the disappearance of childhood‘ – the media is highly sexualised and allows children access to adult materials and lifestyles that can have negative effects on children; • advertising is everywhere and this can be seen to be negative for children as it leads them to believe that consumer items are necessary to be happy; • the rise of new media and social networking could lead to cyberbullying and peer pressure; 8 Candidates may consider the varying ways that the media can be said to have a negative effect on children. This can be through content or usage. These may be linked with relevant theories and perspectives, but this is not a necessity. Question Answer Marks Guidance 4(d) • video game culture – some children may spend so much of their time playing video games that they become uninterested in schoolwork and/or socially isolated; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. Question Answer Marks Guidance 4(e) To what extent do media gatekeepers control the content of the media? Arguments for: • editors select which stories make the media and which do not; • owners determine the accepted ideologies and stance of the media company/product, e.g. politically; • huge media conglomerates like Disney control today’s media content in a search for profits through entertainment and merchandise; • journalists decide upon the slant and biases that a story in the media will take; • gatekeepers are influenced by expected news values/the idea of newsworthiness which will determine which stories make the news and which do not; • gatekeepers determine agenda setting as they decide which stories will be talked about and which will be sidelined; • the government act as gatekeepers through legal acts such as the official secrets act, so determining what is allowed to be broadcast and what is not; • censors act as gatekeepers as they allow some things into the media and ban other things; • new media – e.g. Twitter and Facebook – content is monitored constantly and things that infringe guidelines are removed; • any other reasonable response. Arguments against: • the internet and new media is less regulated meaning that media gatekeepers can no longer control the content of the media; • advertising companies rather than media gatekeepers control the content of the media as the media today is a commercial enterprise that must appeal to the demands of advertising in order to be successful; 15 Candidates should discuss how media gatekeepers can control the content of the media. They could also, in evaluation, consider how possible this really is in the new media world as well as looking at other possible sources of control over media content other than the gatekeepers. Gatekeeper – the ability of individuals to control access to and content of the media for the audience. Question Answer Marks Guidance 4(e) • the audience create their own media today through citizen journalism and uploading content to sites such as YouTube; • audience interactivity means that the power of media gatekeepers is no longer very influential as an active discussion can take place on what has been presented which is audience driven; • social media is largely unregulated and content is largely audience driven, meaning that media gatekeepers do not control the content; • immediacy of the media today means that media gatekeepers are unlikely to be able to control media content as it is ‘out there’ and spread virally so quickly; • vloggers/Youtubers operating within new media control media content today, not the media gatekeepers – they are so influential in determining what young people are talking and thinking about; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Question Answer Marks Guidance 4(e) Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response, but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2020

1 Family life is constantly changing due to reasons such as the ageing population, secularisation and the diverse roles of men and women. Some people are choosing not to get married or live in a family at all, preferring alternatives instead. For some individuals this may be due to the dark side of family life. (a) What is meant by the term ‘secularisation’? [2] (b) Describe two examples of the dark side of family life. [4] (c) Explain how females are gaining more power in the family. [6] (d) Explain why an ageing population is likely to affect family life. [8] (e) To what extent is marriage threatened by alternatives to the family? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘secularisation’? 2 One mark for partial definition, e.g. less religious. Two marks for clear definition, e.g. where religion has become less important in the lives of many people in society. 1(b) Describe two examples of the dark side of family life. 4 Candidates will be expected to describe two examples of the dark side of family life. Possible answers: • arguments and conflict ,– may lead to a stressful and tense family life, e.g. divorce; • domestic violence – violence within the family, can be physical, emotional or in the form of control, e.g. Dobash and Dobash • sexual abuse – women and children may be the victims of sexual abuse within the family; • child abuse and neglect – when family life is dangerous and exploitative for children, e.g. living with a drug addicted parent; • elder abuse – when the elderly members of the family suffer at the hands of other family members, e.g. physical violence, neglect; • triple burden – feminists believe family life is negative for females due to the responsibilities and expectations placed upon her (paid work, housework and emotional care); • inadequate socialisation may lead to a dysfunctional family life as correct norms and values are not learnt (New Right – Murray); • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how females are gaining more power in the family. 6 Candidates should discuss how females are gaining more power in the family. Possible answers: • feminists encourage women to challenge patriarchal ideologies in families and thus to be more powerful, e.g. more equality; • single parent families are increasing in numbers and these are typically headed by females, meaning they have the power in the family; • the rise of symmetrical families (Willmott and Young) means that both women and men have an equal share in running the home (shared power); • the rise of working women means that females are no longer reliant on their husband’s/partner’s wages thus increasing their power in the home in terms of decision making, etc; • high earning women are challenging functionalist views of the natural female-expressive and male-instrumental gender roles and thus increasing their power and status; 1(c) • the increasing availability of contraception means that females can control the amount of children they have and when they have them thus giving them more power in the family; • lesbian same-sex families remove any kind of patriarchal control and so increase female power in the family; • changing legislation such as equal opportunities, sex discrimination, equal pay, free/subsidised childcare ,etc. means females are no longer seen to be subservient to males; • girls are not as subjected to gender role socialisation as previously and thus are encouraged to obtain power in society; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why an ageing population is likely to affect family life. 8 Candidates should discuss why an ageing population is affecting family life. Possible answers: • grandparents are living longer and so are able to be an active part of family life for longer, e.g. providing emotional support for their children and grand-children; • grandparents may financially support and assist their children; • grandparents may perform vital childcare for free that otherwise parents could not afford; • living longer may mean that elderly parents are a greater burden for adult children, particularly women, who may then suffer financially and emotionally; • the state – as the state has to use resources to support elderly people, e.g. pensions, this leaves less available for children and others in families; • due to increased geographical mobility in society, elderly people may not live near their family’s meaning they may suffer from loneliness and isolation; 1(d) • there may be a return to extended families in order to allow multiple generations of family members to live together and support one another; • pivot/sandwich generation – an ageing population may mean the stresses of elderly care must sit alongside childcare for many families, particularly women; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is marriage threatened by alternatives to the family? 15 Candidates should discuss the ways marriage may be threatened by alternatives to the family. Possible answers: FOR • singlehood is a lifestyle of choice for many people today which does not include the idea of getting married, e.g. career women; • singlehood can sometimes occur, e.g. divorced men who then live alone – this alternative to the family is now more commonplace and therefore may threaten marriage; • communes are a lifestyle choice for many people who wish to live communally, perhaps based on religious or political beliefs. This style of living does not incorporate marriage; • in many examples of communal living biological bonds between adults and children are considered to be irrelevant meaning there is no need for marriage; 1(e) • friends have become increasingly important to individuals and are thought by many to perform functions that were once done by the family meaning that we are seeing changing views about the need to get married and have a family; • friends are increasingly making large commitments together, e.g. buying a house , that were once reserved for married couples – this may negate the need for marriage; • in some traditional tribal societies, e.g. the Nayar, individuals do not live as families and thus there is no need for marriage; • feminists have demonised marriage as a patriarchal institution which may put many women off having a traditional married life; • the loss of family functions means that the state (alternative to the family) often plays a large role in family life today which may decrease the need for individuals to get married; • in many countries and religions same sex marriages and families are not permitted, homosexuality may therefore threaten the institution of marriage; • other reasonable response. AGAINST • it may be secularisation that is threatening the institution of marriage, not alternatives to the family; • changing norms, values and expectations may mean that people do not believe marriage is a useful partnership for them anymore; • high divorce rates and high costs of marriage may be putting people off from getting married, not alternatives to the family; • in many religions and cultures marriage is still highly valued and very popular, e.g. South Asian communities; • marriage is evolving as societies change and this will ensure it remains an important institution, e.g. allowing homosexual people to marry in many countries today, allowing people to have civil rather than religious services • serial monogamy – getting married and then divorced and then married again clearly shows that marriage as an institution is thought to be important; • remarriage rates are high, indicating that the institution of marriage is not under threat; • marriage is still promoted through the media as the most acceptable lifestyle, e.g. romanticism in Disney movies; • alternatives to family life such as communes, singlehood and living with friends may just be a stage in a person’s life, not a lifelong decision, therefore it is unlikely to threaten marriage; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. 1(e) Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer can not score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 May/June 2021

3 According to official crime statistics there are clear patterns and trends in the types of crime committed and in offending rates. Many sociologists believe that material deprivation explains why crime occurs, others argue that stigma is a better explanation. However, functionalists do not agree and would look at other factors instead. (a) What is meant by the term ‘stigma’? [2] (b) Describe two examples of rehabilitation used to reduce crime. [4] (c) Explain how material deprivation may lead to crime. [6] (d) Explain why functionalists believe there is crime in society. [8] (e) To what extent are the official crime statistics accurate? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘stigma’? 2 One mark for partial definition, e.g. a bad label. Two marks for clear definition, e.g. a label that changes the labelled person’s positive self-image into a negative one. 3(b) Describe two examples of rehabilitation used to reduce crime. 4 Candidates will be expected to describe two examples of rehabilitation used to reduce crime. Possible answers: • restorative justice – the offender and victim meet allowing the offender to see the consequences of his/her crime and to apologise for it; • work and employment – criminals may be given access to work experience and placements in order that on release from prison they are ‘work ready’; • training schemes – vocational education, practical skills training and access to jobs may be provided to prisoners in order to equip them to work once released from prison; • education – prisoners may be able to access educational programmes in prison that allows them to focus on something positive and thus improve their work opportunities on release; • treatment programmes/rehab centres – medical and psychological intervention may be provided in order to treat addictions and criminal behaviour e.g. violence; • community service – giving back to the community and putting the crime committed ‘right’ is used as a way of making criminals see the error of their ways; • mentoring – positive role models may be assigned to criminals either in prison or in the outside world in order to show them a better, non- offending lifestyle; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how material deprivation may lead to crime. 6 Candidates should discuss how material deprivation may lead to crime. Possible answers: • the lower classes do not have as much wealth and income as the higher classes and so may turn to crime to buy the goods they want; • poverty – in countries without welfare benefits some people may have no choice but to turn to crime to survive; • unemployment – those without a job may struggle to survive, even if welfare benefits are available, therefore may turn to crime e.g. shoplifting, robbery; • material deprivation may cause some people to join criminal gangs in order to make money e.g. drug dealing, human trafficking etc.; • consumer society – Marxists believe we are pressured to buy consumer goods through advertising and the media culture – if you can’t afford to buy them then this might result in crime; • status frustration – Cohen – young people in particular may be frustrated by their inability to afford consumer goods due to material deprivation and thus may turn to crime instead; • Marxism – there may be a sense amongst the lower classes that society is unfair and unjust and thus that crime is legitimised in order to combat material deprivation; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why functionalists believe there is crime in society. 8 Candidates should discuss the reasons why functionalists believe there is crime in society. Different types of crimes may be discussed in candidate’s answers. Possible answers: • a limited amount of crime in society is seen as socially necessary, beneficial and inevitable; • value consensus – laws make it clear where the boundaries of unacceptable and acceptable behaviour lie and crime helps to reinforce this to individuals in society; • social change – crime is a useful tool for measuring the need for changes to be made in society e.g. rioting and social inequalities; • Merton’s strain theory – everyone strives for success but not everyone can achieve this, causing a societal strain which can often result in crime being committed; • Cohen – status frustration – young working class males in particular may feel frustrated by the disadvantages and inequalities they face in society and so become criminal; • New Right, Murray – inadequate socialisation in non-nuclear families contributes to a rise in crime e.g. the underclass; • Cloward and Ohlin – access to the illegitimate opportunity structure allows individuals in certain deprived areas to climb the ‘crime career ladder’; • Miller – focal concerns – the values of the working class are not dis- similar to those of criminals therefore it is unsurprising that lower class individuals commit crime e.g. violence, assault; • Job creation – functionalists believe that crime creates jobs (police, prisons, courts etc) – this is economically functional for society; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 3(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent are the official crime statistics accurate? 15 Candidates should consider the ways in which the official crime statistics are accurate. In evaluation, the reasons why they may not be accurate should be discussed. This may be generically or candidates may choose to focus on specific social groups e.g. women, older people, middle class etc. Possible answers: FOR • the official crime statistics are used by the Government to present a picture of crime and to decide policy, this makes them credible; • official statistics of crime are based on police/court/prison records – these are all formal agents based upon evidence, arrests and convictions and thus are accurate; • official statistics present an up-to-date picture of crime, typically released annually by departments such as the Home Office, thus making them accurate; • the quantitative data found in statistics means that they can be used to see accurate patterns and trends in crime and offenders as well as to make comparisons e.g. over time or between different social groups; • positivists believe that the official crime statistics present an accurate, scientific, reliable picture of crime; • because the crime statistics show a national picture of crime they can be seen to be both representative and generalisable, meaning that the picture produced is more accurate; • other reasonable response. 3(e) AGAINST • many crimes do not appear in the official crime statistics – they are seen to be the ‘tip of the iceberg’ as they do not reflect the dark figure of crime. Therefore interactionists see them as a social construction; • criminal acts that are not recognised as crimes never make it into the official statistics e.g. a lot of cyber-crimes – this reduces their accuracy; • a lot of crimes committed are never reported to the police e.g. victims of sexual crimes, crimes involving gangs or family members etc – how then can the crime statistics be accurate?; • many crimes that are reported to the police are not recorded by them as crimes e.g. there is not perceived to be enough evidence to proceed, it’s a domestic matter etc. – this means the crime statistics cannot be accurate; • official statistics merely show a national average picture of crime, they do not show the accurate picture in specific areas or communities – something that the Left realist local victim surveys have tried to address; • victim surveys ask a sample of people what crimes they have been a victim of and can therefore reveal some of the dark figure of unreported crime which challenge the official picture e.g. the CSEW/BCS showed that young working class males are most likely to be victims of crime – this shows how the crime statistics are not accurate; • self-report studies are confidential surveys asking about criminal acts committed – this anonymity is likely to encourage people to reveal crimes that do not appear in the statistics so producing a more accurate picture; • Marxism – the official statistics hugely under-estimate the amount of white-collar and corporate crime, being a tool of the ruling class therefore they are not accurate; • feminism – the official statistics hugely under-estimate the amount of sexual crimes and domestic abuse of women – local feminist victim surveys have shown just how much of an issue this really is and have demonstrated that the crime statistics are not accurate; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 3(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2021

1 Family life is constantly changing due to reasons such as the ageing population, secularisation and the diverse roles of men and women. Some people are choosing not to get married or live in a family at all, preferring alternatives instead. For some individuals this may be due to the dark side of family life. (a) What is meant by the term ‘secularisation’? [2] (b) Describe two examples of the dark side of family life. [4] (c) Explain how females are gaining more power in the family. [6] (d) Explain why an ageing population is likely to affect family life. [8] (e) To what extent is marriage threatened by alternatives to the family? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘secularisation’? 2 One mark for partial definition, e.g. less religious. Two marks for clear definition, e.g. where religion has become less important in the lives of many people in society. 1(b) Describe two examples of the dark side of family life. 4 Candidates will be expected to describe two examples of the dark side of family life. Possible answers: • arguments and conflict ,– may lead to a stressful and tense family life, e.g. divorce; • domestic violence – violence within the family, can be physical, emotional or in the form of control, e.g. Dobash and Dobash • sexual abuse – women and children may be the victims of sexual abuse within the family; • child abuse and neglect – when family life is dangerous and exploitative for children, e.g. living with a drug addicted parent; • elder abuse – when the elderly members of the family suffer at the hands of other family members, e.g. physical violence, neglect; • triple burden – feminists believe family life is negative for females due to the responsibilities and expectations placed upon her (paid work, housework and emotional care); • inadequate socialisation may lead to a dysfunctional family life as correct norms and values are not learnt (New Right – Murray); • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how females are gaining more power in the family. 6 Candidates should discuss how females are gaining more power in the family. Possible answers: • feminists encourage women to challenge patriarchal ideologies in families and thus to be more powerful, e.g. more equality; • single parent families are increasing in numbers and these are typically headed by females, meaning they have the power in the family; • the rise of symmetrical families (Willmott and Young) means that both women and men have an equal share in running the home (shared power); • the rise of working women means that females are no longer reliant on their husband’s/partner’s wages thus increasing their power in the home in terms of decision making, etc; • high earning women are challenging functionalist views of the natural female-expressive and male-instrumental gender roles and thus increasing their power and status; 1(c) • the increasing availability of contraception means that females can control the amount of children they have and when they have them thus giving them more power in the family; • lesbian same-sex families remove any kind of patriarchal control and so increase female power in the family; • changing legislation such as equal opportunities, sex discrimination, equal pay, free/subsidised childcare ,etc. means females are no longer seen to be subservient to males; • girls are not as subjected to gender role socialisation as previously and thus are encouraged to obtain power in society; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why an ageing population is likely to affect family life. 8 Candidates should discuss why an ageing population is affecting family life. Possible answers: • grandparents are living longer and so are able to be an active part of family life for longer, e.g. providing emotional support for their children and grand-children; • grandparents may financially support and assist their children; • grandparents may perform vital childcare for free that otherwise parents could not afford; • living longer may mean that elderly parents are a greater burden for adult children, particularly women, who may then suffer financially and emotionally; • the state – as the state has to use resources to support elderly people, e.g. pensions, this leaves less available for children and others in families; • due to increased geographical mobility in society, elderly people may not live near their family’s meaning they may suffer from loneliness and isolation; 1(d) • there may be a return to extended families in order to allow multiple generations of family members to live together and support one another; • pivot/sandwich generation – an ageing population may mean the stresses of elderly care must sit alongside childcare for many families, particularly women; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is marriage threatened by alternatives to the family? 15 Candidates should discuss the ways marriage may be threatened by alternatives to the family. Possible answers: FOR • singlehood is a lifestyle of choice for many people today which does not include the idea of getting married, e.g. career women; • singlehood can sometimes occur, e.g. divorced men who then live alone – this alternative to the family is now more commonplace and therefore may threaten marriage; • communes are a lifestyle choice for many people who wish to live communally, perhaps based on religious or political beliefs. This style of living does not incorporate marriage; • in many examples of communal living biological bonds between adults and children are considered to be irrelevant meaning there is no need for marriage; 1(e) • friends have become increasingly important to individuals and are thought by many to perform functions that were once done by the family meaning that we are seeing changing views about the need to get married and have a family; • friends are increasingly making large commitments together, e.g. buying a house , that were once reserved for married couples – this may negate the need for marriage; • in some traditional tribal societies, e.g. the Nayar, individuals do not live as families and thus there is no need for marriage; • feminists have demonised marriage as a patriarchal institution which may put many women off having a traditional married life; • the loss of family functions means that the state (alternative to the family) often plays a large role in family life today which may decrease the need for individuals to get married; • in many countries and religions same sex marriages and families are not permitted, homosexuality may therefore threaten the institution of marriage; • other reasonable response. AGAINST • it may be secularisation that is threatening the institution of marriage, not alternatives to the family; • changing norms, values and expectations may mean that people do not believe marriage is a useful partnership for them anymore; • high divorce rates and high costs of marriage may be putting people off from getting married, not alternatives to the family; • in many religions and cultures marriage is still highly valued and very popular, e.g. South Asian communities; • marriage is evolving as societies change and this will ensure it remains an important institution, e.g. allowing homosexual people to marry in many countries today, allowing people to have civil rather than religious services • serial monogamy – getting married and then divorced and then married again clearly shows that marriage as an institution is thought to be important; • remarriage rates are high, indicating that the institution of marriage is not under threat; • marriage is still promoted through the media as the most acceptable lifestyle, e.g. romanticism in Disney movies; • alternatives to family life such as communes, singlehood and living with friends may just be a stage in a person’s life, not a lifelong decision, therefore it is unlikely to threaten marriage; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. 1(e) Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer can not score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2021

4 Societies and cultures are changing rapidly and it is in the media that the biggest changes are occurring. New media is very different to traditional media. New media is believed to be interactive and free from control and bias. However, all media including the internet, broadcasting and the film industry provides the audience with information and entertainment. The media also socialises and educates individuals. (a) What is meant by the term ‘broadcasting’? [2] (b) Describe two ways young people are living in a media culture. [4] (c) Explain how new media is interactive. [6] (d) Explain why the media is an important agency of socialisation. [8] (e) To what extent is the media free from control and bias? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘broadcasting’? 2 One mark for partial definition, e.g. TV and radio. Two marks for clear definition, e.g. transmitting radio or TV to large audiences. 4(b) Describe two ways young people are living in a media culture. 4 Candidates will be expected to describe two ways young people are living in a media culture. This may be demonstrated through examples. Possible answers: • time – young people spend more time interacting with and using the media than any other age group; • interactivity – new media immerses young people into a way of life where online communication and relationships become the norm; • social media – most young people take part in social media, sharing stories, photos, videos, etc., virtual communities are part of most young people’s lives; • digital natives – young people have been brought up to see new, digital media as the norm therefore it forms a part of their everyday norms and values; • postmodernism – these theorists claim that society is now so media saturated that a young person’s way of life is dominated by the media; • citizen journalism – the ability to film and share live news and events via the internet means that young people are continuously living in a media culture; 4(b) • cult of celebrity – celebrities, reality TV stars and sports people have become role models and ‘stars’ for young people who follow them on social media, subscribe to fan sites and engage with their websites, e.g. influencers; • postmodernism – hyper-reality = the media constructs for young people a world that they have no real life experience of, thus creating reality through a media culture; • advertising – the proliferation of advertising and marketing opportunities in all areas of life means that young people are now living in a media culture; • convergence – technology has developed to allow young people to access media across various different platforms from a wide variety of devices – a portable and instant media culture is formed; • pluralism – competition and choice = more media is available and targeted at young people than ever before; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how new media is interactive. 6 Candidate’s should consider the ways that today’s media allow for interactivity. Possible answers: • personalised media usage – e.g. having news on particular topics emailed directly to you; • create own media – write a blog, create a website, upload videos and/or photos, tweet (Twitter), etc. (user generated content); • online discussion – contribute to this via forums, social media and message boards and reply immediately to others; • role play and gaming – immersing yourself into a fantasy world and role playing a particular part, often competing against users in other countries and communicating with them through the medium/game; • instant voting on live TV for something or someone, e.g. a talent show winner, a point of view, a multi-choice quiz question; • citizen journalism – the audience can now create media material through uploading live footage; • youtube channels/Instagram/tiktok, etc. – allow members of the audience to create their own media output and interact with viewers or comment on other creators channels/posts/videos; • social media influencers and vloggers regularly interact with their fans and let them ‘into their virtual lives’, e.g. Zoella; • other reasonable response. 4(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why the media is an important agency of socialisation. 8 Candidates should discuss reasons why the media is an important agency of socialisation. They are likely to discuss processes such as imitation and/or specific examples and case studies. Possible answers: • Marxism – the media convey the dominant norms, values and ideology and so keep the population in a state of false consciousness; • postmodernism – the media saturated society and multiple platforms that now dominate the industry makes it easier than ever before for people to be influenced by the media; • feminism – believe messages and images in the media are patriarchal and that this becomes represented as normal – so teaching the audience to think of males and females in very different ways, e.g. stereotyping; • invisibility – by giving some social groups prominence in the media and invisibilising others, the media is highly influential in determining what the audience think of as ‘normal’/important; • male gaze – the media objectifies females for the pleasure of males – this legitimises the need for women to look a certain way in society in order to be seen as beautiful (Mulvey); • re-socialisation – the media can be an important agency of re- socialisation for some ethnic groups (Gillespie) helping to transmit and interpret society’s norms and values; • imitation – media theories such as the hypodermic model suggest that audiences copy what they see/hear in the media, particularly vulnerable groups such as children – copycat violence is one such example; • role models – members of the audience look up to people in the media and thus their ability to influence views and appearance are huge, e.g. the cult of celebrity, social media influencers; 4(d) • the media is said to be an important form of political socialisation – presenting the ‘status quo’ as normal and either omitting or ridiculing more radical and alternative viewpoints (Glasgow University Media Group); • the media is a secondary agency of socialisation and is thus important (along with the other agents) in reinforcing cultural norms and values; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is the media free from control and bias? 15 Candidates are likely to debate traditional media against new media, although this is not prescriptive. All valid answers and examples should be credited. It is likely that issues of content, control and ownership will be considered. Possible answers: FOR • pluralism – the media simply reflects and responds to its audience therefore it is free from control and bias; • narrowcasting – today’s digital media is able to cater for niche, specialist audiences and alternative viewpoints as well as the more traditional mass appeal broadcasting content therefore it is not biased, there is something for everyone; • ownership – the media is made up of both large corporations and independent companies therefore cannot be accused of bias; • citizen journalism – the public are now uploading media items themselves as they happen, e.g. news stories to the internet – this means today’s media is free from control and bias; • cost – the internet has meant that former issues of cost that prevented many groups from being able to create content has now been removed, so making the media free from control and bias; • access – the internet and the web mean that the media is now global, we are being exposed to cultural diversity on a regular basis so seeing different world perspectives – this makes the media free from control and bias; • muted voices – new media has given a voice and a space to those minority/powerless groups that previously found it hard to be part of the media, e.g. ethnic minorities, women, the disabled, demonstrating how the media is now free from control and bias; • hashtag campaigns – have allowed groups who feel an injustice or sense of discrimination to use the internet to connect with many others and to spread their message globally, e.g. #metoo – this demonstrates how the media is free from control and bias; • audience as producer – the audience and producer divide is no longer clear as audiences can create media, e.g. websites, upload material (prosumers) meaning there is little control and media is not biased; • digital media – this is ever-changing and global and thus is impossible to control; • due impartiality – many broadcasters are bound by codes of conduct that prevent them from being biased, e.g. the BBC/C4; • postmodernism – they believe the media today is a diverse institution with no ‘top down’ hierarchy – this means that the media cannot be controlled or used for propaganda or convey a dominant ideology; • other reasonable response. 4(e) AGAINST • media conglomerates increasingly dominate the ownership of the media and are increasing their powers further through diversification; • new media may be more free from control and bias but this is not the case for traditional media which is still highly regulated; • news values – these still determine the types of stories that typically make the news, resulting in homogenous and stereotypical content that is often biased, e.g. moral panics; • digital divide – based on factors such as money, location and age – mean that certain audience groups are not able to readily access and/or produce media content therefore for many people the media is as controlled and biased as it has ever been; • state control – regulatory bodies such as the BBFC and PEGI determine what can and cannot be included in media content, so controlling media; • censorship – this can be done by either private bodies or governments in order to control the content and distribution of media content which often results in biased output; • media gatekeepers – these are still typically male, middle class, white and middle aged – so reducing the diversity of content and opinion available in the media meaning that biased content remains the norm; • radical viewpoints – these are typically not easily available in the media with most content following the dominant ideology which is heavily controlled and very biased (GUMG); • Marxists – they believe that the media is a tool of the ruling class used to control the minds of the proletariat through the normalisation of capitalism and conservative indoctrination (Miliband) in its biased content; • Marxism – alternative/radical views in the media are typically marginalised and/or invisibilised meaning that the media controls its biased content; • propaganda – this is still a feature of the media proving that control and bias are still inherent to the industry, e.g. preventing the government and its policies favourably; • other reasonable response. 4(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2021

1 The family has existed for a long time and as an institution has been through major changes, particularly during the period of industrialisation. Many sociologists believe that there has been a shift from traditional families to more diverse families. As societies have modernised, new family structures and types have emerged. Also, family functions and the roles of family members have changed. (a) What is meant by the term ‘industrialisation’? [2] (b) Describe two ways family functions have changed. [4] (c) Explain how the roles of children in the family have changed in modern industrial societies. [6] (d) Explain why family life is not the same for all individuals. [8] (e) To what extent have grandparents become essential to modern family life? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘industrialisation’? 2 One mark for partial definition, e.g. working in factories. Two marks for clear definition, e.g. the process in which societies changed from being mainly rural/agricultural to being urban with more people working in factories. 1(b) Describe two ways family functions have changed. 4 Possible answers: • reproduction – many women are now choosing to remain childless in modern industrial societies/Dual Income No Kids (DINK) families; • social control – agencies other than the family are now involved in the social control process e.g. education, the peer group, the media, the police etc.; • socialisation – this is not just carried out by the family; nurseries and the media are both important parts of primary socialisation in modern industrial societies; • care of children – the state now provides benefits to support the care of children and intervenes if this care is not deemed to be satisfactory e.g. social services; • health and wellbeing – hospitals and other medical/counselling services now look after the care of the ill, the elderly etc.; • status – this is now achieved by the individual in modern industrial societies through for example, education and work positions; • regulation of sexual behaviour – sex education is part of the curriculum at school in modern industrial societies and the notion of what is ‘socially approved’ and acceptable is fluid e.g. polygamous relationships may be accepted along with trans-sexuality etc.; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how the roles of children in the family have changed in 6 modern industrial societies. Possible answers: • wider societal legislation affects the roles of children within the family e.g. laws regarding education will determine whether children can work in paid employment and contribute financially to the family or not – this changes over time; • Aries says that in the past/traditional societies children were ‘mini adults’, working alongside adults and being treated in the same way therefore performing many of the family functions, this is no longer the case in modern industrial societies; • in the past families were typically much bigger than today with more children, meaning that there was a far less personalised experience of childhood and family life; • today’s modern/Western families are often described as ‘child- centred’ meaning that children are considered to be precious beings who must be nurtured and cared for – a big change from the past e.g. not allowed to smack your child; • UN Rights of Children includes the importance of listening to children – they are no longer ‘seen but not heard’, instead playing an active role in family life; • teenagers – in the past this stage in life didn’t exist whereas today in many families it is the time when children start to find their independence and take on responsibilities; • childhood today is seen as a period of innocence in which children are encouraged to play and have fun – their role in the family is thus very different to those of adults; • adult children – there is an increasing trend of adult children continuing to live with their parents e.g. boomerang families (over 50% of 18-34 year olds in Italy live with their parents) therefore their role is to contribute to both household tasks and financial obligations; • increasingly adult children are the primary care-givers for elderly relatives meaning that their role in the family is a very powerful and important one; • pester power – advertisers now market products directly at children who are consumers in their own right in modern industrial societies, changing their roles in the family; • pivot (sandwich) generation – working mothers in modern industrial societies may now find themselves having to care for both their own dependent children and elderly parents; • any other reasonable response. 1(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why family life is not the same for all individuals. 8 Possible answers: • social class – Willmott and Young found that symmetrical families were more common amongst middle class than working class; • men in professional jobs are seen to be more work centred and less family centred than males in working class jobs; • Afro-Caribbean families have higher rates of lone parent families, typically headed by females, than other ethnic groups; • South Asian families are more likely to have extended families than other ethnic groups; • how much income a family has is likely to affect family life in terms of where to live, size of house, affordability of activities etc.; • extended families – individuals living in extended families may experience less privacy, more contact with wider kin etc. than individuals living in other types of families; • traditional nuclear families – family life may be based around traditional segregated conjugal roles and notions of the ‘cereal packet’ family, making family life very different than in more progressive types of families (functionalism); • religion – family life may centre around religious commitments and expectations e.g. arranged marriages, prayer, family gatherings etc.; • same sex families may work differently to more traditional families in terms of the roles performed, socialisation and norms and values; • dysfunctional families are very different to other families and will affect how adults and children experience family life e.g. abuse, control, violence, tension etc. (The New Right, Murray); • any other reasonable response. 1(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent have grandparents become essential to modern 15 family life? Arguments for: • with an ageing population and increased life expectancy, grandparents are living longer and actively ageing meaning they can play a crucial part in family life in many different ways; • many grandparents perform childcare duties for families with increasing numbers of dual worker or single parents; • many grandparents pass on their advice and wisdom to their children and are seen as the matriarchs and patriarchs of the family, an essential part of the family unit; • financial assistance is given by many grandparents to their families particularly important with the rising costs of living; • grandparents may live with their children (part of an extended family) and so be a central part of family life e.g. South Asian families; • grandparents are seen to give extensive emotional and moral support, particularly with giving their daughters advice about motherhood and childcare which makes them essential (family functions); • grandparents can use new media to keep in touch with and support their wider kin despite not necessarily living close by which can make their role essential – modified extended families; 1(e) • with increasing numbers of single parent families in many societies, 15 grandparents are often seen to be essential as they are actively involved in the nurturing and childcare of the children; • with beanpole families becoming commonplace in many societies, grandparents may live with their grandchildren and children and be an essential part of the socialisation and social control process; • with dual worker parents and working women becoming the norm, grandparents are often essential in supporting the needs of parents and children through unpaid childcare; • grandparents can act as role models to their grandchildren and therefore have a very important role to play in family life; • any other reasonable response. Arguments against: • as women in modern industrial societies typically have children later in life or not at all, the need for grandparents to play an active role is diminishing, meaning they are not essential; • the rise of privatised nuclear families means that grandparents are unlikely to play a pivotal role in family life anymore meaning that they are not essential; • the state and its social institutions now perform many of the functions needed in a family if both parents are working – not the grandparents, they aren’t essential; • pensioner poverty in some societies means that it is unlikely for grandparents to be able to help out their families financially, so reducing their importance; • gender inequality – feminists would claim that the burden of care will fall more for the grandmother and therefore perpetuates gender inequalities; • increased retirement age/ageing population in many modern industrial societies means that it is unlikely that grandparents are in a position to help families out and support them as they are too busy with their own lives; • with rising divorce rates, an increase in reconstituted families and social changes such as industrialisation and urbanisation, many grandparents do not see their grandchildren regularly and thus do not play an important role in family life; • how important the role of grandparents is in family life depends upon the culture, individual context and society of the family in question – you can’t generalise; • the generation gap may mean that grandparents input to family life is not perceived to be important as they are seen to be ‘out of touch’ and therefore not essential e.g. the digital divide; • a large number of people will never marry and/or will never have children – declining birth rate etc. – therefore grandparents will not be essential to family life; • friendship groups are thought by some sociologists to be replacing the traditional family structure and so challenging traditional family functions meaning that grandparents may not be essential to family life any longer; 1(e) • postmodernism – family diversity today means that there is no longer a ‘typical’ family and so traditional rules and expectations are being challenged, this includes the role and purpose of grandparents; • the grey pound – grandparents in many modern industrial societies may be active consumers enjoying a leisure-based lifestyle meaning that they do not have the time to be an essential part of family life; • as life expectancy increases so does the possibility of grandparents being a burden to their families in terms of the care needed for them thereby meaning they are not essential to family life at all; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 1(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2021

4 Public funding is one of the ways the media is funded. The funding and regulation of the media affects media content and representations. Some sociologists believe representations can be stereotypical and damaging to social groups such as the elderly, minority ethnic groups and women. However, globalisation is changing the media. (a) What is meant by the term ‘public funding’? [2] (b) Describe two stereotypical media representations of the elderly. [4] (c) Explain how globalisation has affected the media. [6] (d) Explain why feminists criticise some media content. [8] (e) To what extent is media censorship effective? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘public funding’? 2 One mark for partial definition, e.g. the BBC. Two marks for clear definition, e.g. media costs are covered by payments from the government or other public body, often through taxes. 4(b) Describe two stereotypical media representations of the elderly. 4 Possible answers: • invisibility/under-representation – the elderly are noticeably absent from some areas of the media and are thus effectively made invisible e.g. few powerful elderly people seen on TV; • binary oppositions – the elderly are often represented as being the opposite to the young e.g. frail ‘vs’ strong; • a burden – the elderly are often represented as being a burden to others, unable to look after themselves; • vulnerable – the elderly are frequently seen as being frail and vulnerable, as victims or patients, for example; • grumpy – the grumpy old man stereotype is a common representation of elderly males; • unsexual – the elderly are typically represented as not wanting or participating in sexual activity; • unattractive – anti-ageing products dominate the beauty products on sale, conveying the message that to be old is to be unattractive, particularly for women; • wise – in some societies the elderly are considered to be highly intelligent and wise; • respected – in some cultures the elderly are awarded high status and respect from others in society; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how globalisation has affected the media. 6 Possible answers: • communication – this is now instant across the globe meaning unfolding news events can be watched as they happen; • ownership – global media are dominated by a small number of huge conglomerates e.g. Disney; • Westernisation – global media is dominated by the West meaning companies are based in western societies and spread mainly Western culture and ideologies; • audience – increasingly media products are made for global rather than national audiences and thus contain elements that will appeal on a global level (cultural homogeneity); • audience – increasingly audiences all around the world can access the same media through the internet e.g. global streaming services; • local cultural decline – global media means that local cultures may be in decline as western culture becomes the norm – resulting in a loss of local languages, traditions and customs; • non-western media – due to new media this may be able to reach western audiences on a global scale e.g. the rise of Bollywood and Nollywood, K-pop/Korean culture and Japanese anime/culture; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why feminists criticise some media content. 8 Possible answers: • gender stereotyping – feminists are concerned about the amount of this in the media and the effects it may have upon children’s gender identities and future gender roles; • binary opposition – males and females are typically shown to be opposites in the media which narrows the audience’s perceptions of what is normal for a male and a female in society e.g. female housewives, male breadwinners; • hegemonic masculinity – this is shown in the media as the norm for males therefore putting pressure on them to adopt this identity – it can often be sexist and has links to aggression towards women; • power – males are typically shown in powerful roles whilst women are passive/submissive to men – this reinforces patriarchy in society; • range of roles – women are shown in a very narrow range of roles in the media which may limit their aspirations and goals (Meehan); • female under-representation – women are under-represented in most areas of the media e.g. few female main characters or villains – this can affect female identity; • focus on physical appearance of women – the media continues to focus on the physical appearance of women and image manipulation is used to create unachievable and unrealistic representations e.g. on social media – these can be damaging for women in real life and have been linked to eating disorders, mental health etc.; • male gaze (Mulvey) – women continue to be sexualised and objectified in the media and are represented to appeal to men; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is media censorship effective? 15 Arguments for: • state control – if the state wants to control what is consumed by the audience then censorship is essential e.g. North Korea, China, Nazi Germany, propaganda etc. – this results in a one sided version of events that effectively controls output; • Marxism – if the ruling class are to maintain their powerful positions of privilege in society then censorship is both effective and necessary to prevent any challenges to the dominant ideology and status quo; • laws protecting the state – laws such as The UK Official Secrets Act are crucial to preserve state security and prevent the reporting of state secrets and to effectively protect the country’s security; • obscenity – the audience need to be protected from obscene material and thus censorship is effective at allowing some material and not others; • libel and slander laws – these are necessary to protect individuals from unfounded and unproven allegations by the media and are effective because they legally protect individuals from unfounded allegations; • prejudice and discrimination – laws are in place to prevent the unfair treatment of minority groups in the media showing that censorship is effective at reducing media sexism, racism, ageism etc.; • certification systems – found in the film and the gaming industries are effective in ensuring that only age-appropriate material is seen by specific age groups; • the TV watershed – this is effective in ensuring the suitability of material being viewed for the age of the audience, allowing parents to regulate what children can and can’t watch; • hypodermic syringe model – this shows that censorship is necessary as children will imitate what they see in the media e.g. violence and children/the Bobo doll – censorship is thus effective as it protects us; • any other reasonable response. Arguments against: • pluralism – there is so much choice available in the media today that people can just choose something else to consume if they don’t like the content available to them, showing that censorship is not very effective; • new media – as the media today is global and largely internet-based censorship is no longer effective as alternative media platforms and products exist to challenge and debate media content and output; • diversity – there is today such a diversity of opinions in society that media censorship is no longer effective as there is not an agreed view on what is right and wrong; • postmodernism – information is no longer ‘top down’ meaning the media cannot be used for propaganda or to convey a dominant ideology anymore, therefore media censorship is not effective; • public service – public service broadcasters are obliged to operate with due impartiality thus censorship is not really effective as it is not necessary; 4(e) • parental controls – many argue media censorship is not effective as it depends upon parents and adults upholding its values – not all will do so e.g. parents may let children watch TV shows after the watershed or play games that they are not officially old enough for; • audience selection – this active audience approach suggests that the audience will choose how the media affects and influences them, suggesting that media censorship cannot be effective; • uses and gratifications – this model says that the audience will choose what they use the media for therefore censorship is not effective as the audience, not the media, are in control of interpretations made; • postmodernists believe that media censorship is not effective as with the advent of digital technology the audience are now often also the producers of media content so the media can no longer be controlled; • on-demand and internet services limit the effectiveness of censorship in the media as audiences can consume what they want, when they want with little regulation; • the interactive nature of new media means that regardless of any media censorship, the audience can actively comment, post, blog or vlog about issues, content etc. and this censorship cannot be effective anymore; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2021

2 Some sociologists argue that education benefits both the individual and society. Most education takes place in schools where both sanctions and rewards are used by teachers to control students. Teachers discourage students from using ‘restricted code’. Students who use ‘restricted code’ can sometimes be negatively labelled in schools. Labelling by teachers may influence the educational achievement of students but it is not the only factor. (a) What is meant by the term ‘restricted code’? [2] (b) Describe two ways schools use rewards to motivate students. [4] (c) Explain how labelling by teachers can affect student achievement in schools. [6] (d) Explain why examination results in private schools are often better than in state schools. [8] (e) To what extent is education functional for the individual and society? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘restricted code’? 2 One mark for partial definition, e.g. informal language. Two marks for clear definition, e.g. informal language used with family and friends, often contains slang words. 2(b) Describe two ways schools use rewards to motivate students. 4 Possible answers: • praise – teachers positive comments encourage students to keep on working hard; • achievement points – this kind of system of rewards introduces a competitive element in order to further motivate students; • contact home – positive contact with home can result in praise and gifts for doing well, so encouraging the student to keep working hard; • treat trips – being allowed to take part in visits, trips etc. are often dependent upon behaviour hence encouraging students to do well; • privileges – certain privileges may be given to students who are doing well e.g. positions of responsibility e.g. head-boy/girl, uniform amendments, extended free time – this all motivates students to do well; • peer mentors and role models – seeing other students doing well and being rewarded for their efforts can motivate other students to want to do the same; • scholarships – these can be awarded to reward students for their efforts and to encourage them to continue working hard e.g. sports; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how labelling by teachers can affect student achievement in 6 schools. Possible answers: • gender – teachers may believe that bad behaviour and poor study habits are normal for boys and so label boys in this negative way, thus lowering their achievements; • gender – girls are typically more quiet and less visible in the classroom and therefore can be labelled positively by teachers which will benefit their achievement; • ethnicity – teachers may assume that students from some minority ethnic groups are unable to do well or label them as ‘troublesome’ therefore negatively impacting upon their achievement; • ethnicity – teachers may believe certain ethnic groups to be ‘bright’ or ‘well behaved’ and so treat them in this way, thus positively affecting their achievements; • social class – Becker says teachers judge pupils on non-academic factors such as speech and dress when deciding their ability – this can negatively affect the working class pupils and positively affect those in the higher classes; • self-fulfilling prophecy – if students accept the teacher labels they will start to behave in the way expected of them which will affect their achievement in schools (Rosenthal and Jacobson); • halo effect – if students are constantly told they are ‘bright, intelligent’ etc. and start to internalise this then this can positively affect student outcomes and achievement; • ideal pupil stereotype – Becker says teachers have a stereotype of the ideal pupil against which all students are judged – this can then affect the student’s achievements through, for example, setting and streaming; • self-negating prophecy – students may choose to reject the teacher label given to them and this can also affect achievement; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why examination results in private schools are often better 8 than in state schools. Possible answers: • class sizes – in private schools class sizes tend to be much smaller than in the state system, allowing for more one-to-one attention for pupils and so better examination results; • facilities and resources – private schools typically have better facilities and resources for students than state schools; this will aid student performance in examinations and thus improve their results e.g. ICT, libraries, support staff, textbooks etc.; • quality of teaching – some argue that the quality of teaching is better in the private than the state sector, teachers are more invested in education in private schools, higher staff turnover in the state sector etc.; these factors explain why examination results are better in private schools; • academic ethos – private schools are funded by parents (state schools by the Government) and thus there is more pressure to achieve highly in exams in the private sector; the focus on school work, doing well and going to University is more than in the state sector; • peer pressure – in private schools peer pressure can often be focused upon success and doing well, whereas in state schools there may be pressure to mess around and be the ‘class clown’; • deprivation – state school students are more likely to come from a deprived home life where there may be issues to do with poor diet, lack of quiet study space etc. – the opposite is true for private school students who may have privileged backgrounds. This will affect examination results; • parental aspirations – students in private schools are more likely than state pupils to have successful parents who value education and therefore push and expect their children to do well, hence explaining the difference in examination results; • language barriers – students who do not speak the main language of the school and the examinations are more likely to be found in the state than the private sector and this will cause difficulties for them in terms of examination success, meaning that overall results in private schools are better (elaborated/restricted code); • cultural capital – students in private schools typically come from a privileged background where cultural trips (e.g. opera, theatre, art galleries, libraries etc.) are normal – this will give them an advantage when it comes to school and examinations; • any other reasonable response. 2(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent is education functional for the individual and 15 society? Arguments for: • socialisation – schools pass on norms and values from one generation to the next, continuing the process of socialisation that begins in the family; • social control – through a process of rewards and sanctions students are effectively controlled in order that they know what is right and what is wrong; • sense of belonging – students are socialised into a set of shared values which helps them to feel they have a place in society e.g. singing the national anthem; • skills and knowledge – education teaches these vital things to students in order that they can be successful in society; • sifting and sorting – education ensures the appropriate allocation of roles for future life based on a student’s performance in school; • meritocracy – functionalists believe that education is a fair system – if you work hard you will be rewarded and that this is the same in society – achieved status; • Marxism – Marxists believe that education is functional for the higher classes as it indoctrinates capitalist ideologies into the pupils and so creates a submissive future workforce who will accept authority; • feminism – feminists believe that education is functional for men as it allows them to dominate and maintain the patriarchy; • any other reasonable response. Arguments against: • no shared values – many sociologists believe that in the diverse societies of today there are no sets of shared values for education to pass on to students – Marxists believe it is capitalist values, feminists patriarchal ones that are transmitted; • education and work – there is not necessarily a connection between school and the workplace, employers are frequently critical that school leavers are not prepared for the workplace and school leavers rarely use much of what they learnt at school in wider society; • selection – many sociologists believe that people are selected for jobs not on their ability but more based on their social class, gender and/or ethnicity; • hidden curriculum – many sociologists believe that students take part in a hidden curriculum in schools that is not functional as it can be based on prejudice, stereotypes and discrimination that is then replicated in wider society; • ethnocentric curriculum – ethnic minorities may not feel part of a school system that hides and distorts their own culture – this is not functional for those students; • private schools – because some families can afford to pay for their children’s education the system cannot be functional for all as it based on inherent inequalities that are then repeated in society; • subject choice – feminists believe that education is not functional as boys and girls still typically choose different subjects at school that are based on gender stereotypes – this reinforces patriarchy and gender inequalities in careers and pay; 2(e) • teacher labelling – teachers are likely to have different expectations of different students based on stereotypical judgements e.g. boys may be pushed more than girls as it is presumed that they will occupy the breadwinner role – this isn’t functional; • gender and ethnic role models – education is typically dominated by white males which gives the impression to students that it is they who occupy positions of power in society, this isn’t functional for all; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer 2(e) may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2021

4 The media is funded both publicly and privately. Some sociologists believe that funding affects media content and influences the way some social groups are represented and stereotyped. Media content can also be affected by news values. New media is changing the way the media functions; however media content may still have negative effects on audiences. (a) What is meant by the term ‘news values’? [2] (b) Describe two negative effects of the media on audiences. [4] (c) Explain how public funding can affect media content. [6] (d) Explain why new media increases interactivity. [8] (e) To what extent are media representations of females still stereotypical? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘news values’? 2 One mark for partial definition, e.g. human interest stories. Two marks for clear definition, e.g. general guidelines which determine how much prominence a media outlet gives a news story. 4(b) Describe two negative effects of the media on audiences. 4 Possible answers: • hypodermic syringe – audiences may copy what they consume in the media e.g. children commit acts of violence after playing violent video games; • ‘drip drip’ effect/cultivation theory – repeated exposure to certain images and ways of thinking may mean the audience believe it to be true e.g. that males are more powerful than females; • stereotyping – certain groups are often stereotyped in the media e.g. the disabled, which may affect their identity and life chances; • consumerism – advertising dominates the media today and so may result in audiences believing that they have to spend money in order to be happy; • bias – much media content is biased and if the audience is not aware of this then it may skew their views e.g. political coverage; • norm referencing – the media sets the agenda for what we consider normal and acceptable in society, this may limit the audience’s options; • media saturation – the media culture we now live in may mean that many young people spend more time in the virtual world than the real world, so losing valuable skills of communication; • catfishing/fraud – new media means that internet and social media users may find themselves the victims of cybercrimes; • image and appearance – the media defines what is considered beautiful and attractive in society which may affect the audience e.g. eating disorders have been linked to media representations; • cult of celebrity – the media’s obsession with trivia and shallow activities may divert the audience’s attention away from the real issues in society and so make them passive and reluctant to question/change; • invisibility of alternative/radical viewpoints – Marxists believe the media simply reinforces the ‘status quo’ and so benefits capitalism; • patriarchy – feminists believe that the media is organised by men for the benefit of men and thus can have negative effects on women e.g. through stereotypical representations and the limited number of roles available; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how public funding can affect media content. 6 Possible answers: • public service – being state owned means that the media content has to fulfil certain public service requirements e.g. the BBC in the UK must inform, educate and entertain; • no competition – in some countries the state owned publicly funded media is the only legal broadcaster and therefore faces no competition – this can lead to poor quality and repetitive programmes; • Government bias – media owned by the state may be biased in its content and reporting, following the ‘party line’ e.g. in times of strikes, war or protests; • propaganda – in some countries e.g. Nazi Germany, public funding of state owned media has led to biased (even untrue) versions of events being broadcast; • public funding means that there is less pressure to make a profit, meaning that producing high quality, more ‘risky’ programmes will be allowed; • public funding and providing a public service means that minority group interests can be catered for, which is not always the case with private funding where making a profit is the main interest and focus – niche/independent broadcasting; • due impartiality – public funding in the UK and many other countries requires the provision of unbiased, balanced information for the audience; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why new media increases interactivity. 8 Possible answers: • the audience are as important as the producers when it comes to new media as they can comment on existing media, vote on live broadcasts etc. easily through digital technology; • new media allows audiences to personalise their media use e.g. news feeds, social media networks etc., which increases the interactivity; • the audience can create their own media which can, through the internet, reach a huge audience e.g. blogs, vlogs, websites, video uploads etc. – audiences are prosumers; • new media allows users to quickly and easily challenge media content or social issues they disagree with on a global scale and to provide alternatives e.g. the #metoo or #thisgirlcan campaigns were based on interactivity; • new media allows audiences to contribute to online discussions on forums and message boards and reply immediately to others locally, nationally and globally; • social movements and protest groups – new media can be used to galvanise change through online petitions, the organisation of protests and marches etc. through audience interactivity; • citizen journalism – the audience can now upload live videos from their smartphones to the internet as events are unfolding around the world – the news agencies and conglomerates no longer have a hold over what is newsworthy due to the interactive audience; • globalisation – the internet allows ideas and events from all across the globe to be accessible and available to nearly everyone and the inherent technology allows for, and encourages, the audience to be interactive in discussion, online protests, global events etc.; • new media allows users to enter a virtual world where they can role play, game and interact with others on a global scale; avatars can be created in order to play anonymously or in role; • social media has become a crucial part of new media and these platforms encourage audience interactivity through the functions of posts, tweets, feeds, images, status updates, comments etc.; • any other reasonable response. 4(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are media representations of females still 15 stereotypical? Arguments for: • under-representation – in most areas of the media females are under-represented e.g. there are few main characters or villains who are female; • narrow range of roles – female media representation does not have the range or diversity that males do e.g. females tend to be confined to the home rather than at work and their relationships e.g. wife, mother etc. are typically shown to be the most important aspects of who they are; • physical appearance – there is still a focus on how a woman looks in the media that is not applied to men e.g. the male gaze (Mulvey) and the need to look young; • image manipulation – women in the media are subjected to much digital manipulation to create representations of perfection (e.g. the magazine industry, celebrity culture etc.) – real women cannot attain these ideals; • passive – women are still shown to be weak and passive in the media, in need of help and support from a ‘hero’ male; • Meehan ‘Ladies of the Evening’ – this study showed how stereotypically females were represented in the media (only 10 female character types were typically seen) – limited range of roles; • feminism – sexist representations of women are said to still be commonplace e.g. sexualised images of women; • binary opposition – males and females are said to still be represented as opposites in the media which reinforces stereotypes e.g. active male, passive female or hero male, victim female etc.; • tokenism – when women do appear occasionally in non-stereotypical roles this may have been done in order to create an illusion of the media being fair when in reality this is not the case; • new media remains a platform for female stereotypes to be found e.g. through sexualised and objectified images etc.; • any other reasonable response. Arguments against: • female gaze – there is said to be a ‘female gaze’ in the media that allows women to objectify men rather than men objectifying women; • female role models – a number of non-stereotypical female role models now exist in the media who actively challenge the stereotypical representations of women for the younger generation e.g. career women; • equality legislation – laws are now in place to ensure equality for the sexes and this has been seen in the changes to the ways females are represented in the media; • campaigns and pressure groups – when there is a perceived gender inequality in media representations campaigns can be formed to challenge, showcase and change the situation e.g. the BBC allegedly discriminating against older women and the resulting internet and social media campaigns; • social positions of women – these have changed meaning that if the media is to reflect this then representations of women will also 4(e) change e.g. we no longer see women just as housewives or mothers but in a diverse range of roles, as decision makers, employees, in positions of power etc.; • media employment – more women are now employed in the media industry and thus are able to decide upon media content resulting in fewer female stereotypes being seen; • female purchasing power – because females are now more successful in society they are very important to advertisers who must ensure they try and appeal to them – avoiding stereotypes is one way to do this e.g. the ASA now says gender stereotypes should not be seen in advertising at all; • media diversity – the growth of new media has allowed for far more diverse representations of women to be seen so reducing stereotypes; • new media allows women to actively challenge any stereotypical female representations through interactivity and the ability to hear previously muted voices on a global scale; • postmodernism – as gender roles converge in society they also start to do the same in the media, thus reducing stereotypes; • female stars and celebrities – these are now considered ‘big business’ and thus these powerful females are able to act as role models to the female consumers in their non-stereotypical representations; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2021

4 Contemporary media can be divided into traditional and new media. Sociologists debate whether the media affects values, behaviour and voting patterns and some sociologists argue that the media has become an important global agent of socialisation. Most sociologists agree that new media is more diverse and has more freedom than traditional media. (a) What is meant by the term ‘socialisation’? [2] (b) Describe two ways the media is global. [4] (c) Explain how the media can affect audience voting patterns. [6] (d) Explain why new media has more freedom than traditional media. [8] (e) To what extent is the media more influential than other agents of socialisation? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘socialisation’? 2 One mark for a partial definition, e.g. the media is an agent of socialisationi Two marks for a clear definition, e.g. the process of learning the norms and values of a culture. 4(b) Describe two ways the media is global. 4 Possible answers:  Western media – large media conglomerates operating on a worldwide scale are based in Western countries and spread a mainly Western culture e.g. sub-titled Hollywood films;  production – media products are now typically made for a global audience and will therefore contain generic elements to appeal to a mass, global audience;  non-Western media – this is now available to consume for global audiences e.g. Bollywood films;  digital technology – the internet allows the media to be global as products can be distributed and consumed across the world and downloaded/streamed as necessary;  global village – the idea that the world today is a smaller place due to the digital media’s ability to reach global audiences;  unfolding news – news events can be watched live as they unfold anywhere across the world, aided by citizen journalism;  social media – this allows for the sharing of information, communication, advertising etc. on a global scale;  global communication – multiple platforms and devices available across the world allow people to keep in touch and interact on a global scale;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how the media can affect audience voting patterns. 6 Possible answers:  privately owned media –often take strong political positions and this can then be seen in their choice of stories, language used and the opinions expressed. This may then influence how the audience vote (bias);  election campaigns – political parties make extensive use of the media to get their message across to voters by using billboards, manifestos, election broadcasts and interviews, all aimed at persuading the audience to vote for them;  political image – the media can be very influential in how a politician is perceived by the audience as in many countries, e.g. USA, more media attention may be given to the personalities of the political leaders rather than the parties policies e.g. Trump vs Clinton;  The Sun newspaper UK – claimed it can influence how people vote, e.g. in the UK 1992 general election the Labour Party was expected to win but The Sun backed the Conservatives who actually won;  opinion polls – the media report the opinion polls which the audience interpret as showing what the election result is likely to be which may influence how the audience then choose to vote;  new media – digital technology means that election campaigns can now go viral and their interactivity allows for audience members to ask questions of the politicians and to discuss policies and issues in forums which may influence voting – two step flow, opinion leaders;  spin doctors – these are often employed by politicians/political parties to control the image of politicians in an attempt to influence how the public votes;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why new media has more freedom than traditional media. 8 Possible answers:  globalisation – communication via new media is now instant, meaning unfolding global events can be watched as they happen – new media is free to stream this, traditional media doesn’t have that freedom as logistically it is unlikely to have journalists in the right place;  new media involves two-way communication, traditional media one-way – the distinction between consumer and producer in new media is no longer clear due to user-generated content and greater interactivity, giving all parties greater freedom;  audience freedom – traditional media is limited to one media form with little choice, new media can be consumed on different devices and platforms, on-demand, offers portability, specialist etc.;  print media – traditionally print media could only be word and image based, with new media it can include video links, audio, additional related content, social media links etc. = greater freedom;  TV – traditional TV was made to appeal to a mass audience but with the advent of new media, TV can also narrowcast meaning niche, specialist content can be made because of a huge increase in channels for audiences to select from;  citizen journalism – traditionally the news was made by media professionals, today with new media this is no longer the case as members of the public upload footage and commentaries for global events = more freedom;  regulation – traditional media is subject to much regulation e.g. film and gaming certification, the 9 o’clock watershed on TV – new media is far harder to regulate and this means that the industry is relatively free to produce and distribute what it wants to;  censorship – traditional media has often been accused of being heavily censored – sometimes for a war effort, sometimes for propaganda purposes, sometimes just as part of state control – this is far more difficult with new media as it is no longer a ‘top down’ industry, so giving it greater freedoms (postmodernism);  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is the media more influential than other agents of socialisation? Possible answers: Arguments for:  hypodermic syringe model – the media has an immediate and direct effect upon the audience and is thus a strong source of influence over behaviour and attitudes;  cultural effects approach – cumulatively, over time, the media influences opinions and beliefs as we see repeated images and messages as ‘normal’;  violence and the media – research shows that violence in the media can influence individuals to be violent in society e.g. copycat killings, violent video games, etc. – it has socialised them;  political socialisation – the media is thought to be very influential when it comes to influencing how someone votes e.g. political broadcasts;  advertising – if the media did not have the power to influence people then why would the advertising industry be so willing to spend so much money making adverts? e.g. pester power;  media role models – celebrities and stars in the media are thought to be a big source of influence for their fans e.g. in fashion, opinions, appearance, lifestyle, material possessions, brands etc.;  cyberbullying – huge increases in online bullying, trolling and hate crimes indicate how powerful the media is in its ability to influence and socialise others;  social media and influencers – research into young people has shown how influential social media now is in terms of audience reach, communication, social networking, dating, opinion forming etc.;  postmodernism – this theory comments on the widespread and easy access to the media today – we live in a media saturated 24/7 media culture therefore it is difficult to see how it is not influential in terms of socialisation;  Marxism – this theory sees the media as a tool of the ruling class used to disseminate the dominant ideology and reinforce and socialise people into capitalist norms and values; 4(e)  feminism – this theory sees the media as a very negative socialising 15 influence on women as it often sexualises them (Mulvey’s male gaze), represents them in a narrow range of roles (Meehan) and puts pressure on them to conform to unrealistic beauty ideals (Wolf);  any other reasonable response. Arguments against:  uses and gratifications approach – the audience decide how they want to use the media at any given time in order to meet their needs e.g. entertainment or information, the audience have the power, not the media, therefore the ability of the media to socialise us is limited;  active audience – with new media, interactivity and two-way communication with the audience are constantly personalising and shaping media experiences, meaning that the media’s ability to influence and socialise an audience is diminished;  new media – this is an interactive form of media that includes citizen journalism and user-generated content meaning that the audience are also producers – they are not influenced by the media as they are creating it;  Hall’s reception theory – he shows that audiences interpret the media very differently to one another and therefore this questions the belief that the media is a strong influence on the socialisation of the audience;  pluralism – they believe that the audience shape and influence the media, not the other way round, they reject the view that the media socialises audiences;  family – as the primary agent of socialisation, functionalists believe this is the main source of influence on individuals through processes such as imitation, canalisation, manipulation;  education – young people typically spend a lot of time in the education system and therefore it is a highly influential agent of socialisation e.g. through the hidden curriculum, gender expectations, deference to authority, ethnocentrism etc.;  peer group – the influence of the peer group as an agent of socialisation is considerable, particularly on younger people who are often subject to peer pressure to make them conform;  religion – if someone has been socialised into religious norms, values and beliefs then ideas that contradict or challenge this found in the media are unlikely to have much impact – religion is more influential;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response, but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/21 May/June 2022

3 There are many explanations for crime such as labelling theory and Marxism, as well as explanations which consider age, ethnicity and gender. For example, the media often represents males as more criminal. In reality not all males have the same chance of being arrested. Due to the negative effects of crime, society focuses on different forms of crime prevention. (a) What is meant by the term ‘crime prevention’? [2] (b) Describe two examples of cyber crimes. [4] (c) Explain how age can affect criminal behaviour. [6] (d) Explain why not all males have the same chance of being arrested. [8] (e) To what extent is labelling theory the best explanation for crime and deviance? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘crime prevention’? 2 One mark for a partial definition, e.g. surveillance. Two marks for a clear definition, e.g. attempts by agencies or individuals to reduce crime, enforce laws and maintain criminal justice. 3(b) Describe two examples of cyber crimes. 4 Possible answers:  spreading computer viruses and malware;  fraud and identity theft;  internet scams targeting individual users e.g. catfishing;  harassment by cyberstalking or cyberbullying;  websites with obscene or offensive content and the spread of such content via email/mobile phone;  the dark web e.g. trade in illegal drugs and other illegal goods;  cyberterrorism – using the internet for deliberate, widespread attacks on computers or computer networks e.g. hacking;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how age can affect criminal behaviour. 6 Possible answers:  youth sub-cultures  young people are more likely than older to join a sub-culture such as Punks or Skins and engage in criminal/deviant behaviour;  gangs  young people may be peer pressured into becoming involved with criminal behaviour such as violence, trafficking and drug dealing;  work  the elderly and the very young are unable to commit white-collar and corporate crime as they do not have access to the workplace  the middle aged do;  crimes related to new technologies  older people do not typically have the ICT/digital skills necessary to engage in many cyber-crimes, making it more likely to be committed by younger people;  status crimes  many crimes committed by younger people are only crimes because of the offenders age e.g. under-age drinking;  Matza  drift theory  this research shows that most younger people drift into minor crimes but as they get older drift back out  they are not career criminals;  juvenile delinquency  Chambliss  this study showed how prolific delinquency was in working class youth;  postmodernism  young people are more likely to commit crime because they are in search of thrills and excitement;  more to lose  older people have more responsibilities and more to lose from a criminal lifestyle therefore are less likely to take part in a crime;  the elderly  may not have the physical strength necessary to commit many crimes;  Japan  ageing population  here there is a big rise in crimes committed by the elderly and special prison accommodation has begun to be built to accommodate these criminals;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why not all males have the same chance of being arrested. 8 Possible answers:  age  younger males are more likely to be arrested than older males due to stereotypes, gang membership, status frustration etc.;  ethnicity  some minority ethnic males are more likely to be stopped and searched than others which will affect the arrest rate  social class  males in the lower social classes are more likely to be arrested due to police targeting and criminalisation of working classes;  material deprivation  Marxism  men who are living in poverty are more likely to be arrested as they are more likely to commit crime;  educational success  those males who have done well in education and gained qualifications are less likely to be arrested than those without qualifications as they form part of the ‘invisible criminals;  types of masculinity  Connell  hegemonic males are more likely to be arrested than new men and other more modern versions of masculinity as they can get into altercations, be resistant to authority etc.;  labelling theory  Becker  some males are labelled as criminal by those in power and thus may suffer from a self-fulfilling prophecy and adopt a deviant career which is likely to involve being arrested;  Cicourel  typical offender  the police and the courts all have a stereotype of who typically commits crime meaning that those males who don’t match up are unlikely to come to the authorities attention;  Chambliss – saints and the roughnecks  this study showed that police were far more likely to arrest working class male ‘roughnecks’ than middle class male ‘saints’, despite them committing the same acts; • socialisation  New Right/Murray  how a male is brought up, his norms and values will influence whether he commits a crime or is arrested; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is labelling theory the best explanation for crime and 15 deviance? Possible answers: Arguments for:  Labelling theory  Becker  everyone does things that could be labelled criminal but only a small number of people actually get labelled and this then leads to us forming stereotypes of who the criminals are;  self-fulfilling prophecy  being labelled as criminal or deviant causes people to live up to the label and act accordingly;  deviancy amplification  police and other formal agents’ labels can actually cause more crime and deviance in society e.g. Young ‘The Drugtakers’ and Cohen ‘Mods and Rockers’;  police targeting  the police target certain social groups e.g. stop and search rates for some social groups are far higher than for others which explains their distrust of the police and their criminality;  deviant career  when a labelled person’s self-identity starts to change (due to the labelling process) then they may adopt a deviant career and join an organised deviant group e.g. a gang, that justifies and normalises their offending;  Cicourel typical delinquent  this study shows that courts and police have a picture of who typically commits crime and those individuals that fit this picture are more likely to be thought of as criminals;  master status  this status overrides all others and becomes the way an individual sees themselves as well as how others see them  if this is as a criminal then it is not surprising that criminal behaviour continues;  secondary and primary deviance  Lemert  primary deviance refers to acts that are not labelled as criminal, secondary to those that are;  power  labels have such an influence on people because they are given by those in positions of power such as the police, the courts and teachers. This makes the criminal label stick and hard to get rid of thus a life of crime becomes the only option;  any other reasonable response. Arguments against:  functionalism  some crime and deviance is necessary in society as it reminds people of the boundaries between acceptable and unacceptable behaviour thus promoting social order;  Merton’s strain theory  crime occurs when there is a mismatch between individuals’ goals and their ability to achieve these legitimately;  Cohen status frustration  crime is committed because some people feel anger and frustration about their position in society and inability to gain status legitimately;  relative deprivation  in a consumer society many people feel it is unjust that they do not have what others do which may lead some to crime; 3(e)  Marxism  material deprivation  those in poverty are more likely to turn to crime because they need money to survive;  feminism  domestic abuse and sexual assault  this is committed due to patriarchal structures in society and a male need to prove their power and dominance, keeping women ‘in their place’;  Messerschmidt  masculinity  males feel a lot of pressure to be the provider and to act tough  this can sometimes lead to criminal behaviour;  postmodernism  crime is committed because it is thrilling and exciting;  Miller  focal concerns  crime and deviance is committed because many of the norms and values of the working class are similar to crime and deviance;  self-negating prophecy  labels do not have to be lived up to, they can be resisted instead;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2022

4 The media is an important institution in society that many people believe is responsible for propaganda and agenda setting. Who controls media content is a matter of debate, but media gate-keepers and advertisers both have a role to play. Not all sociologists view the media in the same way. For example the uses and gratifications approach to media effects is very different to the hypodermic-syringe model. (a) What is meant by the term ‘agenda setting’? [2] (b) Describe two examples of media gate-keeping. [4] (c) Explain how the media can use propaganda to influence its audience. [6] (d) Explain why advertising affects media content. [8] (e) To what extent is the uses and gratifications model the best explanation of how the media affects its audience? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘agenda setting’? 2 One mark for a partial definition, e.g. telling us what’s important. Two marks for a clear definition, e.g. the ability of the media to make some topics, events and people important. 4(b) Describe two examples of media gate-keeping. 4 Possible answers:  news editors – decide what to select and broadcast and what to discard in terms of news stories so practicing agenda setting;  news reporters/journalists – they decide on the sources used to report a story as well as the tone and bias of the content;  media owners – ownership may affect the content of the media e.g. in terms of political allegiance, whether it’s a public service or private company etc.;  advertisers – they provide the main source of income for privately owned media and therefore the media industry has to pander to and appeal to them through the production of non-controversial and mainstream material;  government/state – the media can and has been used for the spread of propaganda e.g. Nazi Germany, Disney propaganda films for the USA during WW2;  the censors – laws on censorship will determine the content allowed e.g. laws on discrimination, obscenity, protection of the state, certification systems, TV watersheds etc.;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how the media can use propaganda to influence its audience. 6 Possible answers:  censorship – the media can be censored by the state so that only certain information is released e.g. North Korea, China etc.;  one sided view – the media can give a one-sided, even untrue, version of events without allowing people access to alternative views e.g. the Arab Spring;  Government policies – these can be presented favourably by the media e.g. Fox News’ support of right wing views;  opposition party – their policies and/or their leader can be portrayed negatively in order to discredit them e.g. The Daily Mail representations of Jeremy Corbyn/newspaper coverage of the American election etc.;  Marxism  the media supports the views of the ruling class and ridicules/excludes alternatives e.g. the GUMG study into news reporting of strikes;  Nazi Germany  Hitler used the media to demonise the Jews and other minority groups in WW2 in order to justify the holocaust;  Stalin’s Russia  he developed a ‘propaganda train’ that spread the communist ideology to every corner of the USSR via his visiting cinema, influencing the public to believe the communist message;  WW2 USA  Disney made propaganda films to incite public support for the American war effort against Germany, including well-known characters such as Donald Duck that easily appealed to the audience;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why advertising affects media content. 8 Possible answers:  income  advertising is usually the main source of income for privately owned media therefore it is essential to the industry’s profits so affects media content as content needs to be attractive to advertisers;  attracting an audience  media companies try to attract as big an audience as possible in order to justify the high prices that they charge the advertisers  this affects content as they need to avoid controversy to keep advertisers onboard = mainstream, ‘safe’ content;  product placement  this is increasingly becoming a popular choice for advertisers and the media industry and blurs the line between advertising and media content e.g. James Bond’s Omega 007 watch;  advertorials  these are found typically in print media and are often hard to distinguish from the usual media articles in terms of appearance, style and tone. In fact they are glossy adverts placed by sponsors to attract an audience to spend money;  new media – websites include banner advertisements and pop ups and also track internet users history via cookies, meaning that today digital adverts are personalised to each user – advertising has clearly affected media content here;  convergence  there is now much cross-over in the media world with film producers being former advertising executives, ‘stars’ of adverts becoming huge TV celebrities etc.  what is advertising and what is media content is thus hard to distinguish;  stereotypes  advertisers want their audiences to quickly and easily identify with and want their products therefore they tend to rely on simple stereotypes  this can similarly be seen in media content too e.g. the male gaze seen in perfume adverts;  lack of niche content  advertisers won’t place their brands with media content that may only draw a small audience which means that specialist and niche programmes and publications will be marginalised, so affecting media content;  adverts as media content – money spent on advertising is vast and these are now often media products in their own right, ready to be consumed, anticipated and enjoyed by the audience e.g. the latest John Lewis advert, or the Dior min-films; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is the uses and gratifications model the best explanation 15 of how the media affects its audience? Possible answers: Arguments for:  audience control the media  audiences are in control of how they use the media and therefore how and if it influences them  if they don’t like something they can simply not buy it or change the channel;  media uses  the audience can use the media in many different ways to suit their needs or wants at a particular time, this means they control any influence over them, not the media;  entertainment  sometimes we use the media as a source of relaxation and escapism from the stresses of everyday life, there is no other media influence;  personal relationships  sometimes we identify with characters in the media which we enjoy and also the media gives us something to talk about with our friends  we use it for this, it does not influence us;  personal identity  we sometimes compare ourselves to characters and situations in the media. This may change how we think about things but equally it may serve to reinforce our pre-existing beliefs and opinions;  information  we find out things from the media which gives us knowledge beyond our immediate experience;  new media  this allows the audience to be actively involved in the media and to have a voice through interactivity  we therefore control how we use it;  social media  we are able to use the media as we want to and to connect with others whilst doing so  we do this because we enjoy it;  media diversity  there are now so many different media outlets and forms available to the audience that it is hard to see how we can be influenced when we are choosing how we consume, when we consume, in what ways and with whom;  audience reading and decoding – Hall  this research showed that not everybody ‘reads’ and understands the media in the same way  we have our own ways of decoding meaning that it is unlikely that the media will influence all of us;  user generated content – the audience are now often also the producers of the media as the lines are becoming increasingly blurred – how then can the media really influence the audience?  any other reasonable response. Arguments against:  hypodermic syringe model – this model claims that the media has a powerful, direct and immediate effect upon the audience and is backed up by research from Bandura in the Bobo Doll experiment;  cultural effects theory – the media do have a strong influence upon the audience – these are long-term and cumulative and derive from repeated exposure to the same messages and images in the media;  feminism – feminists believe that the U and G model is naive to think that the audience has choice in how to consume – they believe the media is patriarchal and thus influences the audience to accept this unequal system and to maintain gender inequalities; 4(e)  feminism – feminists believe the unhealthy and unrealistic images and messages regularly seen in the media regarding appearance do influence the audience in a negative way e.g. self-harm, cyber-bullying, anorexia;  censorship – if the media didn’t have the potential to influence and harm its audience then why would state, industry and self-censorship regulations be in place across the globe?;  GUMG – this research on news reporting showed that the media do influence and shape people’s attitudes and opinions, particularly when they do not have access to other sources of information on the topic;  social factors – the U and G model fails to take account of the different contexts and experiences of members of the audience e.g. a young white girl is unlikely to react to the media in the same way as an elderly, Asian male;  advertising – it is unlikely that this industry would be so prolific and influential if adverts weren’t able to influence an audience – this seems to discredit the U and G approach;  selective retention – this approach to media effects may be better than U and G as it has even more personalised and individualised focus on the power of the audience to determine not only what they consume but how it affects them as well;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2022

4 The media is an important institution in society and can have a big impact on audiences’ lives. This can be due to how different social groups use the media as well as the media’s influence on attitudes and behaviour. Media convergence exists and some sociologists are concerned about biased content and the creation of folk devils. However, other sociologists disagree and claim that it is the audience that determines media content. (a) What is meant by the term ‘convergence’? [2] (b) Describe two ways the working class use the media differently to other social classes. [4] (c) Explain how folk devils are created in the media. [6] (d) Explain why sociologists believe the media is biased. [8] (e) To what extent do the audience determine media content? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘convergence’? 2 One mark for a partial definition, e.g. using a mobile phone to watch videos. Two marks for a clear definition, e.g. when previously distinct media technologies and platforms merge through digital technology. 4(b) Describe two ways the working class use the media differently to other 4 social classes. Possible answers:  newspapers – the working class are said to read tabloids e.g. ‘The Sun’, ‘The Mirror’ etc. – broadsheets are associated with the higher social classes;  TV – the working class are said to watch mainstream TV – soap operas, reality shows and game shows more frequently than other social classes;  satellite – the working class are said to often pay for satellite and cable services to enable them to watch football and other sports known as ‘working class diversions’;  new media – used more by the working class for entertainment rather than for work, social networks or serious pursuits;  digital divide – poorer people are less exposed to digital technology and so are less proficient in its usage;  the working class are said to consume more popular culture than high culture media output – unlike the higher social classes;  the working class are said to use the media more for entertainment than for information or education (uses and gratifications theory);  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how folk devils are created in the media. 6 Possible answers:  teenage representations – this social group are often represented as rebellious, delinquent and violent. They therefore often appear in moral panics as folk devils e.g. Cohen ‘mods and rockers’ study;  news values – media companies want to maximise their audience in order to maximise their profits therefore stereotypical and shocking stories and representations are often used – this leads to the creation of folk devils;  scapegoats – the public and the media want someone to blame for any social problems or disorder and therefore this can lead to the creation of folk devils e.g. Islamophobia;  Marxism – the ruling class need to divert attention from their own wrongdoings and exploitative practices and therefore the media, as a tool of the state, can be used to create folk devils who the public can blame instead of the Government e.g. 2011 London riots;  exaggeration and sensationalism – these are both features of reporting in a moral panic and are what can lead to the creation of a folk devil as the public start to demand action e.g. Fawbert ‘the hoodies’;  labelling theory and stereotyping – the media identify a social group who have been negatively labelled and who then become the media’s folk devils;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why sociologists believe the media is biased. 8 Possible answers:  political bias – the political position of a media text can be seen in its choice of language, images, stories covered and tone e.g. Fox News is right wing;  news values – stories that include these popular news values are more likely to make it into publication or broadcast meaning that the news stories the audience can consume are biased;  gate-keeper – the editor, journalist or owner has a lot of influence over the content of the news and can decide on what will be included in the schedule as well as the opinions the story will take – this is an example of bias;  Marxism – this theory states that the news is biased in favour of the ruling class and will ridicule or exclude any stories critical of this or alternative in their views e.g. GUMG research;  feminism – this theory states that the media industry is biased because it is still males that control the higher positions, influence content and determine the representations and tone of content – the media industry reinforces patriarchy;  omission – it is claimed that the media regularly fails to cover stories in which large corporations have committed crimes or wrongdoings – this is biased;  mass appeal – pluralists say that the media must appeal to as many people as possible and so will often ‘dumb down’ content to do so e.g. reality TV shows, soap operas etc. which typically reflect mainstream norms and values and ignore alternative viewpoints or representations – this is therefore biased;  propaganda – this aims to influence the audience to believe a particular ideology and so is heavily biased in its content e.g. Disney war propaganda films and Stalin’s ‘visiting cinema’;  censorship – this can be seen as a form of bias as it determines what can and cannot be included in media content e.g. UK Official Secrets Act, law of libel, obscenity etc.;  ethnocentrism – the media is often accused of being culturally biased in its coverage of events and in its content;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent do the audience determine media content? 15 Possible answers: Arguments for:  pluralism – the media reflects and responds to the needs of the audience therefore the audience shapes the media;  uses and gratifications model – the audience choose what media to consume and what need it is to gratify, therefore media producers are led by this when producing content – meaning the audience are effectively determining content;  independent media/narrowcasting – these specialist/niche producers would not exist if media content was not about the audience – the audience want this narrow, specialist content therefore it is provided;  competition – each media company is in competition with the next to try and make maximum profits, therefore they will do everything they can to appeal to an audience;  downfall – if a company fails to deliver what its audience wants then it will be driven out of business;  choice – there are a range of platforms available today for the audience to consume media from, meaning that each can deliver to the audience what it demands e.g. influencers have developed to satisfy younger audience members demand on the internet;  interactivity – new media is a two-way process and allows the audience to be directly involved with media content e.g. through forums, simulations, blogs, virtual worlds etc. (active audience models);  user generated content – much of the media today is actually created by the audience: from citizen journalism to websites to vlogs to videos to short films – the youtube phenomenon;  media campaigns – using digital technology these can quickly galvanise much audience support and can then lead to a change in media content e.g. #metoo campaign, #thisgirlcan etc.;  any other reasonable response. 4(e) Arguments against:  Marxism – a concentration of ownership of the media into the hands of a wealthy few means that media content is used to convey the dominant ideology and indoctrinate the masses – Miliband;  diversion – the media’s content is centred around trivia, gossip and entertainment so as to divert the masses away from the wrongdoings of the elite and the inequalities of society;  maintaining the status quo – traditional, conservative ideologies dominate media content with alternative views being either ridiculed or excluded: thus media content is not determined by the audience;  propaganda – this has been used by many media outlets to control the masses e.g. North Korea, China, Nazi Germany – content is controlled and manipulated by the Government;  gate-keepers – editors, journalists and producers control media content not the audience: they decide what we consume and what opinions we can hear/read;  hegemony – media content is controlled by middle class, middle aged, white males who disseminate their world view to the audience therefore content is determined by their (narrow) views, opinions, choices and beliefs;  patriarchy – the media is still primarily controlled by males and thus patriarchal and traditional representations and ideologies will be transmitted e.g. male gaze, female homemaker etc.;  hypodermic syringe/cultural effects models – these media effects theories all believe that the audience are passive consumers of media who therefore can have no influence on media content;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well- developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2022

1 Functionalists believe the family is an important social agent that performs essential functions. Marriage is a diverse institution. Some people choose not to marry at all, whereas others may be part of an arranged marriage. Changes in marriage trends affect family life, along with factors such as feminism and social class. (a) What is meant by the term ‘arranged marriage’? [2] (b) Describe two ways feminism has changed family life. [4] (c) Explain how family life can be affected by social class. [6] (d) Explain why many people choose not to marry in modern industrial societies. [8] (e) To what extent does the family still perform essential functions for its members? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘arranged marriage’? 2 One mark for a partial definition, e.g. you don’t decide who to marry. Two marks for a clear definition, e.g. marriage partners are chosen by older family members/matchmakers rather than people choosing their own marriage partner. 1(b) Describe two ways feminism has changed family life. 4 Possible responses: • Patriarchy – feminists have raised the issue of male dominance within the family and have thus allowed women to demand change to create more equality; • Same-sex families – feminists have sought equality for same sex families and have thus made this a viable alternative for homosexuals e.g. through legislation; • Lone parent families – feminists have changed the way society sees these types of families and have thus re-framed them as positive and empowering for women; • Joint conjugal roles – feminists have encouraged women to ask for and expect to share household tasks and childcare; • Domestic violence – feminists have encouraged women to leave abusive relationships and have supported this; • Gender socialisation – feminists have discouraged canalisation and manipulation that leads to segregated gender roles and have encouraged gender neutral socialisation instead; • Dual worker families – feminism has encouraged women to strive for a career and to combine this with family life, just like men; • New men/house-husbands – feminists have encouraged men to play a more active role in domestic life and childcare; • Any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how family life can be affected by social class. 6 Possible responses: • extended families in the UK are typically associated with the working class who lived in close communities. The men were typically the breadwinner and the women took responsibility for the domestic and emotional work; • The New Right approach associates single parent families headed by women with the underclass. They believe this leads to a life of crime, anti-social behaviour, fecklessness and poor educational achievement; • many feminists believe that middle class women have a better experience of family life than those from the lower social classes because they have more career opportunities and are financially independent – they are not reliant on a man for their security; • money – families from a high social class are more likely to employ nannies and child-minders and to send their children to private/boarding schools. Some sociologists believe this lessens the bond between parents and children; • money – those from lower class backgrounds are more likely to suffer from poverty. This may mean parents have to work shifts as well as the children having to work part-time to support the family. Lower class children are more likely to leave school earlier and are less likely to attend university than those form the higher classes; • cultural capital – Bourdieu – those from the middle and upper classes are thought to have more cultural capital as their family life may be characterised by a love of reading, visits to the theatre and museums and opportunities to take music lessons and join sporting clubs; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why many people choose not to marry in modern industrial 8 societies. Possible responses: • careers – most people now grow up working towards and obtaining a career; this makes them financially independent and therefore marriage is not economically necessary; • feminism – has increased female power and decision making, making many women question why they would want to be a part of a patriarchal institution such as marriage; • changing norms and values – there is now far less stigma attached to singlehood than there was previously. This negates the pressures many people previously faced to ‘settle down’ and marry; • lone parents – this family form is far more commonplace now and therefore getting pregnant in many cultures is no longer seen as a reason to marry. Some women actively choose to be a single, unmarried parent; • secularisation – as societies become more secular and more about individual choice, so institutions such as marriage are questioned and fall into decline; • dark side of the family – research (e.g. Dobash and Dobash) has shown that marriage can sometimes be a breeding ground for domestic violence and abuse and therefore it loses its appeal to many; • urbanisation/migration – as individuals increasingly move away from their communities and embrace different cultures and lifestyles so family pressures and expectations to marry lessen and people have more freedom; • civil partnerships – these exist now in many societies and can act as an alternative to marriage e.g. for homosexual couples; • cohabitation is increasingly common and accepted in many societies and allows couples to live together without the need for marriage; • people may not marry for a second time after a negative experience of first marriage and divorce; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent does the family still perform essential functions for its 15 members? Possible responses: Arguments for: • functionalism – reproduction – children are needed for societies to survive and families encourage this; • functionalism – socialisation – families transmit the norms and values of society to its members and make that crucial link between the wider society and individuals; • functionalism – social control – children’s behaviour is regulated by the family in order to ensure that they conform to society’s norms and values e.g. through positive and negative sanctions; • functionalism – regulation of sexual behaviour – families help to regulate sexual behaviour and teach its members what is and is not acceptable; • functionalism – care and status of children – families provide children with their status position and social networks whilst also ensuring they are physically and emotionally nurtured and cared for; • Parsons – nuclear family – segregated conjugal roles allow women to perform the expressive role and men the instrumental – this is the best fit for society; • Marxism – the nuclear family is functional for the promotion and maintenance of capitalism; • feminism – the nuclear family is functional for the transmission of patriarchal norms and values; • changing roles – despite some roles changing in the family (i.e. more women working, grand-parents fulfilling the childminder role), these adaptations still demonstrate that it is the institution of the family that is the best to perform these functions; • any other reasonable response. Arguments against: • other institutions – we are increasingly seeing today that other institutions such as schools and the media are performing many of the functions once done by families; • dysfunctional – Leach said the nuclear family was harmful for its members as media representations of the perfect ‘cereal packet family’ put families under intense pressure to live up to impossible standards; • Marxism – the family socialises its members to accept capitalist ideologies and thus contributes to the wider societal oppression of the working class; • Marxism – men who are alienated and oppressed at work compensate for this in the family where they are in control, taking their anger and frustration out on their wives and children; 1(e) • Marxism – having families makes it difficult for workers to go on strike as they then cannot support their families – this means exploitation and low wages are not challenged; • feminism – families socialise children into their gender roles and thus perpetuate the gender inequalities found in society e.g. Oakley (manipulation and canalisation); • feminism – domestic violence and abuse – the ‘private’ nuclear family allows for much abuse to remain hidden and is thus not functional for all of its members; • New Right – they believe the growth of fatherless families are not functional for either the members or the wider society – instead leading to crime, laziness, poor educational performance and a workshy, feckless attitude; • alternatives to the family – the fact that large numbers of people are choosing not to engage in family life (i.e. through singlehood, communes, friends as family etc.) demonstrates that the family can no longer be functional for modern societies; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 1(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2022

2 Education is an important agent of secondary socialisation in which IQ tests are often used to measure intelligence. In modern industrial societies, patterns in educational achievement show that girls do better than boys in their school examinations. However, many sociologists argue it is not only gender that is important, other factors such as material deprivation can also affect achievement. (a) What is meant by the term ‘secondary socialisation’? [2] (b) Describe two findings from IQ tests. [4] (c) Explain how education is functional for society. [6] (d) Explain why girls do better than boys in their examination results in many modern industrial societies. [8] (e) To what extent do material factors affect educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘secondary socialisation’? 2 One mark for a partial definition, e.g. schools are an agent of secondary socialisation OR learning norms and values. Two marks for a clear definition, e.g. the period of learning after the primary stage/primary socialisation when norms and values are reinforced OR what is learnt through agencies such as schools in the period after primary socialisation. 2(b) Describe two findings from IQ tests. 4 Possible responses: • Intelligence – IQ tests measure intelligence and show that some children and more intelligent than others; • Social groups – IQ tests have shown that there are patterns of results between different social groups e.g. middle-class pupils tend to score higher than working class students; • Ethnicity – some researchers claim that IQ tests show that there are links between intelligence and ethnicity and that some ethnic groups tend to score better; • Different kinds of intelligence – IQ test findings are based on quite a limited definition of intelligence e.g. reasoning skills are measured; • Processing speed – IQ tests can measure how quickly an individual can memorise/process information; • Nerves/illness – it has been found that feeling nervous or feeling ill can influence results in IQ tests; • Life chances – IQ tests do not necessarily determine a person’s path in life, some people with low IQ test results go on to do well in education and careers, whereas some with high test results do not i.e. they cannot make accurate predictions; • Life chances – IQ tests can be used to determine future life chances i.e. those who score highly on IQ tests are likely to achieve highly in their later examination results too and thus have good life chances e.g. a predictor of ability; • Setting/selection – findings from IQ tests are often used as the basis for internal setting and streaming within schools and as the basis for selection tests for fee-paying and/or grammar schools; • Any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how education is functional for society. 6 Possible responses: • socialisation – the process begun by the family continues in education, allowing norms and values to be reinforced; • social control – the system of rewards and sanctions ensures socially approved behaviour and attitudes are inculcated; • knowledge and skills – students learn the knowledge and skills necessary to best serve the economy; • role allocation – the ‘sifting and sorting’ process found in education ensures that the right people are in the right roles later in life; • sense of belonging – a national pride and sense of social solidarity is nurtured in education through singing the national anthem, learning about one’s own history and culture etc.; • preparation for employment – education ensures that individuals are ‘trained’ ready for the workplace e.g. through the hidden curriculum; • feminism – education continues the culture of patriarchy and so is functional for men as it continues their superiority and dominance within society; • Marxism – education is functional for the ruling class as it supports and normalises capitalism, creating a submissive and unquestioning proletariat workforce; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why girls do better than boys in their examination results in 8 many modern industrial societies. Possible responses: • age of maturity – many believe that girls mature earlier than boys and so they are more likely to realise the importance of exams to their future careers than boys i.e. deferred gratification; • female role models – the attitudes and aspirations of girls have increased as there are now more successful female role models for them meaning better exam results for girls; • decline of the housewife role – as dual worker families and working women have become more normalised so girls have started to realise the value of education and their exam results have improved; • equal opportunities – legislation and policy now ensures that girls and boys are given the same opportunities e.g. the national curriculum – girls are therefore encouraged by teachers and careers advisors to aim high – hence better exam results; • positive discrimination – this may be seen particularly in STEM subjects whereby the performance of girls is closely monitored e.g. they may be given priority access to lab equipment or be invited to a girls only STEM club meaning exam results may be higher; • motivation – girls spend longer studying than do boys on average, are more conscientious and better organised – this is likely to lead to better exam performance; • feminism – this has demonstrated on a societal level that girls can achieve and be successful – these attitudes and new norms have trickled down into schools and exam performance too; • culture of masculinity – boys are under pressure from peers to demonstrate laddish behaviour as they are afraid they will suffer from a loss of status if they are seen to be too hard working – this can have a negative effect on their exam results; • traditional male jobs – these are in decline in many societies and so boys may see little point in working hard in school for their exams as there are fewer job opportunities now for them – crisis of masculinity; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 2(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent do material factors affect educational achievement? 15 Possible responses: Arguments for: • quiet space – not having one of these because the family is too poor is likely to hamper educational achievement; • diet – an inadequate diet will negatively affect concentration levels and performance – these are often down to a lack of money for fresh, healthy food; • pre-school – not going to this because it costs too much can mean that poorer children enter education already behind their peers; • fewer resources – not having access to the internet, ICT, revision books, private tutors etc. at home disadvantages a child when in school; • part-time jobs – students that need to work part-time alongside their studies to help support their families will not have the same time available for study which is likely to negatively impact upon performance; • university access – coming from a poor family who cannot financially support their children through education may lower the child’s aspirations in school as they can’t really see the point of it; • extra-curricular activities – poorer students are less likely to be able to afford these e.g. school trips, sporting clubs that require equipment, after- school sessions when they need to look after siblings etc. – this may affect their relationships with teachers and access to cultural capital; • attending a disadvantaged school – being poor reduces parental choice as they cannot afford private education or to move to a better catchment area – this means the education on offer will not be as good as at more affluent schools; • gender – financial hardship may mean that a boy’s education is prioritised over a girl’s; • immigration – some minority ethnic groups have a high proportion of their members in the working class and so are more likely to suffer from material hardship e.g. immigrants forced to take low paid jobs, this will then affect children’s educational achievement; • any other reasonable response. Arguments against: • cultural factors – many sociologists believe these are far more influential than material factors on educational achievement e.g. cultural capital – access to libraries, trips to museums, the theatre and art galleries, reading at home etc. • linguistic factors – it is not material factors that influence educational achievement but the ability to understand and speak elaborated code the language of schools and educational success – Bernstein; • compensatory education – material deprivation is high on many government agendas and thus compensatory education schemes and positive discrimination are often in place to counter the negative effects of financial hardship on achievement; • ethnicity – it may not be about material factors but instead about ethnicity e.g. the language of the school not being the student’s first language, ethnocentric curriculum, institutional racism etc.; 2(e) • gender – it may not be money but gender that has the biggest effect on educational achievement e.g. in some societies boys’ education is prioritised over girls; • in-school factors – setting and streaming may have more of an effect on a student’s educational achievement than any material factors; • teacher expectations – Becker’s labelling theory – students’ educational achievement will be affected by the way they are treated and perceived by their teachers e.g. a self-fulfilling prophecy may occur; • school attended – research by Rutter demonstrated that some schools and teachers were better than others and that this, rather than any specific material disadvantage, was the reason for differences in educational achievement; • personal motivation – students from all backgrounds can be motivated to succeed through their own ambition and desires for the future – this is not linked to material factors; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 2(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2022

4 Some sociologists argue that all media represent dominant news values. However, audiences use the media in different ways. Gender, ethnicity and age can affect media consumption patterns. Sociologists debate the role of the media and its impact upon audiences. For example, pluralists, postmodernists and believers of the hypodermic-syringe model all take very different approaches. (a) What is meant by the term ‘postmodernist’? [2] (b) Describe two news values in the media. [4] (c) Explain how pluralists view the media. [6] (d) Explain why the hypodermic-syringe model of media effects can be criticised. [8] (e) To what extent are patterns of media use affected by the gender of the audience? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘postmodernist’? 2 One mark for partial definition, e.g. a media dominated society OR a pick ‘n’ mix society. Two marks for clear definition, e.g. how the media and society has become more interactive and audience controlled. 4(b) Describe two news values in the media. 4 Possible responses: • negativity – bad news is preferred over good news; • unexpectedness – events that are out of the ordinary; • personalisation – a story with human interest that allows for audience empathy e.g. personal interviews; • elite nations – reference to wealthy countries e.g. the USA has a higher news value than equivalent stories from other countries; • elite individuals – star appeal – royals, celebrities and leading politicians are more likely to make the news than ordinary people; • conflict – a clash of ideas, nations or people can be made more dramatic and so has high news values; • proximity – how close is the event to the audience, either geographically or in terms of beliefs e.g. Western ideologies in UK news; • meaningfulness – if the audience can relate to the story then the news values are higher; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how pluralists view the media. 6 Possible responses: • socialisation – as one of the main agents of socialisation, the media plays a big role in transmitting society’s norms and values; • audience – pluralists believe that the audience shapes the media and the media reflects their views. Thus the media does not influence the audience; • media diversity – a wide and increasing choice of media is available with many independent companies existing alongside the big media corporations; • competition – each media company is in competition with others for profits, therefore they produce what the audience wants – mass appeal; • competition – this also means that quality must be high in the media to attract an audience and prices are similarly kept as low as possible to appeal to the audience; • choice – the development of new and social media gives the audience more choice in what they consume and allows for interactivity; • prosumer – the boundary between audience and producer is starting to blur as we see a rise of citizen journalism and user-generated content according to pluralists; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why the hypodermic-syringe model of media effects can be 8 criticised. Possible responses: • direct and immediate effects – this claim of the model has been widely disputed as effects are now thought to be more cumulative i.e. over time; • everyone is affected the same – this claim has been disputed by researchers such as Hall whose reception theory showed how different members of the audience interpret content in different ways; • dominant world view – this claim can be challenged due to the diversity of media forms and content that is now available across the globe, resulting in alternative views; • methodology – the model was based on experiments such as the Bobo Doll which are now discredited due to the artificial environment and the bias; • advertising – the model thought this was particularly important in its ability to persuade people and change their views – with streaming and on-demand media, adverts can now be skipped altogether; • new and social media – as the media industry has developed so the audience have been able to comment on and share their views on the media – interactivity – this means an immediate effect on them is now unlikely; • user-generated content – the audience are now often prosumers and so they can create their own media content meaning it is less likely that they will be directly influenced by media content; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are patterns of media use affected by the gender of the 15 audience? Possible responses: Arguments for: • new technologies – males engage with new technologies and gadgets more regularly than females e.g. males are much more likely to be ‘gamers’; • genre – males typically choose action, sport and documentaries whilst females choose reality TV, dramas and soaps – information vs entertainment; • choice of channel – feminists have shown that it is males who typically have control and decide what the household are watching; • planning – Morley’s research shows that men carefully plan their media consumption whereas women are more spontaneous; • print media – publications such as broadsheet newspapers are more regularly consumed by males than females, perhaps reflecting greater male presence in the public sphere; • consumption – whilst females multi-task whilst consuming media (e.g. browsing social media whilst watching a TV show) males do not do this – they focus on the media more attentively; • social media – females tend to use visual, image based social media such as Instagram and Pinterest far more than males; • social interaction – uses and gratifications theory – females use the media as a source of interaction, helping them to form personal relationships with others – it’s a social activity. Males prefer uninterrupted forms of consumption on their own; • work and leisure – research shows that males use work-based media far more than females e.g. most regular users of ‘Linkedin’ are males females tend to use media more for entertainment e.g. Instagram; • any other reasonable response. Arguments against: • gender convergence – in postmodern societies boundaries between male and female behaviours are changing. Thus differences in media use by gender are outdated e.g. the rise of the ‘ladette’ and decline of the hegemonic male (Connell); • media content change – in order to appeal more to males or females, products are changing their content and/or representations of gender e.g. gaming is now becoming more popular with females as the content and characters become de-masculinised; • individualism – in a postmodern world characterised by individualism and choice gender becomes irrelevant when it comes to media usage – there is so much diversity in today’s industry and with narrowcasting on the increase, media usage is about personal choice and interest – not social factors like gender; • age – this social factor is more important than gender – e.g. TV viewing rises considerably in those aged over 50 and social media usage is most popular with teenagers and young adults; • social class – this is more influential than gender in determining media usage e.g. newspapers – tabloids are typically consumed by the lower classes, broadsheets by the higher classes; 4(e) • ethnicity – many ethnic groups consume and produce media materials specific to their own culture and these are rising in popularity. Gillespie found that Punjabi teenagers in the UK enjoyed watching both mainstream and specialist Punjabi programmes; • the digital divide – some groups do not have the same level of access to media as other more privileged groups which affects patterns of media use (e.g. pensioners); • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [912 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2022

4 Some sociologists argue that there are now more positive media representations of gender, age and disability. However, not all sociologists are so positive, for example Marxists are particularly critical of traditional media. Other sociologists criticise the amount of violence in the media and the effects this violence can have on society. Despite this, all sociologists agree that we now live in a media culture. (a) What is meant by the term ‘media culture’? [2] (b) Describe two examples of traditional media. [4] (c) Explain how media representations of disability are now more positive. [6] (d) Explain why Marxists criticise media content. [8] (e) To what extent is violence in society caused by violence in the media? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘media culture’? 2 One mark for a partial definition, e.g. media is all around us, everywhere. Two marks for a clear definition, e.g. how a society is influenced and affected by the media, in terms of knowledge, tastes and values. 4(b) Describe two examples of traditional media. 4 Possible responses: • Newspapers – print products that cover the news, may be national, regional or local and can be published weekly or daily; • TV – mainstream broadcasting will dominate here with a range of programmes at a scheduled time usually intended for a national audience – current affairs, drama, sport, news and entertainment; • Radio – an audio medium with shows scheduled for specific time slots that broadcast music, news, sport and entertainment; • Books – printed fiction and non-fiction, the oldest form of mass media; • Magazines – print products that can be weekly or glossy monthly’s, often appealing to a specific target audience e.g. housewives; • Films – distributed to cinemas, DVD and TV; • Advertising – billboards, posters and space in print products aiming to persuade an audience to buy a particular product; • Any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how media representations of disability are now more positive. 6 Possible responses: • visibility – there are a lot more disabled individuals now seen across the media industry which is a positive change; • reduced tokenism – this has been much reduced, meaning that disabled actors/individuals feature in the media today because of their abilities and/or actions; • fewer stereotypes – stereotypes of disabled people are far less frequently seen in the media today as we see more well-rounded and less one-dimensional, generalised characters; • less binary opposition – the media industry is using this technique less and less when it comes to representations of disability and instead disabled characters and individuals are represented on a sliding scale, as is the case for able bodied characters; • legislation – laws have changed e.g. The Equality Act and the media industry has followed in their codes of practice to ensure that disabled people have the same rights as able bodied; • language – the language used in the media to describe disabled people has become much less loaded; • success – successful disabled people now regularly feature in the media and are stars/celebrities e.g. Ade Adepitan, Ellie Simmonds, Lost Voice Guy, Warwick Davis etc.; • new media texts – a selection of new media output has changed representations of disability to being far more positive e.g. BBC ‘Beyond Boundaries, ABC’s Speechless’; • new and social media – these have given disabled people a voice and allow for the discussion of representations of disability and the ability to challenge the industry if content is not deemed acceptable; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why Marxists criticise media content. 8 Possible responses: • false consciousness – the media convey the dominant ideology and so keep the population ignorant because they are owned and controlled by the capitalist class who deliberately use them to keep power and prevent social change; • indoctrination – people can be manipulated by the media to believe what they want us to believe e.g. people in the UK were manipulated into supporting the invasion of Iraq in 2003 because of the media’s representations; • false needs – the media creates passive consumers who are willing to work hard for the ruling class to buy the things that they have been persuaded that they need – consumer society; • diversion – the media diverts attention away from really important issues in society by feeding the audience with a diet of gossip and trivia. Radical ideas are ridiculed or ignored and so the status quo is maintained; • alternative views – these are rarely seen in the media and when they are restricted to small media outlets/niche media or presented in a way that marginalises or ridicules them; • ownership and control – the media is dominated by multinational corporations or state-owned media companies meaning that the ruling class are able to manipulate the content of this powerful agent of socialisation to serve their own capitalist needs; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is violence in society caused by violence in the media? 15 Possible responses: Arguments for: • imitation – children learn from copying others so they may copy violence they see in the media; • role models – younger members of the audience in particular are heavily influenced by their media role models who they look up to therefore if they are committing acts of violence then it is likely that the audience members will perceive this to be ok for them to do too; • agent of socialisation – the media is thought to be a very influential agent of socialisation, particularly on young people and with the advent of new media. This means that the audience will see violent actions in the media as the norm and will be influenced by this; • desensitisation – the audience may become so used to seeing images of violence in the media that it loses the ability to shock them and so may make them more likely to be violent themselves; • hypodermic syringe model – this claims that an immediate and direct effect upon the audience is caused by their exposure to media violence – validated by the Bobo Doll experiment by Bandura; • cultural effects – it is likely that if the audience sees repeated images of violence over time e.g. through being a regular gamer or consumer of action movies, then this will start to influence their own behaviour and attitudes (drip-drip effect); • susceptibility of the audience – most researchers recognise that some audience members e.g. the young, the marginalised, are more susceptible to media violence than others – for these individuals it is likely that media violence does lead to increased levels of violence in society; • any other reasonable response. Arguments against: • individualism – an audience comprises of very different individuals all of whom will react differently to violent content therefore it is inaccurate to claim that the media can make the audience more violent; • hypodermic syringe – the idea that the media have a direct and immediate effect on the audience is outdated, most people believe the media is not this powerful; • audience selection – a lot of the audience members will choose not to consume violent media material and therefore will not be made more violent by it; • Hall’s reception theory – members of the audience will all decode a media text in different ways therefore media producers do not know the effects that their products will have on the audience; • Morley – social factors – many researchers believe that how susceptible an individual is to media violence depends on their class, gender and age – not everyone reacts in the same way; • uses and gratifications – audiences are in control of how they use the media and therefore are unlikely to be very susceptible to violent media content unless they want to be; • catharsis – violence in the media may have positive effects on the audience by safely channelling strong emotions e.g. by playing violent video games – this prevents real life violence; 4(e) • sensitisation – the shock effect of seeing violence in the media causes the audience to take action against real life violence thereby reducing levels of violence in society; • violence pre-media – violence in society has always existed, a long time before the development of the industry, therefore any claims that the two are linked are dubious; • user generated content – today’s new interactive media means that often it is the audience who are also the media producers – this disputes the idea that the media have a strong, negative effect upon the audience’s thoughts and actions; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 4(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2022

4 The media is an increasingly important agent of socialisation in contemporary society. Media role models and the representations of some social groups are often stereotypical and some sociologists are concerned about the effects of this on the audience. Concerns have also been expressed about the power and influence of those who control the media and of the media’s negative influence on children. (a) What is meant by the term ‘role model’? [2] (b) Describe two traditional media stereotypes of the working class. [4] (c) Explain how audiences use social media. [6] (d) Explain why many sociologists are concerned about the effects of media violence on children. [8] (e) To what extent is ruling class power maintained by the media? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘role model’? 2 One mark for partial definition, e.g. someone you look up to; Two marks for clear definition, e.g. individuals who act as examples to others who try to follow their attitudes and behaviour. 4(b) Describe two traditional media stereotypes of the working class. 4 Possible answers:  underrepresented − research shows a lack of working class people in the media when compared to the higher classes;  hard working, manual labourers − traditional representations (often male) of working class people working hard for little money or reward;  community values − working class are often shown to be loyal to their community and to help one another out in times of need;  housewives − working class females are often shown in the housewife role, looking after the domestic duties and the family;  welfare scroungers − those claiming welfare benefits are often portrayed in a negative light as workshy and lazy (Murray);  strikers − GUMG research showed the working class to be portrayed negatively as greedy and unreasonable;  irresponsible and lacking in common sense − particularly associated with sitcoms − e.g. Homer Simpson;  set in their ways − often shown as resistant to social change, unaccepting of new identities and ideologies e.g. hegemonic masculinity (Connell);  white extremism − can be represented politically as being part of far right groups and engaging in racist and hostile behaviours e.g. fascism, Neo−Nazis etc.;  any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how audiences use social media. 6 Possible answers:  instant messaging − sites are used for ‘friends’ (who may not actually be known to one another) to send communications, keep in touch;  sharing videos and photos − video and image files can be peer−to−peer shared using social media;  social networking − networks can be built and strengthened through social media contacts, either for pleasure, leisure or work–based activities;  employment − social media is now used regularly in job searches, job advertisements and to vet potential candidates through search histories and previous posts e.g. LinkedIn;  interactivity − audiences add comments, join conversations etc. in order to be an active part of social media content;  prosumers − social media can be used by the audience to upload content to other users e.g. citizen journalism;  entertainment − social media has become a platform for entertainment e.g., sharing ‘memes’, jokes, quizzes, spoilers, trailers etc.;  trending − social media allows users to see what’s currently trending and to keep up to date e.g. with fashion;  celebrities/star appeal − sites such as Twitter are often used to ‘follow’ stars and read posts/comment interactively etc./creates ‘fandom’;  group membership − groups of specialist interest use social media and have large numbers of members on a global scale e.g. allotment online, fishing, football, sewing etc.;  dating − social media sites are now the most common platform for online dating;  social media can be used, particularly by the young, as a means of avoiding FOMO (fear of missing out), to be a part of something;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4−6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well−developed way or cover several points in less detail. 4(d) Explain why many sociologists are concerned about the effects of 8 media violence on children. Possible answers:  hypodermic syringe model − research indicates (Bobo doll experiment) that children may imitate the violence they see in the media in real life e.g. copycat killings;  cultural effects theories − seeing repeated images of violence in the media has a cumulative effect on children, making them more likely to commit acts of violence themselves;  glamorising violence − films, rap music videos and TV shows have all been accused of representing violence as something ‘cool’ and ‘glamorous’ −this distorted representation may make violence seem appealing to children;  desensitisation − children may become so used to consuming violence in the media that they are no longer shocked by it − this makes them less likely to take action against it and more likely to commit it themselves;  normalisation − the amount of violence in the media has increased greatly and has become increasingly graphic; sociologists fear that this normalises violence for children and that it is therefore more likely to happen in society;  vulnerable nature of children − children are not fully formed, they are still learning and so are highly susceptible to the effects of the media and therefore to violence;  digital technology − this has resulted in a media culture in which many children have smart−phones − the power of the media to influence them in areas such as violence is thus very great;  on−demand media − as so much media is now streamed and available on−demand, the power of censorship such as the watershed to protect children from unsuitable content such as violence is considerably lessened;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4−6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates maybe beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 4(d) Band 3 [7−8 marks] Answers in this band will show good sociological knowledge and understanding and will be well−developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well−focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is ruling class power maintained by the media? 15 Possible answers: Arguments for:  ownership − the media is typically owned by those from the ruling class who can use the media as a vehicle to spread dominant ideologies and indoctrinate audiences;  media manipulation − the media can influence and manipulate the audience into believing a certain viewpoint through the use of ‘facts’, images and language e.g. the Iraq War;  creating false needs − the media support capitalism by creating false needs that turn people into passive consumers − this leads to the constant demand for new products which makes the ruling class increased profits as well as increasing their power;  diverting attention − Marxists accuse the media of diverting the audience’s attention away from really important social and global issues through shallow media entertainment and trivia; this prevents the lower social classes from challenging the ‘status quo’ and ruling class power;  invisibilising alternative views − views that challenge capitalism or the ruling class are frequently marginalised in the media − through their under−representation or through ridicule e.g. GUMG research;  hegemony − most media personnel are drawn from a small range of social groups e.g. typically white, male, middle class, middle aged − this results in a lack of challenge to the ruling class and their power and ideologies;  ideological state apparatus − Marxists see the ideological control that the media can wield as instrumental in upholding ruling class power and influence − controlling minds and thoughts;  propaganda − the media can use techniques of bias, selection and distortion in order to send out particular messages and viewpoints and so influence the audience’s beliefs e.g. Nazis;  ruling class transgression − negative actions by members of the ruling class do not receive as much media attention as those by the lower classes, perpetuating the idea that the lower classes are the ‘problem’ this helps the ruling class to maintain their position of power;  any other reasonable response. Arguments against:  pluralism − the media can only ever respond to the needs of the audience it cannot influence us − unless media content is wanted by audiences it will not be consumed (competition) and so we are free to resist ruling class authority;  choice − there has been so much diversification in the media alongside globalisation that there is literally something for everyone, covering all viewpoints − no one set of beliefs has the power to influence anymore; 4(e)  governments − they typically now have rules to prevent monopolies and cross−media ownership and this therefore helps to prevent ruling class power being maintained;  feminism − they believe it is not the ruling class who control the media but men; the media is seen to be patriarchal in terms of content, ownership and representations so influencing audiences due to this male power structure;  postmodernism − media is no longer vertically integrated meaning that conglomerates have lost the ability to control the media’s content, style and bias which means ruling class power can no longer be maintained through the media;  narrowcasting − with the advent of new media and independent companies, so more media for niche, specialised audiences is emerging − this caters for non−mainstream interest and audiences and is often critical of the dominant ideology and the ruling class, challenging their power base;  internet − the internet has enabled the audience to access global media alongside being able to research issues, events, politicians and people themselves through academic journals, blogs etc. − this challenges the maintenance of ruling class power as people start to find out ‘the truth’;  user–generated content − as the audience are now often also prosumers they are the ones uploading and streaming the content of the media − this challenges ruling class power;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one−sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5−8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list−like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two−sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list−like answer with some development covering both sides of the argument may score up to 8 marks. 4(e) A one−sided answer cannot score higher than 8 marks. Band 3 [9−12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well−developed, focused on the questions and there will be a range of points presented. There will be a two−sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13−15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well−developed, clearly focused on the question and discuss a wide range of points. Responses will be two−sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 May/June 2023

2 Many changes have occurred in the education system. There are now more types of schools and there have been changes in the curriculum. However, despite the changes, there are still clear differences in the educational results of different students and their experiences of being at school. Some sociologists believe that social factors and family background are the reason for these differences. (a) What is meant by the term ‘social factors’? [2] (b) Describe two sanctions that schools use to control students. [4] (c) Explain how Marxists would criticise the education system. [6] (d) Explain why a student’s family background may affect educational achievement. [8] (e) To what extent is the comprehensive system of education the best? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘social factors’? 2 One mark for partial definition, e.g. male or female OR social class. Two marks for clear definition, e.g. things that affect lifestyle and life chances, such as wealth, religion, age, gender, and ethnicity. 2(b) Describe two sanctions that schools use to control students. 4 Possible answers:  detentions – students may be kept behind by teachers at lunchtime or after school to teach them a lesson for their bad behaviour e.g. not doing homework;  loss of privileges – schools can remove things that students desire as a form of punishment aimed to encourage conformity e.g. loss of mobile phone, loss of prefect status, loss of lunchtime exit pass etc.;  physical punishment – whilst no longer legal in many countries, some schools do use physical punishment in order to control their students and to deter bad behaviour;  isolation – schools often have ‘time out’ rooms that badly behaved students are sent to in order to reflect on their actions and to remove them from their peers;  exclusion – schools can formally exclude students whose continued bad behaviour is so serious that they are unable to be educated in the institution any longer;  letters of praise/recognition in assemblies – public praise for the student’s good behaviour leads to increased likelihood of social conformity amongst other students who then also want this praise;  treat trips – students that follow the rules may be rewarded with trips out of school, so encouraging further good behaviour;  any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how Marxists would criticise the education system. 6 Possible answers: • lack of social mobility – education reproduces social inequalities it does not offer many possibilities for upward social mobility and downward social mobility is very rare indeed; • myth of meritocracy – schools claim that they offer equal opportunities to all but Marxists claim that this is not true and that those from the higher social classes achieve more; • private schools – these typically achieve the best results in society but can only be afforded by those at the very top of the social hierarchy which is seen to be unfair; • selection – many schools select students from an entrance exam or use systems of setting and streaming to teach students – these tend to benefit students in the higher social classes; • material factors – students from families with more economic capital are more likely to achieve in education as they can afford additional resources, private tutors, internet etc.; • working class underachievement – the lower a pupil’s social class the less well they do in education which then limits their life chances; • capitalism – schools reproduce and normalise capitalist values and so maintain the unfair system of elitism and privilege for the few (ideological state apparatus); • middle class institutions – schools are very middle class places based on middle class values – they use the elaborated code, teachers label pupils who do not meet the ideal pupil stereotype and they require students to accept the merits of deferred gratification; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1 – 3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4 – 6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well–developed way or cover several points in less detail. 2(d) Explain why a student’s family background may affect educational 8 achievement. Possible answers: • parental values – whether parents value education and engage with schools has been proven to be very influential in affecting student aspirations and how well an individual does at school; • role models – having parents who have succeeded in education and who have benefited from deferred gratification is likely to positively affect children; • cultural capital (Bourdieu) – families with more cultural capital help to make education a more straightforward and understandable process than those without e.g. regular trips to art galleries/theatre; • material factors – families that cannot afford additional resources, books, digital technology etc. to support a student’s studies may not achieve as highly as those that can; • accommodation – working class students may live in cramped, noisy conditions in which it will be difficult to study and this is likely to negatively affect their achievement; • diet – students in poverty may not have enough to eat and a lack of good quality nutrition can affect concentration levels and hence how well they achieve at school; • communities – schools based in areas where education is not valued, unemployment is high and deviance is commonplace are unlikely to do as well as those families living in more prosperous areas; • social networks – Bourdieu found that families that had good social contacts and capital were able to help children in terms of gaining work experience placements, seeking careers and university advice etc.; • ethnicity – Archer’s study showed how UK Chinese families encouraged their children to work hard at school and to achieve the best they could do, ‘Tigermums’ studies show the same; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1 – 3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 2(d) Band 2 [4 – 6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7 – 8 marks] Answers in this band will show good sociological knowledge and understanding and will be well–developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well–focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent is the comprehensive system of education the best? 15 Possible answers: Arguments for: • equal opportunities – this is at the heart of the comprehensive system and is the ethos that the schools and the teachers represent – all students can choose from the same offer of subjects and all can do well – they are typically mixed ability and mixed gender; • strong community – comprehensive schools bring together all children and families in an area, regardless of social class, ethnicity or ability – this promotes social solidarity and social integration; • no labelling of students – children are no longer labelled as ‘successes’ or ‘failures’ at the age of 11/when joining secondary school and those that develop academically at a later age have a real chance to succeed; • standardised curriculum and testing – all students follow and have access to the same curriculum and tests which is a system based on fairness and universal standards; • achieved status – the value of working hard to be successful is central to comprehensive schools and this ensures that very few students now leave without qualifications, resulting in better life chances; • meritocracy – functionalists see comprehensive schools as being fair to all students and equalising social divisions to allow hard working, talented young people from all backgrounds the chance to be successful and upwardly mobile; • working class pupils – this group of students are particularly thought to benefit from comprehensive schools improving life chances through the opportunities they offer, as they are the least likely to get into grammar/selective schools; • special educational needs – comprehensive schools are thought to offer nurture and support for children with special educational needs, supporting them through their education, encouraging tolerance and celebrating diversity; • any other reasonable response. Arguments against: • lower standards – some claim that educational standards are lowered in comprehensive schools because the brighter students have to work at the same speed as the less able; • lack of diversity – comprehensive schools are not actually very diverse in their make–up – if the school has a mainly working class catchment area then most of the pupils will also be working class; • impersonal system – comprehensives tend to be large and many are now impersonal academy chains – discipline problems and bullying have been reported by many researchers; • streaming and setting – most comprehensives use systems of setting and streaming, providing a different education for pupils with different abilities – basically selecting – this is not the best for all students; • teacher labelling – teachers still have stereotypes of the ‘ideal pupil’ in their minds in comprehensive schools and this can affect student motivation and work ethic through either positive or negative labels; • other schools – in areas where there are other schools for parents to choose from, the brightest may attend faith/grammar/private schools meaning in effect the tripartite system continues; 2(e) • vocationalism – comprehensive schools still set students off on different educational paths – some for academic education, others for more work–based courses – some sociologists question how fair this really is and whether it is best for all students; • league tables – schools are under pressure to get good results and this means that schools will often ‘get rid of’ troublesome students or reduce/limit exam entries for those students who are unlikely to do well; • faith schools – some sociologists believe these are the best type of school for students to attend as they allow religion to be prioritised alongside education, promoting particular beliefs and values; • private schools – many parents choose to pay for their child’s education and results indicate that students do better academically in private schools due to factors such as better facilities, more cultural capital and smaller class sizes; • single–sex schools – both boys and girls tend to get better results in single–sex schools than co–ed schools which indicates that comprehensive schools may not be the best for all students – bullying is also said to be reduced; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1 – 4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one– sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5 – 8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list–like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two– sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list–like answer with some development covering both sides of the argument may score up to 8 marks. A one–sided answer cannot score higher than 8 marks. 2(e) Band 3 [9 – 12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. There will be a two–sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13 – 15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well–developed, clearly focused on the question and discuss a wide range of points. Responses will be two–sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2023

3 There are many different reasons why individuals commit crime. Sociologists research crime to understand these reasons and to investigate the impact of crimes on victims. Explanations for crime often suggest labelling or a lack of status are to blame. However, many crimes are not reported to the police and these unrecorded crimes can therefore be very difficult to research. (a) What is meant by the term ‘labelling’? [2] (b) Describe two urban crimes. [4] (c) Explain how victim surveys are used to measure crime. [6] (d) Explain why crimes are not always reported to the police. [8] (e) To what extent can a lack of status in society explain criminal behaviour? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘labelling’? 2 One mark for partial definition, e.g. stereotyping people OR Becker’s theory. Two marks for clear definition, e.g. how acts and people are defined as deviant by the social reaction of others to their behaviour. 3(b) Describe two urban crimes. 4 Possible answers: • rioting – social disorder and unrest e.g. London riots, Egyptian Revolution; 2011; • looting – stealing goods from somewhere e.g. shops/warehouses; • gang crime – turf wars, often leading to knife/gun crime; • mugging/street robbery – street attacks with a financial incentive; • shoplifting – stealing from shops, often sold on to others; • theft from city centre shops/banks – typically for financial gain; • violence/assault – may be associated with alcohol and bars and/or weapons; • drug dealing – organised crime where illegal drugs are bought and sold; • knife crime – often associated with youths and sometimes with gangs; • white collar crime – crimes committed against companies and usually carried out for personal benefit e.g. a bank clerk stealing cash whilst at work; • corporate crime – committed by companies or their workers against the public e.g. fake goods – typically found in cities; • bank robbery – usually occurs in cities by armed gangs; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how victim surveys are used to measure crime. 6 Possible answers:  asks a sample of respondents what crimes they have been a victim of, typically in the last year – starts to reveal the hidden/dark figure of crime (unreported);  often use interviews to find out the information and this is typically in the respondents own home to increase rapport and validity;  victim surveys are sometimes used to challenge the official picture of crime and victimisation in order for sociologists to have a better/more valid understanding;  anonymity/confidentiality – because names are not revealed in this method of finding out about victims of crime, respondents are more likely to take part and to answer truthfully;  CSEW/BCS – example of a national survey that looks for patterns and trends in victimisation in the UK using a representative, large sample and standardised questions (quantitative data);  local victim surveys – e.g. Islington survey – look to find out about the experience of being a victim of crime in a local area in a more detailed way, often associated with Left Realism and Lea and Young (unstructured interviews – qualitative data);  feminist victim surveys – e.g. Walklate – focus on crimes where women have been victims and which are very under–reported, to understand the impact and effect through unstructured interviews (qualitative data);  victim surveys are now used in the UK to complement the official picture of crime and are therefore published alongside official statistics, this offers a broader, more accurate measurement;  other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1 – 3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4 – 6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well–developed way or cover several points in less detail. 3(d) Explain why crimes are not always reported to the police. 8 Possible answers:  too trivial – people tend not to report crimes they believe to be too trivial as they don’t think the police can/will do anything to help;  no benefit to victim – it is the crimes where the victim benefits from reporting them that are done so most regularly e.g. where a crime number is needed/for an insurance claim etc;  private matters – some crimes aren’t reported as they’re seen as private matters between the victim and the offender e.g. gang or family crime;  no desire for punishment – sometimes crimes aren’t reported as the victim doesn’t want the offender to be punished e.g. domestic abuse/coercion cases;  fear of reprisal – sometimes crimes aren’t reported as the victim is afraid of what will happen;  victimless crimes – some crimes are not reported as there is no feeling of being a victim;  embarrassment – crimes of a sexual nature are very under–reported because of the sensitive nature of the topic and the unwillingness of the victim to relive the crime again;  distrust of the police – in communities where the police are not trusted then crimes are unlikely to be reported e.g. traveler communities;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1 – 3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4 – 6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7 – 8 marks] Answers in this band will show good sociological knowledge and understanding and will be well–developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well–focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent can a lack of status in society explain criminal 15 behaviour? Possible answers: Arguments for: • status frustration – Cohen – young people who do not get status from educational success in school may turn to crime in order to gain it; • crime statistics – these clearly show that it is those people with less status and economic capital who are most likely to commit crime; • crisis of masculinity – Mac an Ghaill – unemployment amongst men in traditional labour jobs is high in some areas so they turn to crime in order to maintain their masculine status of provider; • Lea and Young, marginalisation – people with a lack of status in society feel socially excluded and so turn to crime as a form of resistance; • racism – in some societies minority ethnic groups are given less status than the majority group and suffer racial discrimination, they may turn to crime in order to gain that status; • riots – research shows that rioters are often young people with lower levels of status in society who riot to express their dissatisfaction with some aspect of society and call for social change e.g. BLM; the Arab Spring etc.; • stop and search rates – research shows that some social groups are disproportionately targeted by the police for stop and search and these are typically lower status groups – crime occurs as they assert their frustrations with these inequalities; • juvenile delinquency – young people, low on status, commit most crimes in society but Matza (drift theory) says once they achieve status as they grow older they will also grow out of criminality; • any other reasonable response. Arguments against: • not everyone with a lack of status turns to criminal behaviour, most people conform to the law; • inadequate socialisation – Murray – underclass values mean that children are not well socialised and so turn to criminal behaviour; • labelling theory – stereotypes and perceptions of the ‘typical delinquent’ may be a better explanation for crime; • white collar crime – these criminals do have status (money and power) in society yet still commit crime (Marxism); • relative deprivation – it may not be a lack of status but a lack of money that causes crime (Marxism) – instrumental crime; • masculinity – the peer pressure to be masculine (hegemonic, Connell) may be the reason for some males to become criminal; • postmodernism – the thrills and excitement of crime may be the reason people commit it e.g. joyriding, not a lack of status; • deviancy amplification – police targeting of some social groups may become so frustrating that it leads to clashes with the police and more crime; • lack of opportunity/low educational qualifications – in some areas of high unemployment there may not be enough well–paid jobs available therefore some people turn to crime to find an illegitimate opportunity structure instead (Cloward and Ohlin), not status; 3(e) • feminism – domestic violence – this is typically committed by men (who are known to have higher status in society) which throws doubt upon the idea of a lack of status leading to crime; • media – imitation and role modelling may lead to some crimes being committed, e.g. by the young, rather than a lack of status; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1 – 4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one– sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5 – 8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list–like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two– sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list–like answer with some development covering both sides of the argument may score up to 8 marks. A one–sided answer cannot score higher than 8 marks. Band 3 [9 – 12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well–developed, focused on the question and there will be a range of points presented. There will be a two–sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13 – 15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well–developed, clearly focused on the question and discuss a wide range of points. Responses will be two–sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2023

4 Contemporary media is no longer national or local, it is a global institution often using citizen journalism for its content. Audience members use traditional and new media for many different reasons. Some sociologists believe that the media will influence the audience’s values and attitudes as it is a powerful agent of socialisation. Other sociologists disagree, instead seeing audiences as being in control of the media. (a) What is meant by the term ‘citizen journalism’? [2] (b) Describe two ways the audience use the media, according to the uses and gratifications model. [4] (c) Explain how the media is biased. [6] (d) Explain why contemporary media is global. [8] (e) To what extent does the media influence the audience’s values and attitudes? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘citizen journalism’? 2 One mark for partial definition, e.g. news from mobile phones OR blogging. Two marks for clear definition, e.g. the ways in which the public can gather and distribute information either via the internet or via a news company. 4(b) Describe two ways the audience use the media, according to the uses 4 and gratifications model. Possible answers: • entertainment/escapism – relax, fill in time, gain enjoyment from certain media forms and products; • personal relationships – a sense of companionship and belonging, identifying with the characters and their issues from the media; • social relationships – the media text becomes a source of friendship, audiences talk about the media together – it may even generate new friendships e.g. through online forums and chat rooms; • personal identity – audiences compare themselves and their situation to the characters in media texts; they make decisions about their lives based on this and can reinforce or challenge values and beliefs; • information – audiences can find out things beyond their immediate experiences; • education – audiences can learn about new topics/debates/issues and be educated; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how the media is biased. 6 Possible answers: • privately funded companies may be biased towards investors/owners/advertisers and are likely to take a mainstream view in order to maintain this appeal; • owners – can bias media products through only employing staff with the same views as themselves and by directly giving orders to staff on approved content; • controllers – language used, pictures published, tone of phrase etc. can all create a biased piece of media; • propaganda – an untrue version of events that does not allow the audience access to alternative viewpoints e.g. Nazi Germany, North Korea etc.; • Marxism – the media operates from a dominant ideological viewpoint and so stories and issues are slanted to benefit the ruling class and maintain the capitalist ‘status quo’ as fair; • feminism – the media is patriarchal – ownership and control is male dominated and media representations often objectify or make women invisible; • GUMG – their research showed how the news was biased in favour of the management – viewers were manipulated to see the management side as ‘fair and right’ and the strikers as ‘unreasonable and wrong’ – agenda setting; • moral panics – sensationalism and exaggeration in the media leads to misrepresentation of some social groups and the creation of a distorted picture of folk devils and scapegoats; • news values – certain topics/themes feature regularly in the news as these are popular with the audience – this biases content and style; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1 – 3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4 – 6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well–developed way or cover several points in less detail. 4(d) Explain why contemporary media is global. 8 Possible answers: • ownership – media conglomerates headed by media moguls are now the norm so media companies are global businesses e.g. Disney; • global village – digital technology has made the world a smaller place and we are now inter–connected on a global level; • citizen journalism – this allows us to see instantly as it happens news and events from around the world; • internet – this has opened up countries to the audience who connect through media output as well as ‘apps’, networks, social media, etc.; • digital platforms – audiences can access media products from all over the world regardless of their own location; • interactivity – the two–way nature of contemporary media has meant that audiences can interact through chat rooms, messaging, forums etc. on a global level – national boundaries are broken down; • smart–phones – these have become normalised in many places in the world now meaning that users are continually inter–connected and able to access global media; • education – online digital learning platforms that use new media technologies have facilitated learning happening at a global level e.g. TEFL courses, University courses etc.; • content – available content for users is no longer determined by where the consumer lives – on–demand and digital technology has meant that we can consume media products from all over the world e.g. Nollywood, Asian network, CNN, BBC etc.; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1 – 3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4 – 6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates maybe beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7 – 8 marks] Answers in this band will show good sociological knowledge and understanding and will be well–developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well–focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent does the media influence the audience’s values and 15 attitudes? Possible answers: Arguments for: • hypodermic syringe model – the media have direct and immediate effects on the passive audience who soak up the output and therefore values and attitudes are influenced; • cultural effects model – the media has long–term and cumulative effects on the audience; repetition of representations and viewpoints will cause the audience to accept them as ‘correct’ and so influence attitudes and views; • GUMG (Glasgow University Media Group) – research showed that the media do shape audience viewpoints when they do not have access to other sources of information e.g. politics, environmental issues, world news etc.; • bias and distortion – if the media is biased and not neutral then the audience will be presented with a one–sided version of events which will affect how they think e.g. propaganda; • news values – the news is selective in the stories and events on which it reports, favouring those with the strongest news values – this will affect audience views and attitudes; • role modelling – celebrities and stars in the media are often looked up to by members of the audience e.g. sports stars, influencers – what they do, think and say is hugely influential and so can change behaviour and attitudes in the audience; • advertising – advertisers spend a lot of money advertising their products across multiple platforms therefore there must be evidence that it influences the audience otherwise why would they continue to spend this money?; • moral panics – these can influence audiences to think in a particular way about crime and deviance, viewing the folk devils as ‘bad’ and having a critical attitude to those scapegoated; • violence – many studies have demonstrated the power of the media to affect attitudes and views to violence e.g. catharsis, desensitisation, imitation etc; • opinion polls – research shows the power of the media to sway voting decisions and views and opinions on politicians and their policies; • any other reasonable response. Arguments against: • uses and gratifications theory – the audience can decide what they are using the media for and what pleasures they want to get out of it, the media doesn’t influence them; • active audiences – audiences are not passive, they decide which media to consume, they can turn off media they disagree with and thus are in control of their own attitudes and views; • citizen journalism – with smart–phone technology audiences are now filming and uploading ‘news’ as it happens meaning the power of the media to influence attitudes and views is lessened e.g. George Floyd murder case; 4(e) • user–generated content – so much new media is created through the audiences themselves that it is hard to see, particularly for the younger generations, how the media as an institution is affecting their views and attitudes; • generalisations – audience members are individuals and whether the media affects their views and attitudes will depend upon the topic, the context and that individual; • reading media texts – Hall/Morley – research shows how not all audience members ‘read’ media texts in the same way, showing that the media’s power to influence attitudes and views is limited e.g. preferred, negotiated and oppositional readings; • globalisation – today’s media is global therefore we are receiving information and output from all over the world which allows audiences to challenge views presented in their country’s media; • instant new media – the internet allows audiences to research themselves about issues and events, meaning they don’t have to rely on the media for that information – they can use social media, blogs, academic journals etc.; • other agencies of socialisation – may have more influence over views and opinions than the media e.g. those involving human contact and relationships such as family, education, peer group, religion and workplace; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1 – 4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one– sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5 – 8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list–like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two– sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list–like answer with some development covering both sides of the argument may score up to 8 marks. A one–sided answer cannot score higher than 8 marks. 4(e) Band 3 [9 – 12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well–developed, focused on the question and there will be a range of points presented. There will be a two–sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13 – 15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well–developed, clearly focused on the question and discuss a wide range of points. Responses will be two–sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2023

1 The family has many important functions and is essential for teaching norms and values to children. However, sociologists disagree on which type of family is the best. As there are so many different types of family, such as beanpole and nuclear families, individual experiences of family life are very different. For example, some individuals experience a patriarchal family life whereas others experience matriarchy. (a) What is meant by the term ‘beanpole family’? [2] (b) Describe two ways parents teach children the norms and values of society. [4] (c) Explain how families can be patriarchal. [6] (d) Explain why functionalists claim the nuclear family is the best type of family. [8] (e) To what extent is an ageing population negatively affecting family life? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘beanpole family’? 2 One mark for partial definition, e.g. a vertically extended family; Two marks for clear definition, e.g. a family with only one child or few children combined with rising life expectancy leads to vertically extended families with few people in each generation. 1(b) Describe two ways parents teach children the norms and values of 4 society. Possible answers:  primary socialisation − as the main agent of primary socialisation, parents are vital to teaching children norms and values and so will be the main source of information and approval that children go to;  role modelling − parents are looked up to by children who believe what they do is right and correct therefore parents’ actions and attitudes can easily be transferred to their children;  imitation − children copy what they see their parents doing therefore they can easily teach children desired norms and values through their own actions and responses;  canalisation − Ann Oakley found that parents ‘channel’ their children towards toys deemed appropriate for the child’s gender e.g. a pink doll’s house for a girl and a toy gun for a boy;  manipulation − children observing the domestic division of labour at home or being taken to gender appropriate activities e.g. boys to football and girls to ballet, is part of a broader social construction of femininity that matches the interests of a patriarchal system;  rewards − by rewarding socially approved behaviour, parents can encourage their children to do this more often e.g. praise;  sanctions − by punishing undesirable behaviour parents can deter children from behaving in this way again e.g. telling off;  any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how families can be patriarchal. 6 Possible answers:  segregated conjugal roles − these place males and females into different positions in the family and these give men power over women in terms of making decisions, economic capital etc.;  dual/triple burden − even though many females now work, the bulk of the domestic and emotional workload is still left to them rather than males = patriarchal;  dark side of the family − domestic abuse occurs within the family and is often not reported to the police; victims are largely female and perpetrators largely male;  culture and traditions − in many cultures it is normal for men and women in the family to play different roles; males may be more privileged in terms of freedom, access to education and the roles played;  gendered socialisation − Ann Oakley’s research demonstrated how girls and boys in the family were socialised differently in order to prepare them for their future roles − in which males had the more privileged positions (reproduction of patriarchy);  differential social control − girls and boys in the family are often subject to different levels of social control (Heidensohn) − this can often mean girls have less freedom, spend more time in the home, have earlier curfews and stricter rules;  polygyny − this is far more common than polyandry (very rare) − a man has more than one wife at the same time: this often reduces women to a disposable status where they can be replaced at any time − they do not have the same rights to choose another husband = patriarchal;  forced marriages − it is often women who are the victims of exploitative family arrangements that sees them forced to marry against their will this is often to a much older man and their life of servitude begins;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4−6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well−developed way or cover several points in less detail. 1(d) Explain why functionalists claim the nuclear family is the best type of 8 family. Possible answers:  Murdock − claimed the nuclear family was the norm worldwide because it was the best type of family;  family functions − nuclear families are said to be the best place to perform the essential family functions such as reproduction, socialisation, social control etc.;  gender roles − in nuclear families males perform the instrumental roles and females the expressive because these are the roles they are naturally best at − this allows the family to work effectively;  dysfunctional families − functionalists point to families that are not nuclear to demonstrate how they do not do a good job e.g. New Right criticisms of lone parent families who are said to inadequately socialise their children;  cereal packet family − the nuclear family remains the ideal family type seen in media representations and adverts;  privatisation − the nuclear family is home centred and places the needs of family members above everything else to ensure a warm, loving environment;  stable role models − the nuclear family offers children two clear role models to help socialise them into their own future roles and to fulfil their needs;  child−centred − nuclear families are child−centred because the family size is small and their privatised status allows for time and money to be focused on the children;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4−6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7−8 marks] Answers in this band will show good sociological knowledge and understanding and will be well−developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well−focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is an ageing population negatively affecting family life? 15 Possible answers: Arguments for:  loss of status − as increasing numbers of people become ‘old’ and retire so they lose the status that they once had in the workplace − research shows this particularly negatively affects men and causes grumpiness and family conflict;  financial burden − families who decide to take in and look after elderly relatives may suffer from financial difficulties as one partner may need to give up work to be able to do this effectively (often the woman);  pivot generation − many women now find themselves in a position of having to care for both dependent children and elderly relatives which can be a big burden for them;  stress and tensions − multi−generational households will have very different norms, values and beliefs and this is therefore likely to lead to arguments and tensions;  over−crowding − moving elderly relatives into family homes can often lead to problems of over−crowding which is likely to cause conflict between parents and between children, perhaps making quiet study and privacy difficult;  loneliness − elderly loneliness is rising, particularly amongst women 75, exacerbated by the trend towards geographical mobility that means many families do not live close to one another;  feminism − the triple shift already experienced by many women may now be further exacerbated by the addition of elderly relatives to the family; feminists would say this is unfair on women;  any other reasonable response. Arguments against:  financial assistance − many older people help out their families financially which has positive effects on family life e.g. buying a house/car/holidays etc. (economic support);  emotional assistance − older relatives are often seen as a valuable source of advice and emotional support for family life − this particularly applies to women (emotional support);  childcare − with dual worker families now being so commonplace, elderly relatives who are in good health are often used as a source of free childcare for families (physical support);  digital technology − elderly family members have good levels of contact with extended kin, more so than other generations, and thus can create strong family networks through the use of digital technology and social media; 1(e)  quality contact − research shows that there may be more qualitative and enriching contact between grandparents and their grandchildren. This may result in more positive experiences of socialisation as grandparents pass on life lessons;  active ageing − old age is now a period of relaxation and good health for many meaning that quality time and experiences with extended family members is normal e.g. holidays, day trips, family gatherings;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one−sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5−8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list−like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two−sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list−like answer with some development covering both sides of the argument may score up to 8 marks. A one−sided answer cannot score higher than 8 marks. Band 3 [9−12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well−developed, focused on the questions and there will be a range of points presented. There will be a two−sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13−15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well−developed, clearly focused on the question and discuss a wide range of points. Responses will be two−sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’

This question in 0495/23 May/June 2023

4 Many sociologists believe that audiences are affected by what they consume in the media. This can be media content, the language used and the representations shown. For example, representations of some age groups can often lead to labelling in society. Many sociologists agree the media is a powerful agent of socialisation and some censorship of the media may be necessary. (a) What is meant by the term ‘labelling’? [2] (b) Describe two ways the media acts as an agent of socialisation. [4] (c) Explain how the media affects its audience, according to the hypodermic syringe model. [6] (d) Explain why censorship of the media may be necessary. [8] (e) To what extent are media representations of age stereotypical? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘labelling’? 2 One mark for partial definition, e.g. stereotyping OR giving a person a new identity; Two marks for clear definition, e.g. applying a term and an associated set of assumptions to an individual or a social group. 4(b) Describe two ways the media acts as an agent of socialisation. 4 Possible answers:  imitation − things shown in the media may be copied by the audience e.g. violence − they have learnt this behaviour from the media;  norm referencing − those events and viewpoints shown as normal in the media become seen as a ‘norm’ and therefore are typically accepted by the audience e.g. girls wearing make−up;  role modelling − some individuals in the media are represented as idols, people to be looked up to and admired;  gender roles − males and females learn what is accepted of them in their culture from the media e.g. feminist criticisms of the objectification of females;  identities − we learn who we are from the media, identifying with characters and their issues (uses and gratifications theory) e.g. sexuality, ethnicity, disability etc.;  media culture − because the media is so prevalent now, particularly with new media, it is thought by many researchers to be more influential than other agencies such as the family and education e.g. smart−phones, internet, social media;  body image − the media has been negatively linked to pressures on males and females to conform to particular ideal body types, represented through fashion and celebrity culture e.g. fat shaming, anorexia, trolling etc.;  capitalism − Marxists would say that the media socialises the audience to accept the inequalities of capitalism without challenge as this is the dominant ideology portrayed;  any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how the media affects its audience, according to the 6 hypodermic syringe model. Possible answers:  media has a direct and immediate effect on audiences;  audiences are passive and therefore soak up and believe media messages;  Bandura − bobo doll experiment − an example used by the hypodermic model to demonstrate the power of the media to impact upon and influence audiences;  everyone in the audience is affected in the same way by the media;  advertising is believed to be very influential and successful − adverts increase sales through direct media impact;  media can be used for the purpose of propaganda − e.g. Nazi Germany, North Korea, China;  increases in violence in society caused by representations of violence in the media e.g. imitation by children/video games etc.;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4−6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well−developed way or cover several points in less detail. 4(d) Explain why censorship of the media may be necessary. 8 Possible answers:  protection of the state − e.g. Official Secrets Act − this prevents the reporting of state secrets e.g. in times of war;  unfounded allegations against individuals − libel and slander laws prevent the media from making unfounded and damaging allegations;  prejudice and discrimination − censorship ensures the fair treatment and representation of ethnic groups and other minorities;  certification system for films and computer games − this protects users from unsuitable content and language e.g. PEGI/BBFC;  TV watershed − restricts the broadcasting of unsuitable material before 9pm to protect audiences from potentially harmful content;  obscenity laws − prevents the media showing images that could disturb or offend audiences;  self−censorship − many media companies will self−censor in order to ensure appropriate material is available for their audiences e.g. a film director may delete scenes of violence from a script;  to protect vulnerable groups from seeing disturbing/inappropriate media content e.g. children;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4−6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates maybe beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7−8 marks] Answers in this band will show good sociological knowledge and understanding and will be well−developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well−focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are media representations of age stereotypical? 15 Possible answers: Arguments for:  children as innocent and vulnerable, in need of adult protection;  teenagers as rebellious, perhaps involved with petty crime or gangs;  representations of some youth sub−cultures have shown teenagers as resistant to adult values and authority, as folk devils in a moral panic e.g. mods and rockers;  teenagers as irresponsible e.g. the teenage girl who gets pregnant;  the generation gap − the concept that there is a huge difference in the norms, values and beliefs of different generations;  middle aged people as responsible and law−abiding figures e.g. positions of power and authority;  middle aged men going through a mid−life crisis e.g. dating younger women, living a party style life, driving fast cars etc.;  older people as physically weak, a burden and in need of help e.g. Grandpa Simpson;  older people as grumpy, moaning and difficult to get along with e.g. Victor Meldrew, Scrooge, Carl Fredrickson ‘Up’;  older people as frail and vulnerable, the typical victims of crime;  any other reasonable response. Arguments against:  children can now sometimes be seen as having greater wisdom than incapable or irresponsible adults;  children can be represented to be evil/bad e.g. documentaries about children who kill;  positive representations of capable teens with a force for good e.g. the Harry Potter franchise;  teenagers as ambassadors for social change, often through social media e.g. Greta Thunberg, Malala Yousafzai;  middle aged people shown struggling with life, families, employment etc. e.g. the film ‘I Daniel Blake’, high unemployment during the Covid−19 pandemic; increasing rates of divorce in many countries amongst middle aged couples etc.;  older people in more positive roles e.g. the film ‘Red’, the cartoon ‘Up’, Dumbledore in the Harry Potter stories, Gandalf in ‘Lord of the Rings’ etc.;  older people defying negative stereotypes and doing things associated with the young e.g. Helen Mirren dying her hair pink, Mick Jagger and the Rolling Stones, the pop group ‘The Zimmers’ etc.;  postmodernism − this theory suggests that the media will have less stereotypical representations due to increased audience power to choose, narrow−casting and the advent of new media;  any other reasonable response. 4(e) Band 0 [0 marks] No creditworthy response. Band 1 [1−4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one−sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5−8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list−like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two−sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list−like answer with some development covering both sides of the argument may score up to 8 marks. A one−sided answer cannot score higher than 8 marks. Band 3 [9 − 12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well−developed, focused on the questions and there will be a range of points presented. There will be a two−sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13−15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well−developed, clearly focused on the question and discuss a wide range of points. Responses will be two−sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2023

2 Education is a necessary part of young people’s lives. Schools can be private or governed by the state. Education can be selective or non-selective. Sociologists have different views about what is good and bad in the different education systems and schools. However, all sociologists believe that it is not just the official curriculum and teaching that influences students, but also the peer group and the hidden curriculum. (a) What is meant by the term ‘selective education’? [2] (b) Describe two ways the hidden curriculum socialises students. [4] (c) Explain how peer groups can influence educational achievement. [6] (d) Explain why functionalists claim education is necessary. [8] (e) To what extent are private schools the best for students? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘selective education’? 2 One mark for a partial definition, e.g. schools for bright children. Two marks for a clear definition, e.g. pupils are selected and others excluded usually on the basis of their academic ability. 2(b) Describe two ways the hidden curriculum socialises students. 4 Possible answers: • informally – students learn acceptable behaviour and views outside of the classroom and through parts of lessons not focused on formal lesson content; • sanctions – students are punished if they don’t conform to socially approved actions e.g. late detentions; • rewards – students are rewards/praised if they do something that is approved of e.g. showing good manners; • following authority – students learn that they must follow the rules set by others higher up in the hierarchy, whether they agree with them or not; • gender roles – students learn what is expected from their gender e.g. boys may be asked to carry heavy boxes whereas girls may be asked to tidy up and clean; • boredom – Marxists claim that schools teach children how to cope with boredom and to be passive, this will then be replicated in their adult working lives; • workplace – students at school are socialised into the norms and values of the workplace – functionalists would say this keeps society running smoothly, Marxists would say it maintains capitalist ideologies; • any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how peer groups can influence educational achievement. 6 Possible answers: • conformity – adolescence is a turbulent period in a young person’s life and they want to fit in and be accepted by the peer group, therefore peer pressure may influence educational achievement; • social class – lower social classes typically achieve less well in school and so may react to this perceived failure by joining an anti-school sub- culture to improve their self-esteem; • status frustration – Cohen – he says that peer groups who do not gain much status from the educational system may look to gain status by being the class clown and ‘cheeking’ the teacher, this is reinforced by the peer group and is likely to lead to educational underachievement; • Willis – the lads – the working-class male peer group in his study did not see the point of education as they didn’t need the qualifications for the manual work they would enter on leaving school – this affected their educational achievement; • racism – some anti-school sub-cultures e.g. Sewell’s study – form on ethnic lines and may be the peer group’s way of resisting the perceived inequalities and racism within schools – this resistance can lead to educational underachievement; • Mac and Ghaill – ‘the black sisters’ – this study found that a female Asian and Afro-Caribbean peer group all decided to work hard at school as doing well in their education was important to them – the peer group reinforced educational achievement; • Jackson – ladettes – her research found a new kind of female peer group emerging in schools that rejected authority and adopted behaviour typically associated with males e.g. challenging authority – educational underachievement characterised such peer groups; • culture of masculinity – laddish sub-cultures may form due to the perceived feminisation of education where authority figures are often female and where academic success typically involved reading and writing – this resulted in educational underachievement • pro-school sub-cultures – some peer groups embrace the culture and values of education and work hard, encouraging and supporting one another to succeed and so achieve highly in education; • any other reasonable response. 2(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why functionalists claim education is necessary. 8 Possible answers: • socialisation – norms and values are passed on from one generation to the next through the hidden curriculum and through teacher role models; • social control – a system of sanctions and rewards is used in schools in order to control children and to ensure socially approved of behaviour; • shared values – education creates social order and solidarity through the promotion of shared values e.g. national identity, religion, heritage etc.; • individual achievement – education introduces children to the concept of achieved status and the idea that they will be judged by what they achieve based on universal standards; • knowledge and skills – education is necessary in order to teach young people the skills and knowledge necessary to be productive workers of the future; • sifting and sorting – education is necessary as it selects those people most appropriate for each role in life e.g. by assessing children’s abilities school allows them to follow different paths – education produces the right people for the right jobs; • learning social control – education socialises children to accept that they must conform to the wishes of those in power; • meritocracy – education epitomises the meritocratic system and represents the idea that hard work and talents will be rewarded in society; • social mobility – education allows for social mobility to occur and can therefore break cycles of deprivation; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent are private schools the best for students? 15 Possible answers: Arguments for: • smaller class sizes – this means there is more one-to-one attention and support for students which will increase their confidence, understanding and achievement; • resources – because private schools are funded through private fees, they are able to offer better resources and facilities than state schools which makes learning more pleasurable and easier; • results – results in private schools are typically better than in other types of schools and therefore this will benefit students when looking for a university place and a job; • scholarships – private school systems of bursaries and scholarships mean that disadvantaged young people can also benefit from their facilities leading to improved life chances and upward social mobility; • social capital – Bourdieu – students will meet and mix with influential individuals and families at private school giving them a large social network that can aid with work experience placements, jobs, opportunities etc.; • academic culture – private schools have high expectations and will therefore encourage students to study hard and to put their best effort into the work they produce – this will lead to higher achievement and independent study skills useful for higher education and work; • peer group – pro-school sub-cultures are likely to be the norm in private schools meaning there is less peer pressure to misbehave; • extra-curricular opportunities – students are likely to have the opportunities to participate in a wide variety of sports, debating societies, cultural visits and overseas travel – all will improve their cultural capital (Bourdieu); • meritocracy – functionalists would say that if students are bright enough to pass the selection criteria for private school then they deserve the manifold opportunities that this kind of school brings them; • university access – attending elite private schools often makes it easier to gain acceptance to the top universities worldwide e.g. Harvard, Oxford etc.; • any other reasonable response. Arguments against: • boarding – many private schools require students to leave home and live at the school, this means they miss out on essential primary socialisation and family love and activities; • elitism – private schools breed a culture of elitism that puts students in competition with one another – this is not healthy; • lack of diversity – private schools are not typically very diverse in their student or teacher populations and this therefore does not prepare student’s well for the real world; • pressure – because parents are paying for their child to attend a private school, the pressure to succeed academically is huge and this has been reported to lead to real problems with mental health issues for young people; 2(e) • social inequalities – private schools are not good for anybody as they maintain a system of inequality, allowing only the rich to attend – those that gain a scholarship place are not treated in the same way and may be subject to negative teacher and peer labelling; • feminism – many private schools are single-sex and a lot are male only and traditional/patriarchal in focus – this disadvantages female students so is not the best for them; • Marxism – they believe private schools reproduce the system of capitalism that is good for nobody, encouraging selfishness, elitism and greed; • teaching – teaching is often rated better in inspections in non-private schools meaning that private school students may miss out on opportunities for creative work, collaborative work, interactive teaching etc.; • grammar schools – these are said to provide the same standard of education as private schools but without the hefty price tag and within the local area; • community – private schools are unlikely to be based in the student’s local area therefore they are unable to form community bonds and networks and travel time can be extensive; • any other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 2(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2023

3 Although there is a dark figure of crime, individuals can learn a lot about crime and deviance from the media. Crime and deviance can be different from each other. There are different sociological explanations for why people commit crime, act in a deviant way or adopt a master status. Marxists blame capitalism for crime whereas functionalists blame a lack of social order. (a) What is meant by the term ‘master status’? [2] (b) Describe two ways capitalism may cause crime. [4] (c) Explain how crime can be different to deviance. [6] (d) Explain why there is a dark figure of crime. [8] (e) To what extent does the media influence ideas about crime and deviance? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘master status’? 2 One mark for a partial definition, e.g. being seen as criminal. Two marks for a clear definition, e.g. a social position that overrides all others and becomes the way the individual sees themself and how others see them. 3(b) Describe two ways capitalism may cause crime. 4 Possible answers: • frustration – workers may be so frustrated by the way they are treated and exploited at work by their bosses that they take their anger out on their partners at home – domestic violence; • consumerism – capitalism has created a society where status and identity are defined by material possessions, the pressure to get these may lead to crime; • relative deprivation and marginalisation – Lea and Young – comparing oneself to others and realising what you have not got may lead to resentment and anger that is demonstrated through crime; • unequal wages – capitalism exists to make maximum profit so bosses will pay workers as little as they can – this may mean some people turn to crime to buy what they want; • competition – capitalism operates on a ‘divide and rule’ system that puts workers in competition with one another – greed can lead to crime; • financial assets – the capitalist system is based on money/profit and the ownership of private property, therefore those who lack this may resort to crime as a way of getting it; • white-collar/corporate crime – individuals may commit such crimes due to the pressures of the capitalist system in jobs where status and position are linked to making as much money as possible; • any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how crime can be different to deviance. 6 Possible answers: • crimes are always illegal as they break the law, deviance is not always illegal as it’s about breaking social norms; • crimes are typically looked upon negatively by society whereas many acts of deviance are not e.g. ‘cheeking’ the teacher in the classroom can be seen as a way to gain peer group status; • crimes are typically dealt with by formal agents and processes of social control, deviance is more likely to be dealt with by the informal agents and processes of social control; • crimes may be more serious than acts of deviance e.g. murder vs anti- social behaviour; • consequences for crimes tend to be more severe than for acts of deviance e.g. going to prison is more severe than being told off; • criminality is more likely to be universally agreed upon than deviance which is far more likely to be culturally specific and relative; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why there is a dark figure of crime. 8 Possible answers: • crime is not known about – if the victim does not realise they have been a victim of crime then the crime will be unlikely to be reported to the police e.g. fraud; • victimless crime – some crimes do not have a victim to report the crime e.g. drug users, prostitution etc.; • some crimes are not reported to the police due to their sensitive nature – domestic abuse and sexual crimes are notoriously under-reported for this reason; • some crimes are not reported to the police due to lack of trust – the community may not have good relations with the police or may have a fear of reprisals from the criminal; • white-collar crimes – these are a large dark figure because they rarely come to the attention of the criminal justice system – Marxism ‘selective law enforcement’; • some crimes are not recorded by the police – they may think they are too petty or not likely to be solved or may consider the victim unreliable e.g. a gang member, a prostitute etc.; • police discretion – police officers can decide whether the reported crime / the person committing a criminal act needs to be formally sanctioned – if not then the crime will not make it into the statistics; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent does the media influence ideas about crime and 15 deviance? Possible answers: Arguments for: • media as a source of knowledge – most people have little direct contact with crime so they rely on the media for their knowledge and ideas; • media stereotypes – fear of crime – despite crime rates falling, research shows that people think crime rates are rising and crime is a serious problem – this has been caused by the media; • unusual crimes – it is those crimes that are most unusual and dramatic that feature the most in the media (news values) – this persuades people to believe that they are more common than they really are; • criminals – the media sets the agenda for who the public see as criminals and this tends to be based on stereotyping e.g. Cicourel’s ‘typical delinquent’; • moral panics (Cohen) – the media use sensationalism and exaggeration to create moral panics on crime – this causes public concern and puts pressure on the formal agencies to do something about it; • folk devils – the media represents criminals as different from ‘normal people’ – this creates a stigma about who commits crime; • glamourising criminality – critics comment on the power of the media to use criminal role models to imply that crime can be positive – this may influence the audience’s ideas; • consumer society – the focus in the media on consumption and acquiring material possessions may influence the audience to consider criminality as a means to acquiring these goods and status symbols; • any other reasonable response. Arguments against • official statistics – it is not the media but the official crime statistics that influence how people think about crime – they reveal the patterns and trends in criminality and the media just report on these; • police – the actions of the police in terms of targeting, police presence, stop and search rates etc. are more likely to influence the public’s perception of crime than the media; • courts – with the power to sentence criminals, it is the courts that determine how the public think about crime and deviance as their sentences portray what crimes are considered the most serious; • government – the government set a country’s laws and determine what is acceptable and what is not, this then affects how the public will think; • variety of media forms – the media exists in so many different forms and styles today that representations of crime and criminals will also be very diverse, thus the power to affect people’s ideas may be limited; • too deterministic – whether the media influences people’s ideas about crime will depend upon the individual – we do not have to believe everything that is in the media (selective media models); • family – as the primary agent of socialisation, the family teaches individuals their norms and values and what to think about crime and deviance not the media – this formative socialisation is crucial; • religion – if an individual is religious it is likely that these beliefs are more influential than the media in forming ideas about crime and deviance; 3(e) • peer group pressure – many peer groups and sub-cultures engage in deviant behaviour and there is lots of pressure to conform to group norms, this is where many young people learn their ideas about crime and deviance from, not the media; • education – schools encourage young people to conform to society’s norms and values and sanction those that do not – this process is more effective at influencing ideas about crime and deviance than the media; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2023

4 The media is often accused of transmitting dominant values and traditional stereotypes to the audience. Some sociologists argue the media has a strong influence on audience voting patterns. However, new media is very different to traditional media. How the media is funded is also likely to create differences in content, form and functions. (a) What is meant by the term ‘dominant values’? [2] (b) Describe two ways the media can be funded. [4] (c) Explain how new media and traditional media are different. [6] (d) Explain why traditional stereotypes in the media are changing. [8] (e) To what extent are voting patterns influenced by the media? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘dominant values’? 2 One mark for a partial definition, e.g. common opinions. Two marks for a clear definition, e.g. the main beliefs in a society held by most people and spread by the media. 4(b) Describe two ways the media can be funded. 4 Possible answers: • advertising – the media often charges advertisers a lot of money to advertise on their channel/in their publication etc. therefore they are funded by advertising revenue; • state owned media – in some countries the state has the monopoly on media ownership and funding, in others they compete with privately funded media; • private institutions/individuals – the costs of the media are covered by private companies/individuals and the media is run as a means to make profit – as a business e.g. Fox/Sky; • public funding/public service – costs of the media are covered by payments from the government or another public body, e.g. the BBC licence fee; • subscribers – much contemporary media is paid for through service/channel subscriptions e.g. Netflix, Amazon, Sky etc.; • consumers – much social media is paid for by the consumer who chooses to buy its services/apps etc.; • any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how new media and traditional media are different. 6 Possible answers: • traditional media broadcasts to a mass target audience whereas new media allows for narrow-casting and a more specialist/niche target audience; • interactivity – new media is typically more interactive for the consumer than traditional media which is one-way communication; • social media – this is a big part of new media, allowing for connections and networking; it is not a part of traditional media; • top-down media – represents the hierarchy in traditional media where the audience are often seen as passive consumers; with new media this hierarchy tends to be more democratic; • traditional media is typically conservative and follows the status quo (Marxism) whereas new media can be more alternative and progressive in its content and style; • active audience – the audience are active contributors to new media (e.g. citizen journalism/user generated content) whereas they are merely consumers in traditional media; • internet – new media uses the internet and so allows for globalisation whereas traditional media is typically more national/regional in focus; • platforms – new media use a wide range of different platforms for their content which can be accessed on a wide range of devices – traditional media has less flexibility; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why traditional stereotypes in the media are changing. 8 Possible answers: • campaigns for change, pressure groups and online/hashtag groups have pressed for changes to happen to reflect public opinion; • employment in the media – the growth of digital media has meant increasing employment in the media meaning more ethnic minorities, women etc. are able to influence content and decision making; • changing positions and status in society – media representations are changing to reflect societal change e.g. higher status of women etc.; • meeting audience demand – many countries are now experiencing an ageing population and the media must therefore ensure its content appeals to this market – outdated stereotypes are unlikely to do so; • increasing purchasing power of social groups – older people, career women and minority ethnic groups, for example, are now seen as significant markets for the media and for advertisers therefore traditional stereotypes have changed; • legislation and government policy – changes in these areas have given high profile to areas of discrimination and stereotyping, meaning the media has changed its representations; • new media – this has led to a very diverse range of media content being available to audiences, a lot of which is now user generated: this allows for traditional stereotypes to be subverted and marginalised; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates maybe beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are voting patterns influenced by the media? 15 Possible answers: Arguments for: • privately owned media and their political position – these are often very pronounced and can be seen through choice of lexis, image, stories etc.: this is likely to affect the audience and so affect voting; • election campaigns – the media are central to these campaigns, the internet, social media, TV, billboards etc. are all used in order to push a political message onto the audience – this is likely to affect voting; • spin doctors and image consultants – political parties employ individuals to control the media representations of politicians and party leaders which is likely to affect voting; • state owned media and censorship – often alternative political parties are marginalised or ridiculed to ensure the ruling party remains in power – thus the media affects voting; • opinion polls – the media reports opinion polls as if they are facts about the outcomes of elections – in reality this is just a small sample which may not be representative but nonetheless, voting is often affected e.g. tactical voters; • social media – politicians today make extensive use of social media in order to try and attract, e.g. they comment and interact with the audience frequently – this may affect voting; • propaganda – in countries with state control of the media propaganda may occur meaning the government and its policies are represented favourably whilst the opposition parties are represented unfavourably; • hypodermic syringe model – the media is said to have a direct and immediate effect on the audience therefore would affect voting; • cultural effects model – certain ideologies and beliefs are normalised within the media which over a long period of time affects the audience e.g. Marxist view of the media’s positive portrayal of capitalism – this may affect voting; • any other reasonable response. Arguments against: • uses and gratifications model – the audience are said to be in control of the media, not the other way round: voting patterns are thus unlikely to be affected by the media; • active audience – this model believes that every audience member ‘reads’ the media differently: so ‘oppositional readings’ (Hall) of a media text would mean that the audience’s voting patterns were not affected by the media; • audience selection – audiences choose media that reflects their outlook and beliefs therefore the media is unlikely to change or affect voting patterns, they simply reinforce pre-existing viewpoints; • new media – this has meant there is a diverse range of media platforms and content available to the audience therefore all political views are likely to be found somewhere – audiences are well informed from a variety of sources and make their own opinions rather than being directly influenced by the media; 4(e) • family and social class – many sociologists believe that political socialisation occurs through the family not the media and that the family is therefore more likely to affect voting patterns e.g. through cultural transmission or religious socialisation; • interactivity – the ability for the audience to interact with new media, to create user generated content, to contribute to online forums etc. means that the audience are more likely to have their voting patterns affected by one another/peers than the media per se; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/ some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2023

4 Contemporary media includes both new and traditional media and is an agent of socialisation. The media affects values, behaviour and political beliefs. Both new and traditional media have been criticised by sociologists for biased content and inaccurate and distorted representations of some social groups. New media has also been criticised for creating a digital divide. (a) What is meant by the term ‘traditional media’? [2] (b) Describe two examples of media folk devils. [4] (c) Explain how males are represented in contemporary media. [6] (d) Explain why political beliefs might be influenced by the media. [8] (e) To what extent has new media created a digital divide? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘traditional media’? 2 One mark for a partial definition, e.g. newspapers. Two marks for a clear definition, e.g. print and other older media such as radio and film, with little, if any, interactivity. 4(b) Describe two examples of media folk devils. 4 Possible answers: • youth sub-cultures e.g. the mods and the rockers – were represented by the media as causing trouble through acts of violence (Cohen); • knife crime – young males (often ethnic minority) are often portrayed by the media as living gang lifestyles and being a threat to society; • hoodies – the ‘hoody’ became a media symbol for ‘out of control youth’ resulting in the banning of youths wearing hoodies from some public places e.g. Bluewater shopping centre, UK (Fawbert); • bankers – in the credit crunch the ‘greedy’ bankers were portrayed in the media as the folk devils, responsible for international economic collapse and recession; • drug users – Young’s study of drug users showed how they were portrayed negatively as ‘delinquents’ and ‘losers’ and Critcher’s study showed rave culture being portrayed in a similar way; • ethnic minorities, particularly immigrants, may be blamed in the media for taking working class jobs, so creating conflict in society; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how males are represented in contemporary media. 6 Possible answers: • hegemonic males – physical strength, power, dominance, sexual attractiveness, successful; • breadwinner – provider and protector of the family, head of the household; • meterosexuals – males who embrace masculine qualities whilst also caring about their style, appearance and looks; • New Men – embrace the traditionally feminine roles and tasks e.g. housework, childcare, emotional work, joint conjugal roles, etc.; • sports stars – males are still associated with the sporting world and prowess/skills; • househusbands – these may look after the house and children whilst the female breadwinner is at work or be single parents; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why political beliefs might be influenced by the media. 8 Possible answers: • ownership – state owned media typically presents stories in favour of the political party in power and negatively portrays the opposition; • propaganda – the media can be used to spread messages of propaganda, often linked to politics e.g. Hitler’s media manipulation during WW2; • Marxism – the media is said to support the ‘status quo’, representing mainstream politics favourably and more alternative/radical beliefs in a negative way (Glasgow University Media Group) – thus affecting political beliefs; • newspapers – these are typically heavily politically biased in their reporting of stories and representations of politics and so are likely to influence political beliefs of the audience; • opinion polls – media can influence political beliefs through their reporting of opinion polls; despite the small samples involved these are often represented as forecasting political results and so affect voting decisions; • new media – this is global and quickly disseminated, often with ‘from the scene’ uploads/citizen journalism and can therefore be a powerful influence on political beliefs e.g. war/civil unrest footage, BLM, inhumane treatment, etc.; • images – image manipulation and selective editing can portray a particular representation of a political leader and thus influence audience’s political beliefs e.g. the negative images seen of Donald Trump and Boris Johnson in several media outlets; • statistics – the media will typically back up points with statistics which adds weight to the argument and can therefore influence political beliefs; • hypodermic syringe model – this model of media effects sees the audience as passive, soaking up and believing what the media tells them – this could therefore influence political beliefs based on media political content; • cultural effects model – this ‘drip-drip’ theory suggests that if the media routinely and regularly contain a particular political view or narrative then this will become accepted as normal by the audience – thus influencing political beliefs; • any other reasonable response. 4(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates maybe beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent has new media created a digital divide? 15 Possible answers: Arguments for: • cost – cost of computers and the internet make them less affordable to the lower classes, meaning other classes make more use of new media; • global – poor people and those in developing countries have less access to new media than those in modern industrial societies; • range – those with more money and in certain locations have a greater range of new media products and services which maintains global inequalities; • social capital – those with access to new media are able to improve their social capital (Bourdieu) whereas those without it are not; • education – not all children have access to new media and therefore are disadvantaged when it comes to internet-based tasks/research/software; • usage – older people have not been brought up with new media and so find using it far more difficult than the younger generations of digital natives – this promotes inequalities; • employment – there are increasing inequalities in jobs requiring knowledge and understanding of new media and digital technology – younger people are more likely to acquire these jobs compared to the older ‘digital dinosaurs’; • social media – social media is a large part of new media and in today’s media culture it is central to everyday lives – not having apps or being able to take part in the ‘side hustles’ or know the latest online influencers decreases cultural capital and thus increases inequalities; • digital exclusion – this has intensified during the Covid-19 pandemic, both generationally and for disadvantaged social groups; • any other reasonable response. Arguments against: • training – many universities, colleges and charities provide courses in digital technology and new media for older people; • global initiatives – several of these exist to improve the economic and global digital divide e.g. the One Laptop per Child project aimed at children in developing countries; • government schemes – many governments and/or private companies have provided new media technology to disadvantaged social groups to try and bridge the digital divide; • falling costs – in modern industrial societies new media costs have fallen making new media content and technology increasingly accessible to all; • technology for all – research indicates that new media technology and devices have become the norm for everyone in modern industrial societies, regardless of economic status e.g. homeless youths were nearly all in possession of a smartphone and adept at using the technology on it; • digital fluency – just using new media doesn’t make someone adept at it so many countries are introducing ‘digital educators’ into schools to improve young people’s understanding of the technology – the digital divide may thus be a myth; • research indicates that older users are making good use of social media platforms and ‘Youtube’, suggesting there may not be a digital divide; 4(e) • there is a huge growth being seen in modern industrial societies of older people using digital technology regularly in their lives – the driving force here being communication; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2023

2 There are many different types of education available to students, for example formal and informal. For many sociologists education is viewed positively as a way to improve a person’s life chances. Other sociologists are more critical of educational systems because of factors such as selection, elaborated code and labelling. (a) What is meant by the term ‘elaborated code’? [2] (b) Describe two ways education can improve life chances. [4] (c) Explain how formal education is different to informal education. [6] (d) Explain why some sociologists claim that selective education is unfair. [8] (e) To what extent is educational achievement affected by labelling? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘elaborated code’? 2 One mark for a partial definition, e.g. speaking posh. Two marks for a clear definition, e.g. a form of language used in formal contexts such as examinations. 2(b) Describe two ways education can improve life chances. 4 Possible answers: • financially – education can lead to earning more money and achieving more wealth; • status – a good education can allow people to climb the social hierarchy and so achieve higher status and more self-esteem and self-confidence; • employment – education opens the door to many more types of employment giving the individual choice and freedom; • social networks – as a person goes higher in the education system they expand their range of social networks meaning they have more potentially useful social contacts later in life; • cultural capital (Bourdieu) – the more educated a person is, the more cultural capital they have and as this is highly valued by society it is likely to improve a person’s life chances; • housing – if education leads to more economic capital then this allows individuals to get onto the housing ladder/live in better areas/conditions; • travel – education often offers opportunities for extended travel – school trips, work experience placements, a year abroad, etc. – these all offer better opportunities to the person; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how formal education is different to informal education. 6 Possible answers: • formal education is taught in schools/educational establishments – informal education can happen in communities, at home, through daily interactions, etc.; • formal education is based on a set, agreed syllabus of content that has to be taught, informal education is flexible and is not prescribed; • formal education is assessed through examinations or controlled assessment or coursework based on universally agreed standards – informal education is not; • informal education may be referred to as the hidden curriculum, what children learn in schools that is not part of the formal lesson content (formal education) e.g. punctuality, respect, manners, etc. – formal education is explicit and structured; • informal education may be more about socialisation and culture, whereas formal education is about prescribed content learning; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why some sociologists claim that selective education is unfair. 8 Possible answers: • grammar schools – sitting an 11+ exam whilst still in primary school is thought to be unfair as a student’s educational map is decided at such a young age – this prevents the majority of students having access to what many describe as the ‘best’ educational opportunities; • 11+ examination – this is criticised by many sociologists as a form of selection as it is said to measure cultural capital rather than intelligence; • selection tests – any selective school that chooses who to admit based on a test result can be criticised as parents with the funds employ private tutors to help and guide their children to pass the test – this results in far more middle-class children passing selection tests than working class, which is not fair; • private schools – to get into private school you have to typically pass an exam but also have the money to be able to afford the school fees – this process of selection is considered unfair as it disadvantages poorer young people (private schools get very good exam results); • faith schools – selection can also be based on religion which prevents many children from attending certain schools – faith schools are often associated with high results and therefore this may be perceived as unfair; • tripartite system – this three-tier system was in place in the UK prior to 1965 – depending on a primary school test result, students were divided into three groups and sent to the most appropriate school – this prevented many students from achieving social mobility; • life chances – by not being selected for a certain type of school a young person’s life chances can be hampered and many sociologists believe this is not fair; • equal opportunities – selection tests go against the notion that all young people should have equal opportunities to be successful in education; • Marxism – they believe that the process of selection favours the higher classes (materially and culturally) and therefore allows social class inequalities to be reproduced and maintained; • labelling – the process of selection creates ‘winners and losers’ and to categorise someone as a success or a failure at such a young age is not fair and could be very damaging; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 2(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent is educational achievement affected by labelling? 15 Possible answers: Arguments for: • Becker – his research shows that teachers judge students on non- academic factors, such as speech, dress and personality, and these together form a stereotype of the ideal pupil which influences a teacher’s assessment of a students’ ability so affecting educational achievement; • social class – this is thought to be a big influence on the teacher’s judgement of the student as students from working class homes are often seen as poorly motivated and lacking parental support therefore teachers conclude they are not academically able and treat them this way (opposite for the middle class) which can affect educational achievement; • ethnicity – pupils from ethnic minorities may be more likely to be negatively labelled by teachers and placed into lower sets – UK research on Afro-Caribbean students showed this – which can negatively affect educational achievement; • ethnicity – alternatively Archer’s research on Chinese students shows that when teachers have high expectations and positively label a social group, achievement can be high; • gender – boys – teachers are more likely to label boys as problems and as trouble and they have much higher rates of exclusion – these negative labels may account for the under-achievement of many boys in schools; • gender – girls – teachers may label girls as well behaved and cooperative which can lead to positive labels and high achievement or they may believe they are likely to leave education early and pursue family life and motherhood which would lower expectations and educational success; • setting and streaming – a result of teacher labelling can be the set or stream that a student finds themselves in – this alters teacher expectations of the students, may determine examination tier entry and can affect student confidence and motivation as well as their educational achievement; • self-fulfilling prophecy – Rosenthal and Jacobson – research showed that negative labels from teachers (despite the original ability of the student) resulted in a lack of student progress and thus lower educational achievement; • halo effect – a student who is constantly told they are bright, doing well, etc. will live up to this positive label and will achieve; • self-negating prophecy – being labelled negatively can cause a student to reject and resist that label in order to do well and prove teachers wrong – so the reaction to the label does affect educational achievement; • master status – the result of teacher labelling may be that the student fully accepts that label and that becomes their identity – how they think of themselves and how others think of them – this will then affect educational achievement; • peers – students may be labelled by their peers as a ‘nerd’ or a ‘swot’ and in order to avoid bullying or social exclusion, students may stop working hard, thus negatively affecting their educational achievement; • peers – students may be labelled as ‘unintelligent’ or ‘odd’ by their peers meaning they are not welcomed into group work and feel socially isolated – this may lead them to withdraw or be truant and so negatively affect educational achievement; 2(e) • peers – being labelled positively by classmates e.g. as ‘bright’ or ‘ambitious’ may encourage students to continue working and trying hard and so positively effect educational achievement; • any other reasonable response. Arguments Against: • material factors – having money to buy additional study resources, technology, software, private tutors, etc. may be more influential than labelling (Marxism); • family background – how much parents value education and their engagement with the school e.g. supporting fundraisers, attending parents evenings, etc. may be more influential than labelling (cultural deprivation/cultural factors); • cultural factors – having cultural capital (Bourdieu) and seeing the need for deferred gratification may be more influential than labelling on achievement; • peer group – for adolescents, fitting in and being accepted by the peer group is vital and this may affect classroom behaviour, homework completion, etc. (anti-school and pro-school subcultures) not the act of being labelled; • ability – educational achievement may be determined by the students natural ability and how hard they work (functionalism), not teacher labelling; • type of school – it may not be labelling that determines educational success but the type of school the student attends e.g. private schools typically get better results than state schools; • linguistics – the language code used and understood by students may be key to educational success e.g. elaborated vs restricted codes – not the labelling process; • too deterministic – labelling theory may be too deterministic – individuals do not have to accept or follow the labels they have been given, they can resist and choose their own path; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 2(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2023

3 According to official crime statistics people from the lower social classes, such as working class and underclass, commit the most crime. Some sociologists argue crime and deviance are due to sub-cultures, others claim factors such as masculinity are more influential. Some social groups are the focus of moral panics and some individuals may have a criminal master status. (a) What is meant by the term ‘masculinity’? [2] (b) Describe two moral panics. [4] (c) Explain how a criminal master status can be created. [6] (d) Explain why some people from the lower social classes commit crime. [8] (e) To what extent can youth crime and deviance be explained by sub-cultures? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘masculinity’? 2 One mark for a partial definition, e.g. acting manly. Two marks for a clear definition, e.g. attitudes and behaviour associated with being a man in a particular culture. 3(b) Describe two moral panics. 4 Possible answers: • Mods and Rockers – Cohen – minor disturbances caused by these sub- cultures were reported by the media in ways which turned them into folk devils; • youth knife crime – media reporting of this topic has exaggerated and sensationalised the issues, turning young males into objects of fear; • Stuart Hall – policing the crisis – inner city muggers – young black males became stereotyped as street criminals; • Islamic terrorists – Modood – Islamophobia in the West has led to the scapegoating and stereotyping of Asian communities; • Charles Murray – the underclass – his negative construction of the underclass as work-shy, welfare state dependant and feckless led to the creation of an associated moral panic; • football hooliganism – large scale violence at football matches across the globe led to a fear culture surrounding the supporters and the violent hooligan element; • immigrants – this issue has become a global moral panic as countries fear being swamped by illegal immigrants; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how a criminal master status can be created. 6 Possible answers: • being labelled negatively and repeatedly can lead to a stereotype forming of a person as a criminal that becomes the way they think of themselves and others think of them; • self-fulfilling prophecy – a person’s self-identity largely derives from the views of others and so negative labels can result in someone acting in that way and a master status forming; • public labelling – this can lead to rejection, loss of family and friends and social exclusion – this then encourages further deviance and so a master status is formed; • deviant career – an established master status of criminal may lead to the adoption of a deviant career as an individual joins a deviant group and the master status becomes embedded; • criminal master status may be formed by the media, family, peer group, community, workplace or a combination of these; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why some people from the lower social classes commit crime. 8 Possible answers: • Merton’s strain theory – society does not allow all individuals to achieve the goals through legitimate means leading to strain and anomie which can result in crime; • relative deprivation – those who compare themselves to others and feel they do not have as much may turn to crime to get the material goods they desire; • Cohen’s status frustration – this is typically associated with the lower social classes and with failure in education which prevents access to better jobs in society, so leading to crime; • Miller’s focal concerns – the working class are said to have distinct norms and values which encourage deviant behaviour, this results in crime; • Murray’s inadequate socialisation in the underclass – if the accepted norms and values of society are not internalised in the primary stage, crime can occur; • Marxism – The ruling class create laws and a criminal justice system to criminalise the actions of the working class as a way of having power and control over them; • Cloward and Ohlin’s illigitimate opportunity structure – in some lower class communities it is possible to climb the criminal career ladder and achieve status and wealth – often drug dealing; • consumerism – the constant pressure from the media and advertising to buy the latest products and technologies may lead people who cannot afford these goods to turn to crime; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent can youth crime and deviance be explained by sub- 15 cultures? Possible answers: Arguments for: • Cloward and Ohlin – illegitimate opportunity structure – in some communities criminal role models exist who can give young people access to a criminal sub-culture e.g., drug dealing; • Miller’s focal concerns – in the working class Miller claims norms and values are very similar to those needed to be successful as a criminal therefore young people socialised in this social class are more likely to be deviant; • gangs – highly organised youth sub-cultures such as gangs are based on criminal and deviant expectations and behaviours; • youth sub-cultures – examples such as the mods and rockers/punks/skinheads, etc. may be used to illustrate the links between youth sub-cultures and criminality/deviance e.g. skinhead sub-cultural violence as a reaction to unemployment; • protest movements – these are often dominated by young people with their own distinct norms and values e.g. BLM which can often be criminal/deviant; • Merton’s strain theory – not all young people can be successful in society therefore this leads to strain and anomie which may cause some young people to form a sub-culture and become criminal; • resistance – Marxism – sub-cultures have their own distinct norms and values which allow young people to resist the ‘status quo’ in a safe, collective environment which often results in criminal/deviant behaviour, e.g. drug-taking; • any other reasonable response. Arguments against: • Matza’s Drift theory – crime and deviance are seen to be a normal part of growing up for a young person, a phase in life that they grow out of – not a sub-culture; • Postmodernism – the thrills and excitement associated with committing crime may be the reasons why young people become deviant, not sub- cultures; • Labelling theory – being stereotyped as criminal may lead young people into a self-fulfilling prophecy where-by they adopt a deviant master status – not sub-cultures; • Cohen’s status frustration – failure in education may lead to some young people trying to gain their status in alternative, deviant ways e.g. gangs – not sub-cultures; • middle-class youth offending – middle class youth are not typically involved in sub-cultures yet can still be deviant – drug taking amongst middle class youth, for example, is as frequent as in the lower social classes; • Murray’s inadequate socialisation – a failure to be properly socialised into society’s norms and values may cause criminal behaviour in young people, not sub-cultures; 3(e) • consumer society – youth crime and deviance may be because of the consumer society that encourages the buying of material goods and technologies – not sub-cultures; • peer pressure – young people are highly influenced by their peer group and may often commit crimes simply to fit in – not sub-cultures; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2023

4 Different factors affect how people use the media, such as gender and social class. Censorship also affects media consumption. Some sociologists claim that digital technology and the internet have changed how the audience uses the media. However, the media remains an influential agent of social control. The media is still criticised by many sociologists for the creation of moral panics and stereotypes. (a) What is meant by the term ‘social control’? [2] (b) Describe two examples of censorship in the media. [4] (c) Explain how patterns of media use differ according to social class. [6] (d) Explain why moral panics are often seen in the media. [8] (e) To what extent has the internet changed how the audience use the media? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘social control’? 2 One mark for a partial definition, e.g. making people do things. Two marks for a clear definition, e.g. the ways in which society regulates individual and group behaviour. 4(b) Describe two examples of censorship in the media. 4 Possible answers: • not reporting criticism of the government, its leaders or its policies; • not reporting opinions and actions of those opposing the government and their reasons/evidence for this; • laws protecting the state e.g. Official Secrets Act introduced to protect the Nation’s security; • libel and slander laws – prevent the media from making unfounded allegations against individuals; • laws preventing prejudice and discrimination against ethnic and other minorities in the media; • laws against obscenity/child pornography, etc.; • TV watershed/film and gaming certification preventing unsuitable material being available to children; • media acts as a mouthpiece of the state and bans or severely limits independent journalism, not allowing other views; • some countries restrict people’s access to the internet; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how patterns of media use differ according to social class. 6 Possible answers: • newspapers – tabloids are seen to be working class newspapers representing the ‘working man’, whereas broadsheets are thought to contain more quality and serious journalism and are associated with the higher social classes – different social classes therefore use newspapers (print and online) differently; • literacy – lower social classes are less likely to have the literacy skills necessary for reading a newspaper/complex magazine journalism, unlike the higher social classes (Bernstein – elaborated code); • TV – the lower social classes are said to consume entertainment such as soap operas, game shows and reality TV compared to the documentaries, news and financial programmes watched by the higher classes; • channels – the lower social classes are thought to consume the more mainstream/mass appeal channels (broadcasting) whereas the higher classes are more likely to consume specialist interest/niche programming (narrowcasting); • content – the lower social classes are said by Marxists to consume sports, entertainment and trivia in order to distract them from the more serious issues of politics and economics – this is not the same for the higher social classes; • internet cost – a digital divide exists in some countries between different social classes and their use of the internet because of the cost; • entertainment based social media is widely consumed amongst the lower social classes – consumption is not so high in the higher classes and is more likely to be linked to professional forums/platforms instead; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why moral panics are often seen in the media. 8 Possible answers: • stereotyping – moral panics often feature stereotyped folk devils who fit the public perception of ‘being bad’ e.g. teenagers, knife gangs, extremists, etc.; • sensationalism – moral panics are able to provoke strong public reactions and thus can provide dramatic narratives and characters for the media which help sell products; • news values – moral panics often contain several recognised news values which make stories featuring them more likely to appeal to the public e.g. conflict, disaster, shock tactics, death, violence, etc.; • binary opposition – moral panics typically feature a ‘them and us’ element and allow the media to reinforce widely held popular beliefs e.g. the generation gap; • pluralism – moral panics give the audience what they want i.e. drama, sensationalism, conflict, etc.; • Marxism – moral panics create entertainment in the media which diverts the consumer from the more serious issues affecting the nation/individual e.g. politics, economics, social issues, etc. – media ownership tends to lie with the higher social classes; • social change – moral panics often indicate that some members of society are calling for social change (e.g. BLM) and can be used as a vehicle to promote that or, alternatively, as an excuse for further social control; • profit – moral panics often feature in the media in order to sell more newspaper copies or to engage the audience with the story and the product; • scapegoating – moral panics give the public a social group to blame for some societal problem – this simplified and biased approach is easily understood and offers opportunities for distorted reporting; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates maybe beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 4(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent has the internet changed how the audience use the 15 media? Possible answers: Arguments for: • interactivity – the audience are no longer passive media consumers but active, creative participants in the media culture; • streaming/downloading – audiences are able to access on-demand a huge range of globally diverse content and genres; • platforms – there has been a huge increase in the number of platforms available for the audience to consume media through the internet; • devices – the internet allows for media consumption on a wide range of different devices, allowing it to be consumed ‘on-the-go’ e.g. smart- phones, laptops, etc.; • personalisation – the internet allows for media consumption to be tracked (e.g. cookies) meaning that personal recommendations for viewing/listening can be made based on prior media consumption history e.g. Amazon; • social media – the internet has led to a huge rise in the audience’s use of social media for entertainment, information, work, education, etc.; • the internet has led to what Turkle calls being ‘alone together’ – media consumption is an increasingly isolated, virtual experience; • audience as producer – user generated content, influencers, citizen journalism have all changed the role of the audience in the media; • narrowcasting – the internet has made it possible for audiences to consume more specialist, niche products than previously; • decline of traditional media – fewer people read newspapers and print products, watch broadcast and scheduled TV preferring instead to choose digital products with greater audience choice/flexibility; • any other reasonable response. Arguments against: • digital divide – this has been exacerbated through the internet, so increasing the divide between the rich and the poor/the old and the young, etc. – the internet has therefore not changed how these excluded social groups use the media; • not everyone consumes the media through the internet e.g. the elderly – for these people the internet has not affected their media consumption; • passive audience – models such as the hypodermic syringe show that the audience still passively consume media content, this has not changed through the internet; • social groups – any changes to media consumption will be dependent on the social group referred to e.g. gender, social class, location, ethnicity, age, etc.; • the internet co-exists alongside traditional media and therefore for many consumers is simply an additional option, not something that has changed media usage; • user generated content – in reality it is only small numbers of consumers who create and upload their own media, most consumers continue to consume media output made by others; • gender differences – the internet has not changed the fact that females are more likely to use the media for entertainment and males for information/sports; 4(e) • traditional media is still hugely popular amongst many people across the globe and shows no signs of dying out; • global inequalities – access to the internet is neither universal nor equal therefore it is inaccurate to present a generalised picture of the internet changing media consumption; • platforms not usage – for many consumers the internet has not really changed how the media is used, just the platforms it is used upon e.g. laptop rather than TV – but still used for entertainment; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2023

1 Views on family life, conjugal roles and marriage change over time. This means that family roles are also changing, for example the increase in child-centredness or the decrease in the cereal packet family. Some sociologists think that the family is positive for individuals and society whereas other sociologists are more critical of the family. (a) What is meant by the term ‘child-centredness’? [2] (b) Describe two conjugal roles in the family. [4] (c) Explain how Marxists view the family. [6] (d) Explain why there has been a decrease in cereal packet families in many societies. [8] (e) To what extent are families necessary today? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘child-centredness’? 2 One mark for partial definition e.g. buying children what they want. Two marks for clear definition e.g. when the child’s needs and wishes are the most important considerations in the family. 1(b) Describe two conjugal roles in the family. 4 Possible answers:  joint/integral/symmetrical – tasks and activities are carried out together by the husband and wife so there is no clear separation of roles;  segregated/traditional – husband and wife perform different roles based on their gender; those assumed to be ‘normal’ in the traditional nuclear family;  instrumental – the man’s role is, according to functionalists, to be the breadwinner and decision maker in the family;  expressive – the woman’s role is, according to functionalists, to be nurturing, maternal and caring;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how Marxists view the family. 6 Possible answers:  capitalism – Marxists believe that the family serves capitalism and therefore benefits elite groups in society, exploiting and oppressing the working class;  socialisation – the family is where each generation is socialised into accepting the values of capitalism as being fair;  workers – the family brings up children to be the next generation of workers, kept healthy by the wives, and so produces more profits for the capitalists who employ them;  wage slaves – having families makes it difficult for workers to protest about workplace inequalities and go on strike as they need their wages to support their families;  domestic violence – men who are oppressed and alienated at work can compensate for this in the family where they are in control; they may take out their anger and frustration on their wives and children at home;  consumption – the family is the main unit of consumption – they buy and sell items and so support the capitalist system e.g. status symbols and ‘pester power’;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why there has been a decrease in cereal packet families in many 8 societies. Possible answers:  feminism – this movement has led to many women rejecting the expressive role associated with the nuclear family as they see it as patriarchal subordination, choosing instead to embrace singlehood, same- sex relationships or joint conjugal roles;  secularisation – the decline of religion has meant that there is less pressure from wider kin for couples to marry and follow the expected family path - cohabitation/single parenthood increases;  the anti-social family – Barrett and McIntosh – their research shows that the nuclear family does not work for many people due to its inherent inequalities and it often being a source of stress;  family diversity – postmodernism – society has become more accepting of all kinds of family types, meaning that there is less expectation to live in a nuclear family, e.g. same-sex families;  multiculturalism – ethnic diversity in societies has led to the creation of many alternative family forms e.g. extended families, single-parent families, polygamous families etc.;  DINK families – having children has become less of a norm in many societies and thus many couples are choosing to focus on their relationship and career rather than reproduction;  rising divorce rates – the realisation that so many marriages end in divorce is causing many individuals to question the value of marriage and the idea of a relationship for life - serial monogamy becomes a norm in many societies;  changing media – advertisements are changing the way they represent the ‘typical’ family and are now often moving away from the stereotypical nuclear family to represent a wider range of living arrangements and relationships’;  any other reasonable response. 1(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts in greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent are families necessary today? 15 Possible answers: Arguments for:  functionalist view – Murdock – the nuclear family is essential for both the individual and society as it still provides the irreducible family functions (Parsons);  reproduction – societies must reproduce new generations of children in order to survive and the family is seen as the natural place to do this, where reproduction is actively encouraged;  primary socialisation – children need to learn the norms and values of their society and the family is vital for this and for ensuring the culture is passed down through the generations;  social control – the family is a key source of social control and uses rewards and sanctions to ensure children conform to society’s norms and values;  care of children – children need to be fed, protected and sheltered and nurtured emotionally. In the family people are given responsibility to ensure that this happens;  status – families provide status for children as they involve children in a range of interpersonal and group relationships and networks;  regulation of sexual behaviour – all societies set rules about what kind of sexual behaviour is approved of, with whom and in what circumstances – the family is still the most socially approved relationship for this;  feral children – studies prove that without a family, children are unable to function as human beings therefore proving that the family remains essential e.g. Oxana, Genie;  Marxism – Marxists claim that the family is essential for maintaining and reinforcing capitalist ideologies;  feminism – feminists claim that the family is essential for cultivating and maintaining patriarchal ideologies;  New Right – writers such as Murray claim that the nuclear family is still essential as without it moral decay occurs in society e.g. crime, poor work ethic, lack of parental discipline, promiscuity etc.;  any other reasonable response. 1(e) Arguments against:  feminism – families only serve to exploit women and limit them to the domestic sphere due to patriarchy. For gender equality the family is far from essential, in fact it is a hindrance;  friends as family/shared households – these non-family based living arrangements demonstrate that the family is no longer essential as individuals can gain all the core functions from people other than parents/close family members;  communes – these challenge the very core of the family and demonstrate a different way of living whereby family relationships are not valued and yet happiness and fulfilment is still achieved;  dark side of the family – families are often a source of abuse and unhappiness for individuals and in these cases the family is definitely not essential, in fact it is harmful;  socialisation – this function is now often performed by institutions other than the family, demonstrating that the family is no longer essential e.g. nurseries, nannies, the media;  social control – this is now often done by other institutions such as education, peers and media, meaning that the family is no longer essential;  cereal packet families – Leach’s research demonstrates the negative and harmful side of family life and shows how the nuclear family can be oppressive and stifling, leading to mental health issues and general dissatisfaction – the family is clearly not essential here;  singlehood – this is an increasingly popular living arrangement choice and has not been shown to have negative results for either society or the individual – hence the family is no longer essential;  any other reasonable response. 1(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well- developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’.

This question in 0495/21 May/June 2024

4 Interactivity exists in the media. Sociologists debate whether the media actually affects the audience, for example the cultural effects approach. Some sociologists argue that new media gives freedom to audiences. Other sociologists believe that powerful media owners are in control of traditional media content. (a) What is meant by the term ‘interactivity’? [2] (b) Describe two examples of media bias. [4] (c) Explain how the media affects the audience, according to the cultural effects approach. [6] (d) Explain why new media gives freedom to audiences. [8] (e) To what extent do media owners control traditional media content? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘interactivity’? 2 One mark for partial definition e.g. voting on a TV talent show. Two marks for clear definition e.g. when new media respond in some way to the actions of the audiences and vice versa (2-way communication). 4(b) Describe two examples of media bias. 4 Possible answers:  owners – may have an influence upon media content and only allow content that supports their own ideologies, e.g. politics, so creating bias;  controllers – those making the day-to-day decisions in the media, e.g. editors, directors and journalists, can determine what the audience are able to consume = bias;  style of reporting – language, images and headlines can all influence the slant of media content and so lead to bias;  stereotyping – relying on simple representations through stereotyping and/or binary opposition leads to biased content;  propaganda – state owned media may use propaganda techniques disseminated through the media in order to influence public thought and opinion, e.g. Hitler’s Germany, North Korea etc – all examples of bias;  mainstream ideologies – mass appeal content is more likely to feature in the media than specialist or independent content = biased media content;  political views – Marxists believe that the media supports the ‘status quo’ through the inclusion of dominant ideologies that are biased in order to benefit those in power, e.g. research by the GUMG during the strikes demonstrated media bias;  content bias – occurs when two political parties are treated differently by the media and news is biased towards one side;  sensationalism bias – occurs when the exceptional, the exciting, and the sensational are given more attention because it is rarer = a news value;  moral panic bias – Cohen (1964) famously explored UK media’s exaggerated reporting about youth subcultures delinquents, causing panic among the general population in the biased reporting;  Murdoch media in Australia – former Prime Minister Kevin Rudd consistently reports on media bias in the Murdoch media, highlighting for example, that Murdoch’s papers have endorsed the conservative side of politics in 24 out of 24 elections;  Fox and MSNBC – in the United States, Fox reports using right-wing bias and MSNBC uses left-wing bias;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how the media affects the audience, according to the cultural 6 effects approach. Possible answers:  media effects – the media does affect the audience in important ways that affect behaviour and beliefs e.g. stereotyping and Islamophobia;  media effects are usually long-term and difficult to alter – cultural effects approach disagrees with the hypodermic model that says media effects are instant;  media effects are cumulative – if women are repeatedly shown in a particular way in the media (e.g. stereotypes) then this representation will slowly but steadily shape how the audience think about women;  media effects are determined by context and circumstance – media effects are thus not the same for all audience members and depend upon factors such as direct experience, the source of the information and personal affiliations and sympathies;  semi-active audience – the approach recognises the intelligence of the audience and, unlike the hypodermic model, knows they can distinguish fact from fiction, e.g. constant exposure to media violence in the news might affect the audience whereas cartoon violence will not;  GUMG – the Glasgow University Media Group’s studies support the cultural effects approach – the media was found to shape people’s ideas and opinions but not instantaneously;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why new media gives freedom to audiences. 8 Possible answers:  pluralism – the growth of new media has led to a huge increase in availability and freedom of choice for the audience with so many available products, often now produced by small, independent companies;  user-generated content – new media content is often made and uploaded by the audience thus is not subject to industry regulations and standards before release, so giving the audience freedom as creators;  citizen journalism – much new media content is uploaded as it happens in real time by the audience, e.g. fly on the wall footage – the audience are free to do this and thus free to set the agenda;  globalisation – new media operates at a global level meaning that audiences are able to consume content from different cultures and ideologies, allowing them the freedom to explore new ways of thinking and living;  multiple platforms – material can be released in new media in different forms and on different platforms therefore giving audience freedom in how, when and where they consume;  on-demand access – new media is not constrained by scheduling and thus gives the audience more freedom to consume as and when they like, e.g. catch-up TV/internet streams/binge watching;  two-way communication – postmodernists say that information in new media moves between points in a network rather than being top-down (like traditional media) and so content is less constrained by institutional factors in this freer, more democratic process;  specialist content – niche/extremist/independent programming is widely available over the global internet whereas previously these more alternative/radical views were not available as traditional media content was censored and controlled – so new media is freer;  interactivity – the consumer can contribute to online forums and discussions as well as taking part in role play games and virtual communities thus giving more freedom of expression to audiences;  any other reasonable response. 4(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates maybe beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent do media owners control traditional media content? 15 Possible answers: Arguments for:  concentration of media ownership – traditional media content is produced by only a small number of companies meaning that owners are able to control content in the hunt for maximum profits, e.g. Disney;  state ownership – the government decides what traditional media is and isn’t allowed to include and cover therefore directly controlling traditional media content e.g. TV/radio in North Korea, China, Russia;  public service broadcasting – the government may own traditional media, e.g. the BBC in the UK, and has strict guidelines on content (inform, educate, entertain), meaning the owners do control traditional media content;  owners control – owners of traditional media may directly control content by telling their staff what can and cannot be included – this is often linked to the political beliefs and allegiances of the owner;  appointing staff – often owners will only appoint senior staff (e.g. editors) who agree with their ideologies and values and who will do as they are told, they are often still heavily involved in this process in traditional media;  profit – owners of traditional media are in the business to make maximum profit from their companies and products, therefore they will control media content in order to ensure it appeals to the public/is mass appeal;  propaganda – owner of traditional media are able to use media content to give a one-sided, untrue version of events if this benefits their interests as they control production and distribution, e.g. to present the Government favourably in one of its newspaper;  Marxism – traditional media are owned and controlled by the elite, ruling class who control their media content in order to promote capitalism and to prevent social change and unrest that would not benefit them, e.g. scapegoating of powerless groups;  alternative views are marginalised in traditional media – few truly alternative or radical views are seen in media content because i) this doesn’t sell and ii) the owners want to keep the audience in a state of false class consciousness making them easy to control through producing content that reflects dominant ideologies;  diversion – Marxists claim traditional media owners can control media content through a diet of trivia that they serve to the consumer – this diverts attention away from structural inequalities and keeps the proletariat passive and conforming, e.g. Love Island;  any other reasonable response. 4(e) Arguments against:  advertisers – the traditional media industry needs to attract advertisers in order to make a profit therefore media content may be more determined by the demands of advertisers than the owners;  controllers – editors, directors and journalists control the day-to-day running of traditional media and thus may be more likely to control media content than the owners;  Marxism – the dominant ideologies found in traditional media content derive from the homogeneity of the media professionals who control content (not the owners), e.g. white, male, middle aged and middle class;  pluralism – traditional media content is driven by the demands of the audience, not the owners e.g. this is why soap operas and reality TV shows dominate the schedule as it’s what the audience want;  diversity of choice – the vast array of choice now available to the audience suggests that traditional media owners have little say in media content as competition for consumers lies at the heart of the industry, not owners’ personal beliefs and views;  legislation – it is not traditional media owners but the legislation that controls media content e.g. the TV watershed, laws of libel and slander, film certification etc.;  any other reasonable response. 4(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well- developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/21 May/June 2024

4 Many sociologists believe that the media influences behaviour. Moral panics in the media can distort reality. New media is more interactive than traditional media. Sociologists often criticise propaganda and gender representations found in the media. However, some sociologists believe that representations of gender are changing. (a) What is meant by the term ‘propaganda’? [2] (b) Describe two examples of interactivity in new media. [4] (c) Explain how moral panics distort reality. [6] (d) Explain why the media can influence behaviour. [8] (e) To what extent are media representations of gender changing? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘propaganda’? 2 One mark for partial definition e.g. media bias. Two marks for clear definition e.g. use of the media to influence people to accept a particular point of view. 4(b) Describe two examples of interactivity in new media. 4 Possible answers:  personalisation – for example, having news on particular topics emailed or on social media accounts;  media creation/prosumer – writing blogs, uploading videos or images, creating a website etc.;  discussion and debate – online through forums, chat rooms, message boards, live messaging = instant response;  gaming – through role-play, virtual reality, immersion – often playing against and communicating with other players who are physically distant;  influencers – using your online presence to persuade others to adopt particular lifestyles or values or to consume material items/brands;  citizen journalism – members of the public frequently record footage themselves and then upload to new media, thus demonstrating interactivity;  any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how moral panics distort reality. 6 Possible answers:  exaggeration – a group or event is reported in such an exaggerated way that great public concern is created e.g. Cohen’s study of the mods and the rockers saw the extent of the damage and the number of youths involved being exaggerated in news reports;  sensationalism – information and events may be deliberately misrepresented in ways designed to appeal to the audience’s emotions – reporting does not have due regard for the facts;  scapegoating – often the people identified in the moral panic are wrongly blamed in some way for what is happening – this clearly distorts reality e.g. Fawbert’s study of the hoodies;  folk devils – the media identify a group of people who are labelled negatively as the ‘baddies’ in the occurring events and thus create stereotypes which can distort reality;  social reaction – the public demands action to acts of deviance and the authorities react in a way disproportionate to the actual events e.g. zero tolerance, high arrest rates, stop and search, harsh sentencing – as seen in the global BLM protests – this has distorted the reality of the situation;  Marxism – moral panics in the media distort reality by focusing the public’s attention on the events of the moral panic rather than other issues of concern in society that may threaten those in authority if uncovered and publicly discussed;  deviancy amplification – those negatively labelled in a moral panic often feel anger and frustration about their treatment and so may live up to their deviant media image thus distorting reality through the amplification of their deviance;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why the media can influence behaviour. 8 Possible answers:  hypodermic-syringe model – individuals imitate what they consume in the media and thus their behaviour is directly influenced e.g. media violence leads to more violence in society;  cultural effects approach – repeated and cumulative representations and narratives will gradually become seen by the audience as the norm and will thus influence behaviour;  agent of socialisation – the media is recognised as a prominent agent of socialisation, particularly for young people and therefore is a key source of information about expectations, norms and values;  advertising – this encourages us to consume and persuades us to buy particular products and brands, often through pester power;  24/7 media culture – the media is a constant presence in the 21st century and is available on multiple platforms and in varied forms – this makes it a potentially very powerful medium;  global – new media is global and thus its reach and potential audience size are now vast – the potential to therefore influence behaviour is huge e.g. BLM/environmental groups/everyday sexism etc.;  postmodernism – this theory believes that the media is the most influential agent in the postmodern world and therefore will affect behaviour, particularly in the young;  feminism – this theory believes that the media carries some responsibility for misogyny, sexism, body shaming, eating disorders etc. through representations and the role of influencers;  interactivity – because the audience are now fully immersed into the media industry, as both producers and consumers, they are more invested and a part of the content. Therefore, they are more likely to be influenced by it;  influencers – these dominate social media and video streaming sites and are often role models to their huge audiences, therefore their words and actions are likely to affect behaviour e.g. Logan Paul, Zoe Sugg;  propaganda – the media can sometimes be used to try and manipulate the audience’s thoughts and actions in the images and language used e.g. Nazi Germany, China, North Korea;  cult of celebrity – the media is full of celebrities who are looked up to and admired by the audience and so can affect fashion, style, language etc.;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are media representations of gender changing? 15 Possible answers: Arguments for:  new media – the digital revolution has meant a proliferation of new media platforms and products, all of which allow for greater diversity and audience involvement in gender representations – hence the decline of traditional gender stereotypes;  female gaze – sociological research indicates that greater female power within the media industry has led to the creation of the female gaze where men are objectified, to be looked at and enjoyed by women;  female employment in the media – as more females are employed in the media so they are able to ensure representations are less stereotyped and more reflective of the newer and more flexible gender roles in society;  campaigns for change – e.g. ‘This Girl Can’ – media representations of gender have been heavily criticised for their use of traditional stereotypes and thus online, global movements have emerged that demand and cause changes in the media;  legislation – laws against discrimination have affected the media as well as society e.g. the ASA has banned gender stereotypes from advertising;  meterosexual males – we are increasingly seeing male characters who challenge dominant assumptions about masculinity e.g. more focus on male appearance and grooming – this challenges traditional male stereotypes;  new man – men being more emotional, devoted fathers and partners and more home-centred are frequently seen in today’s media suggesting a decline in traditional male stereotypes;  females in traditionally male roles – these are seen more frequently today, women taking the lead roles e.g. as detectives and business executives, acting as role models for young women in society (The Bridge, Killing Eve, Kill Bill etc.);  new media – this allows women to create new representations of themselves written by themselves that challenge traditional stereotypes e.g. streamers, vloggers, bloggers, influencers etc.;  any other reasonable response. Arguments against:  male gaze – Mulvey – media is made from a male perspective to please a male audience and thus employs traditional gender stereotypes in its representations;  binary oppositions – men and women are still typically represented as opposites in the media e.g. male as provider, female as nurturer: male as active, female as passive etc.;  hegemonic masculinity – this remains the most dominant representation of males in the media (powerful, strong, unemotional, independent) – such men are admired for their masculine qualities e.g., James Bond, Rocky, Die Hard films etc.;  head of the household – men are still typically shown as the breadwinner and provider for his family, successful at work – patriarchal; 4(e)  under-representation of females – females remain under-represented in most areas of the media e.g. main roles, powerful roles etc.;  narrow roles – women are shown still in a narrow range of roles (Meehan), frequently seen in the home rather than at work and as needy, weak and passive = traditional gender roles;  sexual objectification – feminists say this still occurs frequently in the representation of women in the media across all mediums and platforms, their appearance becomes the focus;  physical beauty – women in the media are required to be physically attractive and are represented in ways that make viewers feel inadequate, often digitally altered and highly edited – this traditional ‘beauty myth’ remains – cult of femininity;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on commonsense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 4(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2024

1 Sociologists debate whether families are functional or dysfunctional. Many types of family exist, such as extended and symmetrical families. Family life and roles can be affected by factors such as ethnicity, gender, age and social class. (a) What is meant by the term ‘symmetrical family’? [2] (b) Describe two positive features of extended families. [4] (c) Explain how children’s roles in the family have changed over time. [6] (d) Explain why an individual’s experience of family life can be influenced by gender. [8] (e) To what extent are families dysfunctional? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘symmetrical family’? 2 One mark for partial definition e.g. everyone in the family helps out. Two marks for clear definition e.g. a family in which the conjugal roles have become more equal. 1(b) Describe two positive features of extended families. 4 Possible answers:  childcare – vertically extended families can help working parents out with free childcare;  emotional support/advice – elders can act as a source of support and advice to their children; this is thought to be particularly relevant for females in extended families;  financial assistance – extended families often help other family members out with financial aid, loans, monetary gifts etc.;  greater tolerance – living with different generations can promote a sense of understanding and acceptance between generations with often quite different norms and values;  elder care – children can be part of the care process for the elderly, helping to keep older people at home surrounded by loving family;  any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how children’s roles in the family have changed over time. 6 Possible answers:  legislation – children’s lives are now regulated by the law which has changed their roles in the family e.g. they must now go to school, laws about what age they can work etc – childhood is a period of innocence;  paid work – in the Middle Ages children were ‘mini adults’, working and being treated the same as adults; today their role in the family is now marked as a different life-stage to an adult (Aries);  social control – children are more controlled today by parents and other institutions than they were in the past e.g. surveillance, schools, apps, rules, trackers etc.;  children’s power – some law changes give children more power than before e.g. UN Rights of the Child – in relation to physical punishments, having a say in decisions that affect them (i.e. divorce and custody) and being listened to;  child-centred – children are now often the central focus of family life with day-to-day activities and meals being centred around them. They are also specialised consumers with a clearly defined status;  boomerang family – children may leave home to go to university or to live with a partner but then return to the parental home as adults at a later point because of contemporary difficulties with the increased cost of living;  pivot generation – in many western countries due to the ageing population, it is now commonplace for adult children to face a dual burden – having to care for both their young children and their parents;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanations, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why an individual’s experience of family life can be influenced by 8 gender. Possible answers:  socialisation – girls and boys may still be socialised differently e.g. Oakley’s research on manipulation and canalisation and the affect this has on gender identity;  social control – girls are likely to be more strictly socially controlled than boys e.g. through curfews and rules. They therefore often form a ‘bedroom subculture’ (McRobbie) with a focus on romance, pop music etc.;  gender roles – these are often still not equal and research indicates that whether a woman works or not she still undertakes the majority of domestic tasks e.g. childcare, housework, cooking etc.;  patriarchy – feminists say family life benefits men and mirrors the patriarchy of wider society e.g. dual burden/triple shift/domestic division of labour;  the anti-social family – Barrett and McIntosh – Marxist-feminists claim that nuclear families are unequal and that women suffer within them e.g. from stress, unhappiness, lack of power wages etc.;  lone parent families – this can be either male or female but in most cases it is women who typically head up single parent families and have the issues of lack of time, financial pressures, dual burden etc.;  polygamy – most polygamous relationships mean that the male is able to take several wives which will affect the female’s experiences of family life;  the dark side of family life – females maybe subjected to various forms of abuse within the family (Dobash and Dobash);  teen pregnancies – young, single mothers may be stigmatised by society and thus have a negative experience of family life;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent are families dysfunctional? 15 Possible answers: Arguments for:  the New Right – Murray – non-nuclear families are seen to be unable to deliver the core functions of the family and are thus dysfunctional e.g. not socialising children properly, lack of moral values, lack of discipline, no work ethic;  Leach and the nuclear family – he claimed that the nuclear family was dysfunctional for its members as it stifled individuality and put immense pressure on individuals to live up to the ideal of the unobtainable ‘cereal packet’ family – this makes it dysfunctional;  domestic violence – feminists criticise the family for the high levels of domestic abuse that occurs within it; this is dysfunctional for both the individual victim and society (Dobash and Dobash);  child abuse and neglect – many children do not find the family a source of love, comfort and support and instead experience many negative things that are dysfunctional for the future e.g. lack of love and nurture;  loss of functions – family functions are increasingly being taken over by other institutions meaning families are now dysfunctional as they do not serve a purpose e.g. childcare in nurseries;  divorce and remarriage – divorce rates today are high and as divorce is said to lead to times of financial worry, emotional uncertainty and anxiety for all involved it can create dysfunctional families;  single parent families – are criticised by the New Right for fecklessness, welfare dependency and a lack of discipline – producing children who are unable to function successfully in the world;  same sex families – functionalists would say these were dysfunctional as they do not embrace the natural gender roles whereby women perform the expressive and men the instrumental roles (Parsons);  dual burden/triple shift – feminists claim that families are dysfunctional for women as they have to perform the majority of the domestic and emotional work as well as take on paid employment (Oakley);  child-centredness – this concept is said to result in spoiled and pampered children with little sense of respect or resilience and is thus dysfunctional for society – ‘cotton-wool’ parenting;  any other reasonable response. Arguments against:  functionalists – argue that the family carry out several irreducible functions and are both essential and functional e.g. reproduction, socialisation, social control, care of children etc. (Parsons);  nuclear family – functionalists think this is the most functional of all family structures and as it remains today one of the most popular family forms so therefore the family must still be functional;  Leach and the extended family – as the extended family develops into many different forms e.g. beanpole, modified etc., it is becoming a common family type today and is said to be highly functional because of the close bonds that are formed within it alongside the levels of support offered to family members; 1(e)  Marxism – all families are functional for capitalist society and values as they contribute to the continuation of this system through socialisation, consumption and the creation of wage slaves;  feminism – all families are functional for men and patriarchy as they demand more of women than men and give women less status than men e.g. dual burden/triple shift (Oakley);  same-sex families – these families are said to be functional for individuals because of their breaking away from the restraining gender roles of the past, offering individuals more freedom and choice;  postmodernism – family diversity is the norm today and offers individuals the opportunity to live in the type of family that best suits their needs at any particular time without judgement or stigma;  individualism – no type of family is more or less dysfunctional than another, it depends on the way roles are acted out and negotiated within the family (Interactionism);  single parent families – feminists applaud these modern family types as they offer women the opportunity to escape male control and patriarchy and are thus highly functional for women (and often children);  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 1(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2024

3 Victim surveys show that there is a dark figure of female crime. There are many different agencies of social control which can be formal or informal. Several different theories exist to explain why people commit crime, such as Marxism. Some sociologists argue that youth sub-cultures can be linked to crime. (a) What is meant by the term ‘victim surveys’? [2] (b) Describe two agencies of informal social control. [4] (c) Explain how youth sub-cultures can be linked to crime. [6] (d) Explain why Marxists argue some individuals commit crime. [8] (e) To what extent is there a dark figure of female crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘victim surveys’? 2 One mark for partial definition e.g. asking about crime. Two marks for clear definition e.g. research that asks people what crimes they have been victims of. 3(b) Describe two agencies of informal social control. 4 Possible answers:  family – primary socialisation teaches children society’s acceptable norms and values through processes such as imitation;  media – the media offers role models and constant messages about how to behave and reminders of rewards and sanctions through various examples of good and bad;  peer group/peers – powerful agent of control because people feel the need to belong to groups and thus the threat of isolation/rejection is powerful;  education/school – the hidden curriculum is used to ensure students learn to obey the rules and conform to expectations;  religion – holy books and religious teaching ensures people conform to religious beliefs and rules for life;  workplace – rules and regulations exist alongside other norms that people need to learn in order to feel part of and be accepted into a workplace;  any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how youth sub-cultures can be linked to crime. 6 Possible answers:  Merton’s strain theory – a possible reaction to status frustration is the development of new goals. If a group share these feelings then a new deviant youth sub-culture may emerge with criminal norms and values e.g. drug dealing;  anti-school sub-cultures – studies of teenage boys in school labelled as ‘failures’ (e.g. Cohen/Willis) showed how this treatment would often lead to them resisting school authority and behaving in a criminal manner e.g. joining a gang, normalised violence;  Cloward and Ohlin – criminal sub-culture – in some working class communities there are successful criminal role models and an informal career structure for aspiring young criminals hence some young males chose crime as their lifestyle;  Cloward and Ohlin – conflict sub-culture – when both legal and criminal ways of achieving success were blocked, young males may turn to violence and gangs as a sign of resistance;  Cloward and Ohlin – retreatist sub-culture – young people who feel that they cannot gain status or be successful may turn to drugs or alcohol as an escape, finding a group of similarly disaffected young people and so adopt criminal norms and values;  postmodernism – thrills and excitement – young people are in search of the next ‘buzz’ and so may turn to criminal youth sub-cultures in order to achieve this e.g. joyriding, graffiti;  Matza drift theory – Matza says that young people drift into criminal sub- cultures as they have few responsibilities in life and so can fulfil their ‘subterranean values’ through crime;  youth sub-cultures – many of these groups have been linked with criminal behaviour e.g. mods and the rockers = assaults and violence, skinheads = racism, punks = anti-social behaviour, ravers/hippies = drug use etc.;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanations, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why Marxists argue some individuals commit crime. 8 Possible answers:  material deprivation – being short of money and feeling disadvantaged is thought by Marxists to explain much instrumental crime e.g. robbery, burglary;  marginalisation – lower class people do not have organisations or representatives to protect their interests, so they have no outlet for their feelings of anger other than through violence and rioting;  alienation – capitalism’s focus on economic assets and material success dehumanises people and means they will turn to crime in order to get what they want;  consumer society – we are defined by what we consume, status symbols are everything and thus if people cannot legitimately afford such items they will turn to crime to get them instead;  lack of equality in society – if society is seen as unjust and unfair then the lower classes and the most deprived in society will turn to crime out of frustration and anger e.g. BLM rioting/urban riots etc.;  resistance to capitalism – the CCCS claimed that crime was the result of young people refusing to accept capitalist ideologies e.g. drug taking and the Punks, violence and the Skinheads etc.;  capitalism is criminogenic – capitalism encourages criminal behaviour because of its focus on competition, no matter the consequences for other people – any way to succeed becomes acceptable in such a system therefore crime occurs;  selective law enforcement – the law treats different social classes differently meaning that the lower classes are criminalised by the agents of social control e.g. the police, and thus are more likely to be caught committing crimes;  law creation – the law is made by the elite in order to serve their interests and benefit them – this means that lower social classes seem to commit more crime because more focus is on street crimes than, say, corporate, state or white-collar crimes;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is there a dark figure of female crime? 15 Possible answers: Arguments for:  Pollak – his work suggested that females were more manipulative and devious than males and so were better able to hide their criminality hence the low figures in the OCS;  Pollak – chivalry – this thesis suggests that females get away with crime because men find it impossible to equate a hardened criminal with the stereotype of a gentle, caring female – thus there is a dark figure of female crime because they receive more lenient treatment from law enforcement agencies than a male would;  self-report studies – e.g. Campbell – these show that rates of female offending are far higher than official figures suggest, meaning female crime is hidden in the dark figure;  white-collar crime – this type of crime is notoriously under-reported and as women dominate office work it is likely that they are getting away with much white-collar crime i.e. a dark figure of female crime;  police labelling – as females do not fit Cicourel’s picture of the ‘typical delinquent’ they are unlikely to be targeted by the police and thus are more likely to get away with committing crime = a dark figure (Interactionism);  victimless crime – females are said to play a major role in the sex industry (as prostitutes and escorts) and the drugs industry (as mules);  because there are no traditional victims of these crimes i.e. people are paying for the service, they are unlikely to be reported and thus female crime remains hidden in the ‘dark figure’;  domestic abuse – crimes against women in the home form a huge dark figure and thus are hidden as they are notoriously under-reported and under-recorded by the police (Dobash and Dobash);  media representations – the media still portray traditional stereotypes of males and females and therefore women are unlikely to be represented as a criminal, more so as a victim. This agenda setting affects public perception of who the criminals are resulting in a dark figure of female crime as females are just not suspected to be or thought of as criminal;  domestic setting – women are still located primarily in the private sphere and so, whether criminals or victims, their actions and experiences are more hidden than those in the public sphere (which is still dominated by males);  any other reasonable response. 3(e) Arguments against:  male criminals – functionalists would believe the picture of crime in the OCS that clearly shows that males commit the vast majority of crimes in society i.e. female crime is not a dark figure;  female dominated crimes – crimes such as prostitution and shoplifting are shown to be dominated by females according to the OCS, these female crimes are therefore not a dark figure;  increasing female criminality – feminism – there has been a reported increase in crimes committed by females and researchers talk about the ‘girl gang’ phenomenon – these feature highly in media reports thus female crime is no longer a dark figure;  double deviance – some feminists suggest that when females do commit criminal acts they are demonised in the media as ‘monsters’ and treated more severely than a male would be by the criminal justice system – their crimes are not a dark figure;  gendered socialisation – Oakley – female crime is not hidden, females just commit less of it as they are still socialised to be nurturing and caring rather than aggressive and competitive;  differential social control – Heidensohn – females are under greater levels of social control than males and therefore it is not surprising that they commit less crime; their crimes are not hidden, they just commit less of them;  hidden figure of crime – sociologists would say there is a huge dark figure of crime for both males and females, female crime is no more hidden than male e.g. white-collar/corporate crime;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on commonsense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. 3(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2024

4 There are many perspectives on the media, such as Marxist and feminist views. The media represents social groups, such as ethnic minorities and youth, in different ways. The media has different roles, for example advertising and entertainment. Patterns of consumption can be influenced by the various forms of media. (a) What is meant by the term ‘advertising’? [2] (b) Describe two media representations of ethnic minorities. [4] (c) Explain how patterns of consumption can be influenced by the media. [6] (d) Explain why feminists criticise media content. [8] (e) To what extent is the Marxist view of the media accurate? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘advertising’? 2 One mark for partial definition e.g. selling something/promotion. Two marks for clear definition e.g. use of the media to persuade the audience to buy or do something. 4(b) Describe two media representations of ethnic minorities. 4 Possible answers:  dangerous savage – uncivilised people who want to attack and harm white people e.g. Western movies;  noble savage – positive stereotype, lives a simple and unchanging life in line with nature;  intelligent and hard working – East Asian groups are often stereotyped in such a way;  childlike – ethnic minorities may be seen as needing looking after by the ethnic majority (amusing and harmless but unsophisticated and unintelligent) e.g. media war/famine reporting;  entertainer – stereotype of having natural rhythm, cultural successes in music and dance;  sexually exotic female – non-white women often shown as more daring and dangerous than white women;  rich, evil tyrant – non-white leaders may be shown as corrupt and despotic, oppressing their people;  clever, devious trickster – Chinese villains in Hollywood films of the past/social media scams e.g. on vulnerable older women;  criminals – e.g. violence, drugs and gangs – Hall’s study showed how the media negatively labels and stereotypes young black men as muggers;  South Asian people – stereotyped as having large extended families, owning small shops, having unusual accents;  Islamaphobia – South Asians may be stereotyped to be terrorists;  any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how patterns of consumption can be influenced by the media. 6 Possible answers:  advertising – the prolific nature of advertising in all forms of media means that the media encourage a materialist, consumerist set of values;  globalisation – a global media industry means that Western values and lifestyle have become more normalised and accessible for consumers and this influences patterns of consumption;  branding of goods – the media and advertising focus on branded goods leads to a desire to own particular brands, not for their intrinsic value but for the social status attached to them e.g. make of car;  representations of a good life – media and advertising encourages people to aspire to improve their own lives through consumption which affects spending patterns;  Marxism – the media focus on consumption is an impossible goal for many people and thus leads to feelings of dissatisfaction. Encourages crime and creates a series of false needs as people consume to ‘keep up’ with others;  gender – the media represents certain body image and ‘looks’ as normal and desirable and thus can affect the gendered patterns of consumption  e.g. make up, fashion, cosmetic surgery, supplements etc.;  social influencers – social media is full of influencers whose high status ensures that they are able to influence the audience to desire and consume particular products, brands and lifestyle;  hypodermic syringe model – this model of media effects claims that the media have a direct and immediate effect on the audience and so will affect the patterns of consumption in the audience;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanations, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why feminists criticise media content. 8 Possible answers:  under-representation of women – feminists are critical of the overall lack of females in the media where it is a rarity to see females in main roles (invisibility);  narrow range of roles – women are shown in a narrow range of roles (Meehan’s study) and tend to be shown in the home rather than at work and in the roles of wife, mother and girlfriend (i.e. in roles that are defined by their relationship to men);  emphasis on appearance – women are far more likely than men to be judged by their physical appearance in the media – ‘beauty myth’;  digital editing – representations of women are often unrealistic and unobtainable to most women. Images are digitally altered to achieve the cult of femininity (Ferguson) which has been criticised for leading to high rates of eating disorders amongst women;  women as passive – women are typically represented in a passive role in the media, as the helpless victim or in need of rescue by the male hero e.g. the damsel in distress stereotype;  sexualisation – Mulvey’s ‘male gaze’ study emphasised the normality of females being sexualised and objectified in all areas of the media – some sociologists have linked this to rape culture, misogyny etc;  binary opposition – women are typically shown to be the opposite of men which is heavily criticised by feminists for its over-simplicity and lack of realism for many women’s experiences;  malestream industry – feminists criticise media content because it is the byproduct of a sexist industry that is run by men in the interests of men;  patriarchal ideologies – media content is accused by feminists of reinforcing the limiting and damaging patriarchal ideologies in society e.g. normalising male aggression and female submissiveness;  lack of realism – some feminists criticise media content for not keeping up with the changes that are occurring in society as women gain more power and so re-define their roles, status and positions – this is not reflected in the media;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [46 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [78 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is the Marxist view of the media accurate? 15 Possible answers: Arguments for:  the media convey the dominant capitalist ideology as the norm and so keep the population in a state of false consciousness e.g. the news;  the media are owned and controlled by the capitalist ruling class who want to maintain their power and so use the media to prevent resistance and social change in society e.g. through ridicule/biased reporting;  the media has been said to be an agency of the state – indoctrinating audiences into a conservative ideology that benefits the bourgeoisie;  Marxists believe people can be easily manipulated by the media, e.g. in times of war, propaganda, elections;  media supports capitalism and helps to maintain it through the creation of false needs in the population – this is further supported through the huge advertising and consumer industry seen today;  the media divert attention away from the important issues in society by the diet of trivia that the audience are given, this prevents working class rebellion (Strinati – shallow activities);  few alternative or radical ideas are seen in the media which makes it difficult for marginalised groups to get their views across e.g. GUMG research (muted voices);  distortion and bias in the media lead to a dominant ideology which serves the interests of the ruling class and allows them to increase their profits and their power;  Marxists believe only a narrow set of views are seen and heard in the media because ownership is still so traditional, e.g. white, male, middle aged and middle class;  horizontal integration – large media companies now own a range of companies in different media which offers opportunities to further increase market share and so profits;  vertical integration – companies control all stages of media production in order to maximise their profits and maximise control;  any other reasonable response. Arguments against:  the Marxist view has been criticised by many sociologists for making it seem like there is an intentional conspiracy by a small group of rulers/owners to control everybody else in society – this isn’t the case;  postmodernists believe that in the new media world traditional ownership has declined so giving the audience far more control over media content, e.g. through user-generated content, citizen journalism etc.;  postmodernists believe that the media today is interactive and often created by the audience which means that alternative and niche views do have a place and can be accessed easily on multiple global platforms;  pluralists believe that rather than being a platform for ruling class ideologies, the media can only reflect and respond to what the audience want and demand;  pluralists see the media as being very diverse and so reflecting a wide variety of different views and opinions, allowing the audience to choose what they wish to consume; 4(e)  pluralists believe that the media is based on competition which means that standards are always rising and content changing as the media needs to constantly attract and appeal to the audience;  pluralists believe that as the media industry is a business it is shareholders and advertisers rather than media moguls and owners who have the ultimate power;  government controls exist that prevent the media from telling lies and so reduces the potential for the ruling class to create a dominant ideology, e.g. the law of libel/slander;  the media expose elite groups and individuals in society, e.g. tax evasion, fraud cases – this clearly challenges the Marxist view;  public service broadcasting – such media content is regulated and must provide quality programmes rather than focus on making a profit e.g. the BBC and other ‘not for profit’ broadcasters;  new media – the rise of the internet has led to a blurring of lines between consumer and producer and to the increase in user generated content that is uploaded by individuals as a form of creativity and/or a way to get a message out, not for profit or control as the Marxists would claim;  postmodernism – information dissemination in new media is no longer ‘top down’ which means that profits have become less of the central focus e.g. two-way communication is far more democratic – this challenges the Marxist view of the media;  feminism – the media is not driven by the need to maximise profit or support capitalism, but by the desire to maintain patriarchal ideologies that control women and benefit men;  independent media companies – postmodernists claim these are on the rise and that for many companies, artistic integrity, originality and creativity are at the heart of everything they produce – a direct contrast to the Marxist view of the media;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [14 marks] Answers in this band may be vague and largely based on commonsense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 4(e) Band 2 [58 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [912 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [1315 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2024

3 Crime and deviance are relative. Functionalists and Marxists disagree in their views on crime. Crime statistics can be affected by a range of factors, including police targeting. In some societies exile occurs. (a) What is meant by the term ‘exile’? [2] (b) Describe two ways crime and deviance are relative. [4] (c) Explain how functionalists view crime. [6] (d) Explain why some young people commit crime. [8] (e) To what extent are crime statistics most affected by police targeting? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘exile’? 2 One mark for a partial definition e.g. banished. Two marks for a clear definition e.g. punishment involving the offender having to leave their home and community. 3(b) Describe two ways crime and deviance are relative. 4 Possible answers: • time/era – definitions of crime and deviance change over time e.g. laws on smoking in public places/attitudes to homosexuality; • culture – the norms and values of the culture determine whether something is considered deviant or not e.g. child marriages; • religion – religious beliefs may determine whether an act is seen as criminal/deviant e.g. Catholics see divorce as a sin, atheists do not; • society/country – laws are different in different societies e.g. alcohol cannot be consumed until age 21 in America, 18 in the UK and 15 in Mali; • situation – e.g. knocking someone unconscious in the street would be seen as deviant, doing the same in the boxing ring would be praised; • role-based – the role a person plays may determine whether an act is criminal or not e.g. a police officer using physical force is acceptable, attacking a stranger on the street is a criminal offence; • any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how functionalists view crime. 6 Possible answers: • Durkheim – crime in society is inevitable and beneficial in terms of reinforcing the dominant norms and values, too much crime, however, is dysfunctional; • shared values – society agrees on what is wrong and right, as clarified by the law – punishing people who deviate reminds people of what is acceptable and where the moral boundaries lie; • degradation ceremonies – punishing criminals acts as a deterrent to others and thus reduces levels of criminality e.g. public hangings, media trials etc.; • Merton’s strain theory – people are encouraged to achieve the American Dream in order to be successful but not everyone can achieve it legally therefore some people turn to crime; • Cohen’s status frustration – young, working-class males face social inequalities, do poorly at school and so may turn to crime as they cannot achieve their status through legitimate means; • socialisation and social control – functionalists see these as key to preventing crime, thus individuals who are poorly socialised or not properly socially controlled are likely to turn to crime; • Murray and the New Right – crime is rife in the underclass due to the decline of the nuclear family, decline in marriage, rise in single parent families and the lack of a father figure; • Any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why some young people commit crime. 8 Possible answers: • status offences – crimes may have been committed that would not be categorised as such were the person older i.e. a part of normal life e.g. consumption of alcohol, sexual activity; • functionalism – normal period of adolescence in transition – youth crime is typically non-violent and not repeated and is just a normal part of growing up as young people find their place in society and their identity; • criminal role models – family members, friends or the community may influence young people to become criminal, crime is normalised and young people are more susceptible to influence; • peer pressure – young people feel pressure to be accepted by their peer group and may engage in criminal activity to do so e.g. gangs; • parenting styles – socialisation and social control – over strict or over lenient parenting is often associated with juvenile delinquency; • Cohen’s status frustration – those young people who struggle to acquire status legally in society may turn to crime in order to achieve it instead e.g. working class boys; • Marxism – poverty – young people living in poverty are more likely to commit crime as a ‘quick fix’ in order to deal with factors such as relative deprivation; • resistance to racism – some ethnic minority young people may engage in criminal behaviour to resist the racism they perceive in society e.g. BLM rioting; • culture of masculinity – young males may turn to criminal behaviour to prove their masculinity; • consumer culture – there is much pressure on young people to have the latest fashions and status symbols therefore many turn to crime in order to fund this lifestyle; • postmodernism – thrills and excitement – crime is seen to be fun therefore young people engage in it in order to have a good time e.g. edgework (Katz, Lyng); • Matza’s drift theory – young people drift into crime and deviance as a normal part of growing up and testing the boundaries, giving up crime as they get older and take on more responsibilities; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 3(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent are crime statistics most affected by police targeting? 15 Possible answers: FOR: • males – males are more likely to be perceived as criminals than females therefore are targeted more by the police. This may affect the crime statistics as then more males will be arrested/charged than females; • chivalry factor – Pollak – the police are male dominated and may find it hard to believe that females can be criminal thus do not target them – this can lead to an under-representation of female criminals in crime statistics; • working class – the police typically target certain areas, usually dominated by the working class e.g. inner city/deprived areas, in the belief that there will be more crime there – the working class are thus more likely to be arrested/charged, so distorting the crime statistics; • white-collar crime – middle/upper class criminals are rarely targeted by the police and thus Marxists believe there is a huge dark figure of white- collar crime being committed that is not shown in the crime statistics; • ethnicity – evidence shows that some ethnic minorities are far more likely to be stopped and searched by the police than other ethnic groups – this will lead to higher arrest rates and charges for these groups and so will distort the crime statistics (institutional racism); • Islamophobia – since 9/11 research shows that Muslims have been targeted by the police due to fears of terrorism and radicalisation, this targeting will then affect the crime statistics; • age – young people are often targeted by the police as they fit the criminal stereotype, meaning that much adult crime goes unnoticed and so distorts the crime statistics; • labelling theory – Becker believes that through police targeting those under suspicion will live up to their criminal label and commit more crime than they would have done otherwise – self-fulfilling prophecy thus police targeting directly affects crime statistics; • Cicourel – his work shows there is a ‘typical delinquent’ stereotype that is used by the formal agents to target certain people – this means others are being ignored and therefore this affects the crime statistics; • resistance – many groups targeted by the police get angry and resist arrest/being searched thus their deviance amplifies and they appear more deviant then would have been the case without the police targeting – a distorted picture of crime appears in crime statistics; • any other reasonable response. AGAINST: • functionalism – the official picture of crime is accurate – the police target those who commit most crime in society so police targeting does not affect crime statistics; • non-reporting of crime – there is a large hidden figure of crime (e.g. fear of reprisal/humiliation etc) which cannot be represented in the crime statistics, making the patterns and trends inaccurate. This therefore affects the crime statistics more than police targeting; • ethnicity – the police target ethnic minorities because they do commit the most crime as proven by the official crime statistics (due to factors such as poverty, racism etc); 3(e) • age – young people do commit the most crime in society therefore it is accurate and fair that the police should target them (thrills, peer pressure etc.); • gender – males are rightly targeted by the police as they commit the most crime due to the culture of masculinity and gendered socialisation; • social class – most crime, particularly that which the public is afraid of, is committed by the working class, often therefore the police are right to target them; • moral panics – it is not the police targeting that affects crime statistics but instead media representations of crime, particularly through moral panics and the creation of folk devils e.g. mods and rockers, the drug-takers etc.; • police as repressive state apparatus – Marxists believe that the police are simply a tool of the ruling elite and therefore their targeting of certain social groups is at the government’s bequest in order to maintain the ‘status quo’ – government not police targeting; • new technologies – it may not be police targeting that affects the crime statistics but whether the crime committed can be traced and investigated effectively; • social construction of crime statistics – whether crime is reported and/or recorded has the biggest effect on crime statistics, not police targeting; • feminism – women as victims – feminists would say that males need to be targeted more by the police as they are currently getting away with crimes committed against women – the crime statistics on this are hugely distorted due to the dark figure, not due to police targeting; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2024

4 The press are an important part of the media. Different social groups use the media in different ways. Some sociologists are very critical of the media, despite media representations changing. Other sociologists debate whether media censorship is possible. (a) What is meant by the term ‘the press’? [2] (b) Describe two sociological criticisms of the media. [4] (c) Explain how people of different ages use the media. [6] (d) Explain why media representations are changing. [8] (e) To what extent is media censorship possible? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘the press’? 2 One mark for partial definition e.g. journalists; Two marks for clear definition e.g. newspaper and magazine publishing industry. 4(b) Describe two sociological criticisms of the media. 4 Possible answers: • convey dominant ideology – the media keep the population in a state of false consciousness because they are owned and controlled by the capitalist class who deliberately use them to keep power and prevent social change e.g. Miliband; • manipulation – the media can manipulate people to believe certain things e.g. the UK media was said to have manipulated people to support the invasion of Iraq through scaremongering about the threat of invasion – bias; • false needs – the media creates false needs, making people be passive consumers who are willing to work hard in order to buy things they have been persuaded by the media that they need; • diversion – the media diverts attention away from important social issues through feeding the audience a diet of trivia and ignoring radical or alternative ideas for change; • GUMG – the media provides a distorted view of reality e.g. through dismissing and ridiculing the trade unions and supporting management/owners in strikes and disputes; • decision makers in the media – tend to be white, male, middle aged and middle class therefore they support a narrow world view and ideology through their editing and journalistic decisions; • moral panics – the media distorts reality and creates folk devils and moral panics in society e.g. Islamophobia, mods and rockers, football hooligans; • invisibility – some social groups are under-represented in the media e.g. ethnic minorities, creating an ethnocentric/white-washed media industry; • male gaze – Mulvey – the media is said to sexualise and objectify females e.g. the cult of femininity; • media culture – the media is now so prevalent in society that it reduces real human interaction e.g. texting not talking, dating apps, online gaming etc.; • feminism – females are negatively stereotyped in the media e.g. in the domestic role, as submissive, which results in a lack of positive role models for women; • eating disorders – the media has been criticised for the ‘beauty myth’ and its use of image manipulation that create impossible ideal body types for both males and females to live up to; • media violence – many media effects theories argue that the media glamourises violence and thus is responsible for violence in society (hypodermic needle, BOBO doll); • any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how people of different ages use the media. 6 Possible answers: • television – older people watch more TV than younger people who tend to stream more; • older people – engage more with traditional media than younger people who engage more with new and social media; • internet – older people use this less than the young, older women are less likely than older men to use the internet; • cinema – visited more by young people and children than any other age groups; • newspapers are read more by older and middle-aged people than the young (who typically use online platforms); • short videos on internet-based platforms are watched more by young people than older people who are more likely to use traditional media; • younger people are more likely to stream media content on-demand and in a personalised way than older people; • young people are more likely to upload media content and produce user generated content than older people; • young people are more likely to use social media than older people e.g. for updates, dating, messaging, sharing etc.; • younger people are more likely to consume the media on portable devices ‘on the go’ than older people; • younger people are more likely to use the media for educational purposes than older people who are more likely to use it for information and entertainment; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why media representations are changing. 8 Possible answers: • changing attitudes – as societal norms and values change so too must media representations otherwise the audience will go elsewhere e.g. sexuality/marriage/gender etc.; • legislation – laws in society will affect the content of the media e.g. legislation for women’s rights influenced more positive representations of women in the media e.g. ASA ban on gender stereotyping in adverts; • campaigns for change – protest groups can cause changes to media representations e.g. BLM, #metoo, This Girl Can etc.; • narrowcasting – with the proliferation of available channels and platforms to choose from, the media is able to narrowcast more independent/niche material which typically changes the representations from mainstream to more alternative; • media production – media personnel have changed and this has changed media representations accordingly e.g. more women, ethnic minorities, working class and younger people are now employed in the industry; • user generated content – as audience members continue to produce and upload their own media products, so representations become more reflective of the users’ reality; • audience demand – stereotypes are seen by many as old fashioned and not what the audience wants therefore media representations must change in order to continue to appeal to the audience, e.g. more complex characterisation such as the anti-hero; • multiculturalism – as societies become more diverse so stereotypes become less clear cut and the media has to reflect this change in order to meet demand and remaining appealing to the audience; • citizen journalism – much of the media content consumed today is ‘amateur’ and therefore less constructed in nature – this means representations will change; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 4(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is media censorship possible? 15 Possible answers: FOR: • state control of the media – if the state wants to control what is consumed by the audience then censorship is essential e.g. North Korea, China, Nazi Germany, propaganda etc. – this results in a one sided version of events that effectively controls output; • government control – censorship is used in order to ensure that the government and its policies are presented favourably and the opposition parties and policies are presented unfavourably – we see this occurring across the globe, particularly in times of election; • media conglomerates – through horizontal integration, these big companies own both traditional and new media and therefore continue to exert much control and censorship over output; • owners control – Marxism – if the ruling class are to maintain their powerful positions of privilege in society then censorship is necessary to prevent any challenges to the dominant ideology and status quo – the media thus limits negative coverage of the higher social classes e.g. little reporting on corporate/state crime; • laws protecting the state – laws such as The UK Official Secrets Act are crucial to preserve state security and prevent the reporting of state secrets and to protect the country’s security – this Act and others like it legitimates media censorship; • obscenity – the audience need to be protected from obscene material and thus censorship allows some material and content to feature in the media and not others; • libel and slander laws – these are regularly used to protect individuals from unfounded and unproven allegations by the media and are effective in their usage because they legally protect individuals from these unfounded allegations; • prejudice and discrimination – laws are in place to prevent the unfair treatment of minority groups in the media showing that censorship is possible and needed to reduce media sexism, racism, ageism etc.; • certification systems – these are commonly found in the film and gaming industries and are used to ensure that only age-appropriate material is seen by specific age groups; • the TV watershed – this is in place to censor media content before a particular time in order to ensure the suitability of the material being viewed for the age of the audience, allowing parents to regulate what children can and can’t watch; • self-censorship – increasingly makers of media will think ahead to what a censor might object to and leave that content out e.g. film directors, TV producers, internet content writers etc.; • image manipulation and editing – the media is still censored as content is heavily manipulated in order to fit an ideal or a norm; • hypodermic syringe model – this shows that censorship is possible and necessary as children will imitate what they see in the media e.g. violence – censorship is thus effective as it protects from harm; • any other reasonable response. 4(e) AGAINST: • pluralism – there is so much choice available in the media today that people can just choose something else to consume if they don’t like the content available to them, showing that censorship is not really possible or effective (digital media); • new media – as the media today is global and largely internet-based censorship is no longer possible as alternative media platforms and products exist to challenge and debate mainstream media content and output – these are easily available to the audience; • postmodernism – information is no longer ‘top down’ in structure, meaning the media cannot be used for propaganda or to convey a dominant ideology anymore, therefore media censorship is not possible today as control mechanisms have changed; • public service remit – public service broadcasters are obliged to operate with due impartiality thus censorship is not really possible; • parental controls – many argue media censorship is not possible as it depends upon parents and adults upholding its values – not all will do so, e.g. parents may let children watch TV shows after the watershed or play games that they are not officially old enough for; • audience selection – this active audience approach suggests that the audience will choose their own media and how it affects them, suggesting that media censorship cannot be possible as the audience are now active consumers, not passive; • uses and gratifications – this model says that the audience will choose what they use the media for therefore censorship is not possible as the audience, not the media, are in control of the interpretations made and the products consumed; • postmodernists – believe that media censorship is not possible as with the advent of digital technology the audience are now often also the producers of media content so the media can no longer be censored from the audience e.g. user-generated content; • on-demand and internet-based services – these limit the possibilities of censorship in the media as audiences can consume what they want, when they want with little regulation through streaming and alternative platforms; • citizen journalism – as much new media content is produced and uploaded by the audience themselves, this makes media censorship very difficult to achieve; • the interactive nature of new media means that regardless of media censorship, the audience can actively comment, post, blog or vlog about issues, content etc. and thus censorship isn’t possible anymore; • the dark web – illicit and taboo content is available in the new media on the dark web, showing that any censorship is not possible as the content they would want to censor can still be accessed; • investigative journalism – this has always existed, and continues to do so, whereby journalists strive to uncover the truth about an issue and to get around any censorship in place – showing that censorship is not really possible, ‘the truth will out’; • devices – new media content is available across many different devices and on several different platforms making it harder to control and censor content as it’s just so difficult to track; • any other reasonable response. 4(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2024

2 Schools are an important agency of socialisation. Students from some social classes achieve better examination results than students from other social classes. Sociologists debate whether this is an example of educational inequality. There are different types of schools and some use IQ tests. (a) What is meant by the term ‘IQ tests’? [2] (b) Describe two types of schools that select their students. [4] (c) Explain how schools socialise students. [6] (d) Explain why students from some social classes achieve better examination results than students from other social classes. [8] (e) To what extent is the functionalist view of education correct? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘IQ tests’? 2 One mark for partial definition e.g. testing intelligence. Two marks for clear definition e.g. participants answer questions that are then used to measure how intelligent someone is. 2(b) Describe two types of schools that select their students. 4 Possible answers: • faith schools – select their pupils based on the family’s religious beliefs and faith, e.g. Catholic schools; • private/independent schools – pupils are selected based on whether their parents can afford the fees and/or the student’s ability (sometimes this is also accompanied by a selection test/interview/IQ test); • grammar school – students must sit and pass an 11+ entrance exam that allows the school to select students based on ability; • single-sex school – schools select students based upon their sex e.g. all boys or all girls; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how schools socialise students. 6 Possible answers: • rewards – teach students to follow the rules and be obedient, students soon learn that if they do ‘the right thing’ they will be rewarded, encouraging them to do it more; • sanctions – students are punished if they do not follow norms and rules and so are socialised into conformity; • hierarchy – students have to do as they are told by those in higher status positions i.e. the teacher is the centre of attention at the front of the classroom, this socialises them for life after school; • the hidden curriculum – this informal education is delivered through teacher actions and attitudes, socialising students to understand cultural norms, values and expectations; • the formal curriculum – this socialises students into certain ideologies and ways of thinking e.g. the ethnocentric curriculum/the patriarchal curriculum etc.; • setting and streaming – students learn in schools that some students are ‘brighter’ than others, socialising them to accept their place in the hierarchy; • peer group – school-based peer groups socialise students into accepting a particular set of norms and values e.g. pro-school sub-cultures and anti- school sub-cultures; • competition – sports and tests socialise students to see that doing better than others is more important than cooperating with them; • punctuality – being on time is highly valued in schools, socialising students to understand that your time is not your own and you must be in a certain place at a certain time – social expectations; • functionalism – socialisation helps schools fulfil their functions by providing skills and attitudes essential for the smooth running of society and the individual’s own future; • Marxism – schools teach the lower class to be controlled by the ruling class through ideology, e.g. working class children learn not to have high expectations of work or life and become passive conformers to capitalism, accepting being bored as normal; • feminism – the school curriculum socialises students into ideas about gender and gender roles to students, e.g. different uniforms, subject choice, teacher expectations etc., thus encouraging conformity to traditional gender stereotypes that reinforce patriarchy; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 2(c) Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well–developed way or cover several points in less detail. 2(d) Explain why students from some social classes achieve better 8 examination results than students from other social classes. Possible answers: • private schools – these fee-paying schools typically achieve the best results (better facilities/small class sizes etc.) and are dominated by students from the higher social classes; • material deprivation – lower social classes may not be able to afford a nutritious diet, may not have a quiet place to study, may not be able to afford additional resources and are unlikely to have private tuition this will negatively impact exam results; • part-time jobs – students in lower social classes are more likely to have part-time jobs and therefore have to balance their time between study and employment which is likely to negatively affect their examination results; • pre-school education – those in the lower social classes are less likely to have been able to afford to attend pre-school and therefore enter education already behind their higher class peers which is likely to negatively affect their exam results; • area – attending a disadvantaged school in a poor area with a culture that does not value education (lower social classes), is unlikely to offer as good an education as a school in a prosperous area where education is valued (higher social classes); • fatalism – working class students may have lower aspirations and believe that they cannot change their life cycle which may lead to them putting less effort in at school and so achieving worse exam results than a student in the higher social classes; • immediate gratification – the need for immediate success and benefits is associated with the working class and may help to explain why more working class students leave school early and do not perform as well as higher social classes in exam results; • role models – an absence of educationally successful/university attending role models in the family may mean working class students do not see education as important and thus do not strive to do well – so negatively affecting exam results; • cultural capital – working class parents may lack this (higher class students will have this) and so their children don’t have the advantages of an environment of books and reading, of going to the theatre, visiting art galleries, foreign travel etc., which is thought to negatively affect exam results; • linguistics – working class students are likely to be less familiar with the elaborated code than middle class students and therefore will find the language of education more difficult (Bourdieu) which in turn will negatively affect exam results; • teacher labelling – working class students are less likely to fit the stereotype of the ‘ideal pupil’ (Becker) and therefore may be judged as less bright or troublesome by their teachers resulting in them being placed into lower sets and so doing less well in exams; • anti-school subcultures – working class students are more likely to join these groups and resist the values of school and so underachieve (‘The Lads’, Willis) in their examinations; 2(d) • pro-school subcultures – middle class students typically dominate these peer groups where the culture encourages hard work, effort and academic achievement which leads to better exam results; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well–developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent is the functionalist view of education correct? 15 Possible answers: FOR: • socialisation – schools pass on the norms and values of society from one generation to the next, continuing the work started by the family in primary socialisation; • shared values – schools transmit a shared message and values to students and thus it is important in making individuals believe that they belong to society due to shared interests and beliefs, e.g. singing the national anthem; • universal standards – schools learn the importance of individual achievement because at school status is achieved and performance is judged by universal standards through examinations; • sifting and sorting – role allocation is performed in schools to ensure the right people are in the right future roles/jobs in order to support the economy; • skills – schools teach individuals important skills needed to fully function in society e.g. communication, resilience, teamwork, cooperation etc.; • preparation for the workplace – functionalists see schools as a transition into adulthood where individuals are prepared for working life, e.g. compliance, deference to authority, respect for the hierarchy etc.; • meritocratic – schools are seen by functionalists as being fair institutions as everybody is given the same opportunities for success; • social control – schools are important in ensuring adherence to social norms through systems of sanctions and rewards that try and ensure conformity; • social mobility – equality of opportunity in schools, e.g. through a national curriculum, means that individuals will move up or down the hierarchy based upon their own merits and efforts; • any other reasonable response. AGAINST: • no shared values – in multicultural, global societies shared values are a myth and therefore education cannot ensure any sense of belonging; • school and work – critics of functionalism claim that there are few links between schools and workplaces with many employers claiming school leavers lack the essential literacy and numeracy skills needed for work; • selection for jobs – this is often not about talent, ability or grades but about social networks or social factors such as gender, social class and ethnicity; • gendered curriculum – feminism – subject choices reveal that despite national curriculums in many countries, girls and boys are still studying different subjects that affect their future roles and jobs, e.g. girls are channelled into textiles/childcare, boys into science and maths; • teacher expectations – some sociologists claim that teachers do not have the same expectations of boys and girls, encouraging boys to aim for careers and presuming females are destined for marriage and motherhood; 2(e) • gender role models – vertical segregation still typically dominates in schools whereby most senior and head teachers are male; this socialises children to believe that males are more dominant and are better suited to leadership and management roles – not the equality of opportunity espoused by the functionalists; • ruling class ideology – Marxism – there is no shared value system operating in schools, instead the ruling class impose their beliefs and needs on to others; • hidden curriculum – Marxism – expectations and values transmitted to students through the hidden curriculum indoctrinates them into a mentality that benefits capitalism, e.g. punctuality, passivity, conformity etc.; • type of school – other sociologists claim that as not all children attend the same type of school and therefore some are more privileged than others in their education, e.g. private/independent schools; • lack of social mobility – other perspectives challenge the functionalist notion that education allows for social mobility, claiming instead that social factors are more influential, e.g. in reality few working class children achieve real upward social mobility; • myth of meritocracy – Marxists claim that functionalists are not correct in their claim that the education system is meritocratic; they believe class background is the determining factor, e.g. wealthier parents can afford private tutors, better resources etc.; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one– sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list–like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two–sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list–like answer with some development covering both sides of the argument may score up to 8 marks. A one–sided answer cannot score higher than 8 marks. 2(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the questions and there will be a range of points presented. There will be a two–sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two–sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2024

4 Some sociologists believe the media has been changed by the creation of the internet. Other sociologists argue sensationalism in the media still exists. All forms of media contain bias and stereotypes. For example, young people are often stereotyped in the media. (a) What is meant by the term ‘sensationalism’? [2] (b) Describe two media stereotypes of young people. [4] (c) Explain how the media is controlled. [6] (d) Explain why bias in the news may benefit powerful groups. [8] (e) To what extent has the media been changed by the creation of the internet? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘sensationalism’? 2 One mark for partial definition e.g. exaggerating facts. Two marks for clear definition e.g. where stories are deliberately reported in ways designed to excite or attract viewers or readers. 4(b) Describe two media stereotypes of young people. 4 Possible answers: • children as innocent and vulnerable, in need of adult guidance and protection; • children as fun loving and free, surrounded by toys e.g. in advertising, with a lack of responsibilities and an exciting life of possibilities ahead of them; • children as victims – charity adverts will often choose this stereotype of children, showing them as unhappy victims, as child soldiers, as child labourers or as victims of famine; • teenagers as irresponsible and reckless, e.g. risk-taking behaviour, anti- social behaviour, e.g. Fawbert’s ‘the hoodies’; • teenage boys as gang members – violent, weapon carrying, inhabiting a dangerous underworld often associated with the drugs trade/crime e.g. Hollywood movies; • teenagers as members of rebellious youth sub-cultures, e.g. Cohen’s mods and rockers; • teenagers as the folk devils in media moral panics – out of control, a worry for the older generation, in need of stronger social control; • cult of beauty – young females have become associated with attractiveness and beauty standards in the media therefore are often represented with ‘perfect’ bodies and appearance; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how the media is controlled. 6 Possible answers: • advertising – commercial/private media needs to make a profit therefore the funding from advertisers is essential to success – meaning pressure from advertisers for mass appeal content may control the media; • public service broadcasting – e.g. the BBC – the public service remit and requirements controls the media output, e.g. for the BBC they are accountable to the Government and the public through the licence fee and must ‘educate, entertain and inform’; • owners – may control the media through the instructions they give their staff, appointments of personnel who agree with their ideologies this all affects output; • controllers – e.g. editors, journalists, producers – they take day-to-day decisions on behalf of the media company that determines media content and representations (gatekeeping); • government – state owned media – often leads to propaganda and bias, e.g. Nazi Germany, North Korea, China, etc.; • censorship – dictates much media content e.g. laws on stereotyping, certification systems, watersheds, laws protecting the state, laws on obscenity, libel and slander etc.; • pluralism – media can only respond to and reflect the audience therefore the audience have the power to shape and control media content through competition and choice; • Marxism – the media is controlled by the dominant ideology of the ruling elite that keeps the population ignorant to their oppression i.e. the media is a tool of the state that prevents rebellion and social change; • hegemony – the media is still largely controlled by white, male, middle- aged, higher class individuals therefore it is their world view that is presented as normal; • feminism – the media is a tool of patriarchal oppression that maintains traditional gender roles and expectations for the benefit of men, e.g. the cult of femininity (Ferguson, McRobbie) and the male gaze (Mulvey); • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well–developed way or cover several points in less detail. 4(d) Explain why bias in the news may benefit powerful groups. 8 Possible answers: • stereotyping – the news is full of easily recognisable stereotypes based on social class, ethnicity, age or gender – the powerless groups do not have the ability to control how they are represented, the powerful decide for them, often making decisions that benefit themselves; • moral panics – powerless groups are frequently portrayed as folk devils in the news, scapegoated for society’s problems so diverting attention away from the powerful and thus benefiting them; • invisibility – the powerful people involved in producing the news typically fail to give adequate representation or reference to those less powerful groups in society and so suppress any challenges to the elite, maintaining the ‘status quo’ and their own privileges; • gatekeeping – the news is a social construction whereby content and slant/bias is based on the decisions of individuals e.g. editors – thus the news can be constructed in a way to benefit the powerful groups in society e.g. rich people (agenda setting); • the gaze (Mulvey) – the news is presented with a particular bias i.e. from a particular point of view. Feminists talk about the male gaze whereas other sociologists now also refer to the white gaze – the powerful groups (men and white people) therefore benefit in their constructed representations; • news values – this selection process means some items and stories feature in the news whilst others do not, e.g. reference to elite individuals, elite nations, mainstream topics, non-threatening to the ‘status quo’, diverting blame from the government and the capitalist class – therefore benefiting the powerful groups; • professional ideology – cultural constraints suggests that those making the news have a similar background and thus have similar norms and values, e.g. male, middle aged, higher class and white – this results in bias in the news that benefits these powerful groups; • Marxism – this theory believes the news regularly neglects the wrongdoings of large and powerful companies (e.g. corporate crimes/state crimes/tax evasion), instead selecting news stories that suit and benefit the powerful groups in society e.g. youth crime; • GUMG – the Glasgow University media group found that during coverage of industrial strikes the news coverage was biased in favour of management, positioning the audience so as not to sympathise or agree with the striking workers, thus benefiting the powerful groups; • Westernisation – despite the news now being global, there is still a Western bias to content (sometimes referred to as Americanisation) that determines which countries and cultures are covered in news programmes – this benefits the powerful, Western groups as their views and practices are seen as ‘normal’; • any other reasonable response. Band 0 [0 marks] No creditworthy response. 4(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well–developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent has the media been changed by the creation of the 15 internet? Possible answers: FOR: • globalisation – the internet has made media global – products are accessible from all around the world, bringing cultural diversity and new norms and values e.g. Bolly/Nollywood; • reach – the internet has allowed the media to have far more audience reach than was ever the case previously, e.g. pop ups, on-demand streaming etc.; • convergence – the internet has allowed for greater flexibility in audience media consumption as media technologies are increasingly able to perform multiple tasks and functions, e.g. smartphones for phone calls, instant messaging, streaming services, music, apps etc.; • catfishing/scamming – the internet allows greater possibilities for illegal behaviour through the media e.g. identity theft, hacking, scams etc. – often linked to social media; • virtual worlds – the internet has meant that the media can now be used to play and ‘live’ in virtual global worlds e.g. gaming, Second Life, Roblox; • interactivity – users are now directly interacting with the media because of the internet e.g. comments, forums, voting/polls etc.; • user generated content – the internet has allowed the audience to become producers as well as consumers of the media (prosumers) e.g. uploading their own material to social media; • influencers – the internet creates idols, stars and influencers, who can influence taste, fashion, opinions etc. in a way that we have never seen before (particularly young people); • social media – this allows users to communicate with people globally and instantly, e.g. social networks, dating sites, job matching platforms; • citizen journalism – the internet allows users to record footage on their mobile phones and to instantly upload it to the internet where it can be immediately consumed by large numbers of audience members; • activism – the internet allows for powerful group collectivism on a global stage; • personalisation – the internet allows for far greater personalisation of media content and functionality for the user e.g. on-demand TV, streaming services, online playlists, cookies, apps etc.; • the internet has enabled the portability of the media, it can be consumed when and where the audience member wishes to e.g. on public transport, whilst out for a run, in the doctor’s surgery etc.; • fake news – the internet has been blamed for the proliferation of fake news that the audience now consume – the lines between reality and fiction are being blurred through digital editing and image manipulation (postmodernism); • the dark web – the internet has led to the creation of the dark web that can be illegally accessed by some media users who are actively trading in and sharing in deviant media products/content; • any other reasonable response. 4(e) AGAINST: • traditional media – this remains popular despite the internet and is still often selected as the main way to consume the media e.g. books, cinema, TV, vinyl revival, billboards, radio etc.; • digital divide – not everyone uses the internet to consume media – social class, location, income and age are all relevant factors e.g. the elderly typically use the internet far less than the younger generation; • uses and gratifications theory – the media is still primarily used for entertainment, information and education – this has not changed with the advent of the internet; • norm referencing – the internet is still, like other media, a way for norms and values to be transmitted and reinforced e.g. this is how we use media to understand dominant ideologies and beliefs; • secondary socialisation – the media, internet or not, remains as a key source of secondary socialisation whereby individuals learn about their culture and its social expectations/gender roles; • stereotyping – the media, internet based or not, still relies on stereotypical representations of gender, ethnicity, age and social class these have not changed; • imitation/role models – the media is still used by some individuals as something to idolise and imitate, this has not changed with the internet e.g. violence, fashion, appearance etc. – internet influencers are just another version of this age-old phenomena; • advertising – consumer culture – both non-internet and internet-based media are used by the audience as a vehicle for consumption, creating status symbols etc. – the internet has not changed this; • platforms – there may now be a wide choice of platforms for audience members to access the media on but actually what they do on these platforms has not really altered; • passive user – most media users are passive and do not actively engage with or create media content – this has not changed; • Marxism – all media, internet based or not, is used to create conformity to the dominant ideology that benefits the ruling class elite, e.g. media concentration and conglomerate ownership; • feminism – all media, internet based or not, is used to create an acceptance of patriarchy that benefits men e.g. male gaze (Mulvey), gender roles and expectations, canalization (Oakley) etc.; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one– sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list–like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two–sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list–like answer with some development covering both sides of the argument may score up to 8 marks. A one–sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the questions and there will be a range of points presented. There will be a two–sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two–sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2024

4 Many sociologists believe in the hypodermic-syringe model. Both traditional and new media can have a negative impact on children. Sociologists agree that advertising plays an important role in the media. However, sociologists debate whether the pluralist view of the media is the most accurate. (a) What is meant by the term ‘hypodermic-syringe model’? [2] (b) Describe two types of new media. [4] (c) Explain how advertising has an important role in the media. [6] (d) Explain why the media can have a negative impact on children. [8] (e) To what extent is the pluralist view of the media accurate? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘hypodermic-syringe model’? 2 One mark for a partial definition e.g. copycat behaviour; Two marks for a clear definition e.g. the media has an immediate and direct effect on the passive audience. 4(b) Describe two types of new media. 4 Possible answers: • internet – global communication network providing a variety of information and communication facilities; • social media – websites and apps that enable users to create and share content or to participate in social networking; • websites – a set of related web pages located under a single domain name, run by an organisation and able to deliver written, visual and sound based products; • blogs – a regularly updated website or web page, typically run by an individual or small group, written in an informal, conversational style; • vlogs – a personal website or social media account where an individual regularly posts new videos; • music and TV streaming services – media content, live or recorded, delivered to computers and mobile devices via the internet and played back in real time; • video games – games played by electronically manipulating images produced by a computer program; • virtual worlds – a computer simulated environment which may be populated by many users who can create a personal avatar to explore the virtual world, communicate with other users and participate in its activities; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how advertising has an important role in the media. 6 Possible answers: • income – advertising is usually the main source of income for privately owned media therefore it is essential to the industry’s profits and so plays an important role in the media; • attracting an audience – media companies try to attract as big an audience as possible in order to justify the high prices that they charge advertisers – they need to keep advertisers onboard resulting in mainstream, ‘safe’ content; • product placement – this is increasingly becoming a popular choice for advertisers and the media industry and blurs the line between advertising and media content, e.g. James Bond’s Omega 007 watch, demonstrating the big role of advertising in the media today; • propaganda – advertising is a powerful medium, much like propaganda, being impossible to avoid. Its role is to make us believe in and desire the products shown in order for us to spend more and more money; 4(c) • multiple platforms – advertising is found across all platforms and types of media and thus has a very important role to play in the media; • consumerism and materialism – advertising encourages audiences to spend money and to see success as being defined through status symbols and what they own – adverts tell people what they should want and desire, norm referencing; • Westernisation – advertising often promotes Western lifestyles and values which may pose a threat to more traditional cultures, potentially resulting in cultural homogenisation; • unrealistic representations – images of women, and sometimes men, put pressure on people to try and achieve a look/body image that is impossible to get – eating disorders, poor self-worth and mental health issues can be the negative result; • creation of false needs – Marxism – advertising encourages feelings of dissatisfaction and pushes audiences to want more ‘things’ that they don’t need, resulting in capitalist wage-slaves; • new media – websites include banner advertisements and pop ups and also track internet users’ history via cookies, meaning that digital adverts are personalised to each user – advertising thus plays a big role in new media; • adverts as media content – money spent on advertising is vast and these are now often media products in their own right, ready to be consumed, anticipated and enjoyed by the audience e.g. the latest John Lewis advert, or the Dior mini-films; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why the media can have a negative impact on children. 8 Possible answers: • agent of socialisation – sociologists consider the media to be an increasingly influential agent of socialisation for children that can lead to anti-social behaviour, prejudice, discrimination and a focus on ‘shallow activities’; 4(d) • media violence – violence and aggression in children is thought by many sociologists to stem from the representations of violence seen in the media leading to copycat behaviour (Bobo doll); • media influencers – the messages and actions of these digital ‘stars’ are consumed in huge numbers by children in the audience who may then be negatively impacted e.g. smoking, drugs, criminal behaviour; • social media – as regular, active participants on social media where identities and content can be fake, children are vulnerable to deception e.g. grooming, cyberbullying, sexploitation; • celebrity role models – the actions and words of celebrities in the media are highly influential on the actions and attitudes of children - if this is negative then the impact can be very damaging e.g. drug-taking, swearing, deviant appearance; • norm referencing – what is consumed in the media may be taken as true fact by children who are often unable to distinguish between what is real and what is fake/distorted e.g. racism, homophobia etc. – this has a negative impact; • hypodermic needle model – what is seen, read and heard in the media directly effects children, demonstrating the power of the media to convey negative messages and representations and for them to be believed as true; • cultural effects model – seeing the same representations and consuming the same content and ideology over time leads to this becoming seen as normal by children which may be damaging/have a negative impact; • time spent online – children and young people are the age groups most likely to spend excessive amounts of time online and are thus more susceptible to media influence and negative impact; • Marxism – consumer culture – Marxists believe the media leads children to use ‘pester power’ on their parents to buy them products they don’t need through the creation of false needs that support capitalism – a negative impact; • feminism – the media can have a negative effect on a child’s body image, often through unrealistic representations of female bodies e.g. the male gaze – the media has even been linked to the creation of eating disorders amongst children; • mental health issues – the pressure to conform to unrealistic and often unobtainable representations, lifestyles and norms found in the media has led to a huge increase in children’s mental health issues, demonstrating the media’s negative impact; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is the pluralist view of the media accurate? 15 Possible answers: FOR • secondary socialisation agent – pluralists believe the media is an essential part of the socialisation process and thereby helps to establish norms and values in society; • audience shape the media – the media responds to and reflects the views of the audience therefore pluralists reject the view that the media can influence the audience; • diversity of media – a wide choice of media is available and is growing all the time as new technologies provide new ways to access entertainment and information e.g. digital streaming services; • independent media companies – pluralists believe these independents exist alongside the large media corporations to ensure that non-mainstream and challenging media is also produced e.g. narrow-casting; • competition – media corporations are constantly trying to outdo one another and to produce what people want - if this isn’t done then profits won’t be made, and the media company will go out of business; • rising standards – the competition in the industry ensures that standards are kept high (as poor-quality output will lose audience members) and costs are kept low (to attract consumers); • new media – the explosion of possible new media products has increased audience choice further still and thus lends support to the pluralist view; • interactivity – the distinction between audience and producer has become blurred as users can create and upload content as well as partake in citizen journalism (postmodernism); • bias – different viewpoints are available for the audience to choose from in the media; • any other reasonable response. 4(e) AGAINST: • media conglomerates – a small number dominate media production and distribution and their aim is to drive one another out of business, so reducing competition and choice for the audience as content becomes so similar (mainstream); • bias – centre-right views dominate in the media and very little else is taken seriously or given airspace/time thus creating a dominant ideology with little choice for the audience; • Marxism – the bourgeois media deliberately keeps the population in a false state of consciousness to maintain control and to prevent social change and unrest; • media manipulation – the audience are passive consumers who can easily be manipulated by the media to believe a particular point of view – Miliband – e.g. the manipulation of the UK public through the media to support the invasion of Iraq; • diversion – the media divert attention from important social issues by feeding the audience with a diet of trivia and gossip to prevent criticism of and challenge to the government; • hegemony – those involved in media production are still largely male, middle class, middle aged and white and thus media content is not diverse and there is little choice; • Americanisation – the media spreads a global hegemonic culture that is largely based on American output – this does not provide choice, competition or diversity for the audience; • feminism – the media remains patriarchal therefore it is not diverse and offers audiences little choice in terms of female representation and/or content – the male gaze remains dominant as do stereotypical images and content; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. 4(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well- developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2024

1 (a) Define the term: (i) cross-cultural [2] (ii) nuclear family. [2] (b) State two ways the family benefits men. [2] (c) Explain three changing patterns in marriage. [6] (d) Explain three roles grandparents may have in the family. [6] (e) Discuss the view that the triple shift is unfair for women. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that the family is now diverse. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14] Education

40 marks

Mark scheme: Question Answer Marks 1(a)(i) Define the term cross-cultural. 2 Award one mark for a partial definition, e.g. religious differences. Award two marks for a clear definition, e.g. differences in family type and structure based on cultural backgrounds, heritage, religion and/or ethnicities. 1(a)(ii) Define the term nuclear family. 2 Award one mark for a partial definition, e.g. a married couple. Award two marks for a clear definition, e.g. an adult male and female, married or in a relationship and living together, with dependent children. 1(b) State two ways the family benefits men. 2 Award one mark for each correct way (up to a maximum of two). Possible responses: • men do less domestic labour; • men make key decisions; • patriarchy – men have more power; • men often have control over the household finances; • men are breadwinners giving them higher status; • men do not have the triple shift/dual burden; • warm bath – men are looked after by their wives in the family; • any other reasonable response. 1(c) Explain three changing patterns in marriage. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • more people now get married later in life – career women and feminism often mean that marriage comes later; • more people never marry at all – being unmarried is no longer stigmatised and is no longer a necessity in modern industrial societies, people have freedom to choose; • more people’s marriages end in divorce – higher expectations of marriage and a lack of obligation to stay in a loveless marriage; • more people live together (cohabit) without ever getting married – changing attitudes and secularisation may account for this; • increased rates of remarriages – following divorce, many people choose to marry again, often forming reconstituted families; • increased number of civil/non-religious marriages – marriage is no longer necessarily linked with religion but rather is seen as a commitment between two people, thus civil ceremonies increase in popularity; • growth of empty-shell marriages – due to the ageing population and/or the rising cost of living; • any other reasonable response. 1(d) Explain three roles grandparents may have in the family. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • economic support role – grandparents often help their children and grandchildren out financially, creating trust funds, paying for college fees, paying for extra-curricular activities, loaning money etc.; • childcare role – with economic pressures and the growing independence of women, a lot of mothers will have to juggle motherhood with paid employment. This means grandparents are often the ones to provide childcare; • socialisation and social control role – as they often play a more regular role in the lives of their grandchildren today, so grandparents become crucial parts of the socialisation and social control process. They will teach norms and values, conformity, gender roles and expectations and often will have as much influence as the parents; • cultural role – grandparents are often the ones to keep a culture alive, through talking about the past, keeping traditions going and valuing heritage; • emotional support – grandparents are often the people parents (particularly mothers) turn to when they need advice e.g. on bringing up children, partner relationships, issues at work etc.; • burden of elderly care – ageing grandparents can place an emotional strain on family members who have to care for them when they are sick, frail and unable to do what they once could. This can cause stresses and arguments amongst partners and siblings; • financial burden – looking after older grandparents can place a financial strain on families whether they look after them themselves at home or choose care homes; • active ageing – increased life expectancy means that grandparents can now play an active role in children’s lives, doing hobbies with them, playing sports, visits and day trips; • any other reasonable response. 1(e) Discuss the view that the triple shift is unfair for women. 8 Use Table A to mark answers to this question. Possible responses: • feminism – family life is unequal in terms of tasks and responsibilities and therefore benefits men, it is patriarchal; • paid work – many families are now dual-worker meaning women, as well as men, will have employment but women also have the domestic and emotional work on top of this – men do not; • housework – research such as Oakley/The Time Use study shows that women do more housework than men, regardless of whether they have a job; • Dunscombe and Marsden – women do emotional work alongside paid work and housework, men do not and this is unfair; • dual burden – the triple shift is even more unfair than this, showing that inequalities are getting worse as more domestic responsibilities and expectations fall to women; • domestic division of labour – this is not fairly split between men and women e.g. men may be doing more than before but often they pick and choose the tasks they will do, leaving women with the monotonous stressful chores; • emotional work – women have to take on the mental burden of emotionally supporting parents, partner and children with their worries, health and stresses – men do not; • decision making – women still make few decisions in the home as their ‘triple’ roles do not include this, this leaves them subordinate to men and lacking in power; • gendered socialisation – Oakley – because girls and boys are still socialised differently at home this normalises the triple shift as something that women should do; • pivot generation – a good example of the emotional work women must do as part of the triple shift – women must manage their parents as well as their children. They are dual carers and experience all of the associated stresses; • power inequalities – despite doing more than men, women still have less power and influence over decision making; • any other reasonable response. 1(f) Evaluate the view that the family is now diverse. 14 Use Table B to mark answers to this question. Possible responses for: • different types of families – many different types of families are available for individuals to choose from e.g. extended, single parent, nuclear etc. – this makes the family diverse; • cross-cultural diversity – there is no evidence that we have a globally dominant family type therefore families are diverse e.g. smaller families in the West, larger families in more rural and traditional communities; patriarchal families in some religious communities, more equal relationships in more secular societies; • social class – this seems to affect differences in family type and family size e.g. poorer families tend to be more extended, relying on other family members for support whilst this isn‘t the case for higher classes; • ethnicity – different ethnic groups can be associated with different kinds of families e.g. some ethnic groups favour arranged marriages, others love marriages, single parents in some groups, nuclear families as the norm in others; • New Right – Charles Murray believes we are seeing the negative effects of family diversity in society through welfare dependency, lone parents, moral decline and the creation of dysfunctional families; • Postmodernism – thinks family diversity is a good thing, allowing family members choices as they break free from traditional values and practices, meaning that more families are now wanting this flexibility and so are diverse; • changing family roles – some families are becoming more child-centred, some have active grandparents contributing to family life, some have joint conjugal roles. This flexibility demonstrates the extent of family diversity today; • any other reasonable response. Possible responses against: • functionalism/New Right – the nuclear family is the ideal family form delivering the essential family functions and this is why it remains dominant throughout the world (Parsons/Murray); • exaggerated postmodernism – how much choice do people really have when it comes to the family? Conventional family norms and roles still dominate in many communities and societies and if individuals do not conform then they will be stigmatised and ostracised; • generational socialisation – many people find the choice of families available overwhelming and there is evidence to suggest that several people follow the example set by their family (parents and grandparents) and thus family diversity is actually quite limited; • globally – diversity within the family is not seen on a worldwide scale, many societies and communities, particularly those based on tradition and/or religion, are not diverse at all and there are clear rules and expectations for family life – diversity is a Westernised concept; • The West – it is here that family diversity is said to be greatest, however it is traditional family types that remain the most common e.g. an opposite sex couple in a nuclear family structure; 1(f) • cereal packet family – media representations continue to show the nuclear family with its clear gender roles as the norm and the ideal and thus this is what many aspire to – which contradicts the notion of family diversity; • family diversity as a temporary stage – some sociologists believe that any diversity we may see in the family is not permanent and that ultimately most people end up in a traditional family unit that is the ‘best fit’ for their society; • any other reasonable response.

This question in 0495/21 May/June 2025

3 (a) Define the term: (i) peer group [2] (ii) hate crime. [2] (b) State two strengths of using official statistics to measure crime. [2] (c) Explain three reasons why people commit instrumental crime. [6] (d) Explain three aspects of the postmodern view of crime. [6] (e) Discuss the view that crime and deviance vary cross-culturally. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that non-custodial sentencing is the most effective type of punishment. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14]

40 marks

Mark scheme: 3(a)(i) Define the term peer group. 2 Award one mark for a partial definition, e.g. your friends. Award two marks for a clear definition, e.g. people of the same status and age. 3(a)(ii) Define the term hate crime. 2 Award one mark for a partial definition, e.g. racial assault. Award two marks for a clear definition, e.g. offences in which the victim is targeted because of certain characteristics e.g. religion, age, sexuality or race. 3(b) State two strengths of using official statistics to measure crime. 2 Award one mark for each correct strength (up to a maximum of two). Possible responses: • patterns and trends in crimes committed can be easily seen; • quantitative data means comparisons over time/between social groups can easily be made; • they show what types of people are offenders and victims; • they are published online and so are easily accessible and free; • they can be used to see what crimes are increasing and what crimes are decreasing; • they are typically published every year and so are up to date; • they are published by the government and based on police and court records so can be trusted; • they show data for an entire nation and so are both representative and generalisable; • they are reliable – standardised data; • any other reasonable response. 3(c) Explain three reasons why people commit instrumental crime. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • for money – financial reasons such as poverty and material deprivation can lead some people to instrumental crime; • capitalist consumer culture – even higher class people may commit instrumental crimes e.g. white-collar/corporate crime as a way to maximise profit, • due to a lack of opportunity – high unemployment rates and reduced job opportunities may lead some people to commit crime; • to improve social position – instrumental crime can increase status and position within the hierarchy (e.g. gangs) which cannot be achieved legitimately – Cohen’s status frustration; • for material possessions – relative deprivation, the feeling of having less than others in your community/society, often fuelled by the media may lead some people to commit instrumental crimes as a way to gain these desirable goods; • due to prejudice and discrimination – instrumental crime may be the intended response to perceived inequalities that leaves the perpetrator feeling disillusioned about the unfairness of society i.e. being unable to get a job s/he is qualified for; • a means of resistance – the feeling experienced by many marginalised groups of being targeted and treated unjustly by the police may lead to instrumental crimes e.g. BLM protests, riots and looting as forms of instrumental crimes; • to prove masculinity – the culture of masculinity means some males may commit instrumental crime in order to prove or increase their masculinity e.g. violence/assault; • any other reasonable response. 3(d) Explain three aspects of the postmodern view of crime. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • individualism – reasons for crime cannot be generalised as every individual has their own personal reasons for committing crimes meaning all the traditional sociological explanations are flawed; • social construction of crime – there is no definite, agreed definition of crime as crime varies enormously over time and between cultures. This means there is no point investigating why people become criminals because certain behaviours may or may not be criminal in different cultures and at different times; • crime as fun – Katz – crime is seen to be exciting and fun and therefore for young people this is the reason it’s committed; • edgework – Lyng – crime is about risk taking behaviour as a temporary escape from societies rules, control and boundaries; • harm caused by crime – postmodernists believe we should study more about the harm caused by crime to society and individuals e.g. green or corporate crimes; • emotional link – crime may be related to individual feelings and emotions in a particular moment or context rather than being caused by wider social and structural factors; • any other reasonable response. 3(e) Discuss the view that crime and deviance vary cross-culturally. 8 Use Table A to mark answers to this question. Possible responses: • laws – some things are legal in some countries but illegal in others e.g. possession of cannabis; • morals – in the West monogamy is valued and marrying more than one person at a time would be considered a criminal offence whereas in other cultures polygamy is both legal and widely accepted; • religion – this may directly affect the laws e.g. Shariah law in Islamic nations affects every part of an individual’s life in contrast to civil laws and secular cultures; • sub-cultures – what is defined as deviant in some sub-cultures is not the same as others e.g. punks have brightly coloured Mohican hairstyles and ripped, offensive clothing whereas this is not deemed acceptable or appropriate by wider society; • social class – Miller ‘focal concerns’ – working class culture can be linked to street culture and low level criminality and Miller’s research found that this was accepted as a normal part of life whereas for other social classes this would be viewed as deviant and unacceptable; • age – younger people are more likely to push the boundaries and engage in criminal/deviant behaviour than older people because it is seen as fun, risk-taking behaviour (Katz & Lyng); • ethnicity – some ethnic groups may have cultural practices that infringe the laws of a country e.g. possession of marijuana in the UK is illegal and yet is commonly used by some ethnic groups; • gender expectations – in Afghanistan the Taliban have no state-run domestic abuse shelters for female victims and instead send them to prison, girls cannot get a secondary or higher education and they are banned from many public places. These laws themselves would be considered criminal and deviant in many other cultures; • punishment – some countries use capital/corporal/physical punishment to deal with criminals e.g. the Middle East, whereas other countries adopt a more rehabilitative approach to crime e.g. Scandinavia; • tribal culture – Mead, New Guinea – feminine characteristics and behaviour of males was the norm in one of the tribes she studied compared to hegemonic masculinity and a stigmatisation of feminine males as deviant in the West; • gangs – gang culture normalises and, indeed, values criminal and deviant behaviour such as violence and murder whereas wider society condemns this and perceives it as criminality; • any other reasonable response. 3(f) Evaluate the view that non-custodial sentencing is the most effective type 14 of punishment. Use Table B to mark answers to this question. Possible responses for: • community sentencing – the offender is made to do unpaid, compulsory work for a set period of time. This is typically related to the offence in some way e.g. a conviction for vandalism may result in a sentence where property has to be repaired. This teaches the offender about the consequences of crime making them reconsider their future actions; • financial penalties – this kind of sentence is often used for less serious crimes whereby a sum of money must be paid by the offender to the court and/or the victim as punishment for the crime committed. In a capitalist society this can be more effective than prison as money is highly valued and so by losing this an offender will be put off from re-offending in the future (deterrence); • rehabilitation programs outside prison – this could be for addiction, education and training or mental health – these often run alongside other non-custodial sentences and ensure that the offender is ‘treated’ so that the chance of future re-offending is lessened as the issue causing crime is no longer there; • capital punishment – some countries and states operate the death penalty as they do not believe that prison is a serious enough sentence for the most awful, heinous crimes. Capital punishment protects citizens and sends a clear message to prolific offenders that crime will not be tolerated, so deterring them from a life of crime; • corporal punishment – a physical punishment that causes pain e.g. flogging or whipping. The shame of such a public punishment is enough to deter many from committing crime whilst for others if this punishment is imposed it is something that they do not wish to repeat – again making it an effective form of punishment; • exile and ostracism – having to leave one’s home and community, receiving an injunction or a restraining order and/or being shunned by the community is an effective punishment as it firstly prevents the crime from happening and secondly places feelings of guilt onto the offender that are not desirable. This thus also deters others from committing crimes; • surveillance – e.g. curfews, electronic tagging and having to avoid certain areas/people – by watching the offender criminal behaviour is prevented as they must follow the rules imposed or face more severe sanctions. These restrictions mean that the offender will not be tempted to re-offend and that the public are safe, making it a very effective punishment for crime; • probation – a period of time within which the offender is monitored within the community – the offender is closely monitored by the authorities and also has regular meetings with a probation officer who can help with training and employment needs. It is an effective way of checking whether an offender has been reformed and is safe to live within the community without offending, thus making it a very effective form of punishment; 3(f) • police cautions – for minor offences when the offender accepts their guilt, an official police warning is given as a sentence rather that anything more serious. This is a cost effective and quick way of dealing with more minor offences with a clear message to offenders that any further law breaking will result in more serious consequences; • social media and vigilante groups – the growth of social media means that messages, images and posts spread quickly. Being threatened or attacked by members of the community is a big deterrent to offenders as is the thought of their image being all over the internet. This makes it an effective form of punishment; • informal methods of punishment – fear of letting loved ones down, family and friends, and being shamed through the crimes committed can be the worst form of punishment due to the emotional connections involved. This therefore prevents crime as individuals do not want to face stigma and shame from family/peers/teachers/colleagues etc.; • cost – non-custodial sentencing is often a cheaper alternative than incarceration and this means that it can be thought of as more effective for a country as more of it can be offered with the aim of reducing crime; • any other reasonable response. Possible responses against: • prison as a deterrent through loss of freedom – this is the most effective type of punishment because prisons are negatively represented in the media and people know that if they are incarcerated there will be a loss of liberty. This all helps to put people off from committing crimes – far more so than non-custodial sentencing; • prison prevents further offending in society – non-custodial sentencing cannot guarantee that the offender will not commit another crime whereas prison can contain the individual, remove them from society and thus prevent offending from being able to take place; • prison rehabilitation programs – access to education, training, addiction treatment and therapy/counselling are far easier and cheaper to access inside prisons than outside. In terms of rehabilitation, this therefore means that custodial sentencing is most effective as it is the way most criminals will access support to help them not offend again; • poor living conditions in prison – in many countries the prison regime is tough and unappealing. This is also the image portrayed through the media. This ensures prison is seen as a deterrent to crime and is an effective punishment; • restorative justice in prisons – new programs have been introduced into many prisons whereby offender and victim (or victim’s family) are able to meet and talk as a way to ensure offenders realise the impact their criminality has on others. The success rates in terms of reduced rates of re-offending is high, showing the effectiveness of custodial sentences; • severity of prison regimes – having limited freedom, reducing social contact, making work compulsory and forcing accountability for the crimes committed can only happen through custodial sentencing – this makes this form of punishment more effective than any non-custodial sentences can be; 3(f) • Scandinavian prisons, an alternative approach – not all prison systems have high levels of recidivism, violence and anti-social behaviour. Custodial sentencing can be gentler and more rehabilitative, as in places like Norway and Sweden, and in such a context the custodial sentences are the most effective punishment as they are able to combine re- socialisation with a removal of the offender from the criminal context and the criminal connections; • New Right criticisms of non-custodial sentencing as being ‘too soft’ on crime – the right wing view is that the only way to effectively punish criminals and reduce repeat offending is to ‘get tough on crime’. Policies such as zero tolerance and three strikes are thought to be far more effective deterrents than any of the non-custodial options; • public safety – prisons are the only method of punishment that can guarantee the public’s safety as the offender is removed from society and locked away. Custodial sentencing is thus more effective than non- custodial. • informal social control – it may be the informal agencies that are the most effective at preventing crime as they are able to socialise and inculcate individuals at an early age into conformity and the view that crime is wrong; • any other reasonable response.

This question in 0495/21 May/June 2025

3 (a) Define the term: (i) vigilante groups [2] (ii) misogyny. [2] (b) State two features of gang culture. [2] (c) Describe three ways the police can control individuals. [6] (d) Explain three limitations of the interactionist explanation of crime and deviance. [6] (e) Discuss the view that prison prevents crime. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that gender is the most important factor in explaining why an individual commits crime. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14]

40 marks

Mark scheme: 3(a)(i) Define the term vigilante groups. 2 Award one mark for a partial definition, e.g. take the law into your own hands. Award two marks for a clear definition, e.g. self-appointed people with no legal authority who punish people they believe are offenders. 3(a)(ii) Define the term misogyny. 2 Award one mark for a partial definition, e.g. sexism. Award two marks for a clear definition, e.g. hatred of women, predominantly by men. 3(b) State two features of gang culture. 2 Award one mark for each correct feature (up to a maximum of two). Possible responses: • often comprised of young people; • often comprised of males; • often comprised of ethnic minorities; • criminal and/or violent behaviour as the norm e.g. drug dealing; • organised group of people, usually with a clear hierarchy and leader; • often territorial in nature e.g. postcode gangs; • often involves an initiation process, a ‘test’ to prove one’s loyalty to the gang; • often associated with deprived, inner-city areas (working class); • defending the gang and not reporting crime to the police is highly valued; • people may join gangs for protection e.g. from racist attacks; • associated gang ‘uniform’ e.g. wearing particular colours; • gang symbols/markers e.g. tattoos; • any other reasonable response. 3(c) Describe three ways the police can control individuals. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • police cautions – where the offender accepts their guilt the police can give police cautions for minor offences. This is recorded on a criminal record and so acts as a warning to offenders; • police targeting – the police can focus on a particular area or group of people because they believe they are more likely to be involved in criminal behaviour e.g. ethnic minorities, inner-city areas – this constant police presence controls individuals; • stop and search – this police control method is used to focus on those in society the police believe most likely to have committed a crime and gives the police the power to stop and search them – it is often based on stereotyping and has even led to police brutality e.g. BLM; • police surveillance – citizens are under almost constant surveillance and this feeling of being watched and monitored results in most people being controlled into not committing crimes e.g. CCTV, tagging etc.; • community policing – working with the community, visibly on patrol, building good relationships based on trust – encourages individuals to report crime to the police and so is able to control; • military policing – police are often armed and perceived as ‘outsiders’, sent to areas of unrest where they have no understanding of the community, rather like an invading army; force and fear is used to control; • power of arrest – the police have the power to arrest individuals and so control them through expectations of conformity as no one wants to be arrested and be subject to the criminal justice system and the fear of gaining a criminal record; • zero tolerance policing – the police acted against minor offences e.g. possession of drugs, littering, to send a message to criminals that no crime would be tolerated (NYC, broken windows theory) – this effectively controlled individuals as the crime rate fell; • deterrence – police presence aims to be a deterrent to criminal behaviour, going so far as to use cardboard cut outs to mimic officers and create social conformity; • any other reasonable response. 3(d) Explain three limitations of the interactionist explanation of crime and 6 deviance. Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • deviance created through labelling – most people know they are breaking norms and laws even if their actions are not detected, so deviance is not created by the label as Interactionists say; • passive victims – labelling theory tends to imply that deviants are the passive victims of the labels applied to them but individuals can and do choose to be deviant, whether they have been labelled or not; • origins of labelling – labelling theory does not fully explain why some people are labelled and others are not, or why some activities are against the law and others are not; • criminals as victims of labelling – the theory implies this is the case but the label may have been applied because of a deviant or criminal act which caused serious harm and so should be condemned; • dark figure of crime – labelling theory fails to explain why some people commit crimes even when they have not been publicly labelled e.g. females and the higher classes; • crime and deviance are socially constructed – interactionists fail to take into account the fact that some behaviour would always be seen as deviant, whatever the context or social reaction e.g. murder; • folk devils and moral panics cause more crime – this can be criticised by the idea that people do not passively accept what they consume in the media, they are active and questioning and critical; • moral panic theory as outdated – as new media becomes more interactive and consumer led, so moral panic theory starts to seem outdated as there is no longer a centralised source of information meaning the media cannot create moral panics in the same way it perhaps used to (e.g. mods and rockers); • any other reasonable response. 3(e) Discuss the view that prison prevents crime. 8 Use Table A to mark answers to this question. Possible responses: • incapacitation – preventing the offender from committing more crime by imprisoning them and removing their freedom; • deterrence – prison puts people off committing crime because they are aware of the consequences of being imprisoned e.g. loss of liberty, limited time with family, harsh conditions etc.; • rehabilitation – education and training programs within prison help to prevent crime by changing the offender’s attitude and behaviour. This will improve their job prospects on release; • causes of criminality – counselling or treatment for addiction may be available when in prison and by tackling the root cause of the offending further criminality can be prevented; • restorative justice – when in prison offenders can be asked to meet with their victims so the offender can hear about the way their offending has impacted and affected the victim. By understanding the impact of their actions, offenders can be motivated to change and so further crime is prevented; • harsh reality of prison life – in many prisons facilities are minimal and conditions are tough, bullying is rife and prisoners are locked away for hours on end with little to do – media representations of such prisons can prevent crime as people do not want to live in such a way; • juvenile detention – by giving young offenders a ‘short, sharp, shock’ further criminal behaviour can be prevented as young people realise that their actions have consequences and perhaps see first-hand that prison life is not the glamourous, edgy lifestyle it can sometimes be portrayed as; • any other reasonable response. 3(f) Evaluate the view that gender is the most important factor in explaining 14 why an individual commits crime. Use Table B to mark answers to this question. Possible responses for: • official statistics – the patterns and trends in the OCS reveal that males are far more likely than females to commit a crime which indicates that gender is a very significant factor in determining criminality; • chivalry thesis – Pollak – females are less likely to be charged or convicted of crimes than males because they are treated differently by the criminal justice system – this leads to females being under- represented in the official statistics and shows how important gender is in terms of crime; • culture of masculinity – males are still expected to be hegemonic and this pressure may lead them to crime as they have to assert their masculinity to others e.g. through violence, power, humiliation; • gendered socialisation – boys and girls are socialised differently (e.g. Oakley’s theory) and this may explain the higher rates of offending for males – boys are encouraged to be more active and aggressive whereas girls are encouraged to be passive and docile; • social control – females are more strictly controlled by the agents of social control than are males and this therefore limits their chances of becoming criminal e.g. McRobbie’s ‘bedroom culture’ shows how girls are at home more than boys – if boys are out on the streets without parental figures to control them then they are much more likely to be drawn into criminal behaviour; • misogyny – the idea of seeing women as lesser, inferior and a threat to men – misogynists assert their perceived dominance over females in many ways, some of which are deviant and criminal, e.g. harassment, domestic violence, sexual assault and even murder; • lack of opportunity – males may turn to crime if other routes to material success are blocked for them as they are still perceived as breadwinners in most societies e.g. instrumental crime; • gang culture – there are more males than females in gangs and some gangs are exclusively male – if there is a strong gang culture in an area then this can often lead males into criminal behaviour (Cloward and Ohlin‘s ‘illegitimate opportunity structure’); • police targeting and stereotyping – if the police and the criminal justice system think that males are more likely to be criminal than females then they are likely to target them and thus arrest them more often; this may lead to deviancy amplification amongst males and so perpetuate the stereotype of male as criminal; • feminism – males may feel threatened by the rise of women in society and the perceived threat to their dominance and high status, thus crime may be a way for men to control women and ‘keep them in their place’ e.g. patriarchy, gaslighting, coercion, domestic abuse etc.; • any other reasonable response. 3(f) Possible responses against: • dark figure of crime – it is impossible to know whether gender is a key indicator in criminality as there is so much crime that we do not know about, the unreported and unrecorded crimes; • unofficial measures of crime – victim surveys and self-report studies reveal different patterns and trends to the official statistics and perhaps contradict the notion that crime is linked to masculinity, if females offend as well then is gender really that important?; • social class – crime is disproportionately committed by those in the lower social classes and it is perhaps this social factor rather than gender that is most important in determining criminality (e.g. poverty, relative deprivation, status frustration, strain theory etc.); • ethnicity – crime is disproportionately committed by ethnic minorities therefore perhaps ethnicity is a more significant factor than gender (e.g. racism, police targeting, gangs etc.); • age – most crime is committed by young people and therefore perhaps age is a more significant factor than gender (e.g. media stereotyping, status frustration etc.); • peer group – the peer group someone is a part of may be more important than their gender in determining whether or not they commit crime e.g. peer pressure, pro or anti-school subculture etc.; • individualism – reasons for crime cannot be generalised and are often individual and personal, this view means that gender is not significant in determining whether someone is likely to commit crime; • postmodernism – crime is not caused by gender but instead by the search for thrills and excitement which can be relevant to anybody, regardless of their gender; • labelling theory – it is not just males that are labelled as criminals, other social groups are as well, therefore, to pick just one social factor as being most influential seems misleading – intersectionality; • any other reasonable response.

This question in 0495/22 May/June 2025

2 (a) Define the term: (i) linguistic factors [2] (ii) conformity. [2] (b) Give two examples of an ethnocentric curriculum. [2] (c) Describe three benefits of attending private school. [6] (d) Explain three limitations of the functionalist view of education. [6] (e) Discuss how boys and girls experience school differently. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that cultural factors have the most impact on educational achievement. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14] Crime, deviance and social control

40 marks

Mark scheme: 2(a)(i) Define the term linguistic factors. 2 Award one mark for a partial definition, e.g. language. Award two marks for a clear definition, e.g. the type of language children speak e.g. restricted and elaborated codes. 2(a)(ii) Define the term conformity. 2 Award one mark for a partial definition, e.g. fitting in. Award two marks for a clear definition, e.g. behaviour that follows the usual standards and expectations of a group, culture and/or society. 2(b) Give two examples of an ethnocentric curriculum. 2 Award one mark for each correct example (up to a maximum of two). Possible responses: • host nation – their norms, values and beliefs are embedded into the educational curriculum; • language teaching – the language and cultures of ethnic minority learners may be seen by the school as being of lesser value; • teaching of literature – poetry and books from the culture of ethnic minority learners may not be considered worth studying; • teaching of history – learners from ethnic minority groups may learn nothing about their own people’s experiences; • religion and worship in assemblies – the ethnic minority learners’ beliefs may be ignored and they may even be forced to follow the practices of the majority; • celebration of festivals based on the dominant culture – ethnic minority learners’ festivals may be ignored; • any other reasonable response. 2(c) Describe three benefits of attending private school. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • class sizes – classes in private schools tend to be smaller, so individual learners get more attention from the teacher; • more choice in curriculum – private schools do not have to follow a national curriculum so they can concentrate on teaching what they believe to be most important and/or what their parents want; • parental choice – private schools are very diverse institutions and so parents can choose the school that best suits their children’s needs; • money and funding – private schools have more money than state schools meaning they have better resources and facilities for the students e.g. swimming pools, ICT, science equipment etc., often also resulting in better results; • social capital – Bourdieu – private schools allow students to make networks and connections that can help them find employment in high status professions and companies in the future; • extra-curricular opportunities – private schools are renowned for the plethora of extra-curricular activities on offer, allowing students to experience a wide variety of sports, culture, arts, theatre etc. and so increasing cultural capital (Bourdieu); • life chances and social mobility – private schools typically gain better examination results than the state sector meaning that students have better chances of entering highly paid and high status fields of employment; • any other reasonable response. 2(d) Explain three limitations of the functionalist view of education. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • lack of shared values – functionalists are wrong to suggest there is a shared set of values in education. Marxists say that the values passed on are those of the ruling class whereas feminists say they are the patriarchal values. Subcultures also challenge the notion of shared values; • myth of meritocracy – education is not equal and fair – many factors can affect a student’s experience of education and their educational success that have nothing to do with effort or ability e.g. quality of the school, home background, peer group, gender, social class, ethnicity etc.; • connection between school and work – functionalist claims that there is a strong link between school and work are false. Adults at work use little of what they have learnt at school, companies often complain about low literacy and numeracy skills of school leavers – learners are taught things they do not need instead of things that would be useful in the workplace; • selection for employment – functionalists are incorrect to claim that educational achievement will determine which job one enters – people are often selected for a job role dependent upon their gender, ethnicity, age and social class; • setting by ability – functionalists ignore the role that teacher expectations and judgements play in determining which set or stream a student finds themselves in, it is not always based on academic ability e.g. higher sets are dominated by the higher social classes; • socialisation – many other agencies exist where socialisation can take place, education is not essential for this e.g. peer group, family, media, religion; • stigma of vocationalism – whilst vocationalism does exist in educational systems, functionalists ignore the fact that it is seen as a less prestigious, less important form of education, often assigned to the lower social classes; • any other reasonable response. 2(e) Discuss how boys and girls experience school differently. 8 Use Table A to mark answers to this question. Possible responses: • schooling for boys – boys have historically been more likely to go to school and get qualifications as schooling for boys was, and still is in many cultures, seen to be more important than for girls; • leaving school earlier – girls may leave school earlier than boys due to their cultural expectations, e.g. getting married, having children (e.g. traveller children); • high expectations – due to feminism girls often have high career aspirations and will work hard to get what they want and achieve their goals, following their female successful role models (Sharpe). Males may not experience this as they look towards manual work, following in their father’s footsteps etc. and so do not engage as much with education and teachers; • engagement with learning – sociologists think education in schools may be more suited to a girl’s socialisation than a boy’s socialisation as the focus is on conformity, submitting to authority, being quiet, reading and writing. Thus girls may experience school as a more familiar and comfortable place than boys; • subject choice – this is still quite stereotypical and may be explained by gender socialisation, e.g. boys are more likely to choose technical and sports-based subjects e.g. engineering or PE, whereas girls are more likely to choose communication/thinking based subjects e.g. sociology, history or literature; • teacher expectations – boys and girls may be treated differently in schools e.g. teachers may see poor study habits and rowdy behaviour as normal for boys whilst similar behaviour from girls is not tolerated; • peer groups – boys are more likely to reject school values and form anti-school sub-cultures (e.g. Willis ‘the lads’) whereas girls are conformist and more likely to be part of a pro-school sub-culture; • study habits – girls tend to work harder than boys, engage more in lessons, do more homework and be better organised – this may be down to socialisation, peer pressure, maturity levels and pressure to be masculine/feminine – thus experiences of boys and girls in school are very different; • hidden curriculum – this may send the message that expectations of males and females in schools are different e.g. boys are often asked to carry heavy boxes, girls to tidy the classroom – gender roles are experienced differently; • hierarchy – despite teaching being a female dominated profession, there are fewer women in positions of authority in schools meaning the system can be seen as quite patriarchal. This may socialise girls into believing that management and leadership is something boys, not girls, do, so resulting in a different experience of school to boys; 2(e) • male advantage – girls face the following problems in education: lack of confidence in their ability, dominance of boys in the classroom, receiving less teacher time than boys, different teacher expectations (feminism, e.g. Dale Spender). All of these factors means that the experience of school is very different for girls when compared to boys; • access to education – globally, in developing countries in particular, boys’ education is prioritised over girls’ education meaning many girls remain uneducated. Going to school can be difficult for girls at times, e.g. in Africa many schools have no toilets meaning girls will often not attend when they have their period. Experiences are thus very different; • any other reasonable response. 2(f) Evaluate the view that cultural factors have the most impact on 14 educational achievement. Use Table B to mark answers to this question. Possible responses for: • fatalism – working class children may feel that they are not in control of their own fate and cannot change their destiny so there is no point in them studying at school; • immediate gratification – being unable to see the benefits of long-term rewards (deferred gratification) meaning that working class children may want to start earning money as soon as possible rather than studying which would bring the long-term reward of better pay and a higher status career; • thrills and excitement – working class children, especially boys, may turn to deviant activities as a source of excitement in an otherwise boring life – culture of masculinity – which could lead them into trouble, so negatively affecting their education; • valuing education – some parents do not value education, perhaps because they had negative experiences themselves, and this attitude is internalised by their children too; • cultural capital – working class children may lack the cultural capital (tastes, values and behaviour) that higher class children have (Bourdieu) e.g. being unfamiliar with theatre, galleries, books etc.; • linguistic factors – Bernstein – middle class children are more likely to be confident using elaborated code than working class children who are more exposed to restricted code which has no value in education; • ethnicity – Archer’s research demonstrated how culture can be so influential on educational achievement through her research into the Chinese community in the UK – parental attitudes, values and expectations of their children determined their success (similar to the ‘Tiger mums’ findings); • any other reasonable response. 2(f) Possible responses against: • material factors – material deprivation may be more important than cultural factors in explaining educational achievement e.g. not having a quiet place to study, unable to afford resources and equipment, having part time jobs to help support the family etc.; • in-school factors – Rutter’s research indicates that the most important factor in determining educational success is whether or not you attend a ‘good school‘, not cultural factors; • home factors – lack of successful role models in the family. If a child does not know someone who has benefitted from doing well in education then they are unlikely to see its benefits themselves; • community factors – children may be tempted into gangs/deviant behaviour if they live in communities blighted by drugs and crime – this will affect their chances of educational success; • peer group – whether a student belongs to a pro- or an anti-school subculture may be the most important influence on how well they do in education (e.g. Willis); • type of school – students attending private and/or selective education are more likely to do well in school than those who cannot afford this type of school (Marxism); • labelling theory – teachers make assumptions about and judge students based on appearance and background and Interactionists like Becker believe this explains educational achievement e.g. through the self-fulfilling prophecy or halo effect; • setting and streaming – teacher expectations are different for students in different sets and this may be the most influential factor in determining educational achievement; • racism and the ethnocentric curriculum – when the dominant culture is seen to be more important than other cultures, giving them little place in the school curriculum, ethnic minority students may feel marginalised and so disengage or ‘play up’; • feminisation of education – boys may not achieve as well as girls in education because education is seen to be a ‘feminine’ world where reading, writing and creativity are valued over actions; • any other reasonable response.

This question in 0495/23 May/June 2025

3 (a) Define the term: (i) discrimination [2] (ii) probation. [2] (b) State two patterns of victimisation. [2] (c) Describe three ways informal agencies of social control can prevent crime. [6] (d) Explain three limitations of feminist explanations for crime. [6] (e) Discuss the view that ethnicity is an important factor in explaining why individuals commit crime. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that rehabilitation is the most effective way to deal with crime. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14]

40 marks

Mark scheme: 3(a)(i) Define the term discrimination. 2 Award one mark for a partial definition, e.g. being unfair. Award two marks for a clear definition, e.g. treating a person or group of people differently to other people, often based on prejudice/stereotypes. Accept any other reasonable response. 3(a)(ii) Define the term probation. 2 Award one mark for a partial definition, e.g. being supervised. Award two marks for a clear definition, e.g. serving a sentence, or part of it, in the community (not in prison) under supervision. Accept any other reasonable response. 3(b) State two patterns of victimisation. 2 Award one mark for each correct example (up to a maximum of two). Possible responses: • children – more likely to be victims of crime due to their low power and status, e.g. vulnerable to neglect and abuse within the family; • teenagers – more likely to be victims of violent crime as they are more likely to be in public places where crimes occur; • older people – vulnerable to becoming victims of cybercrimes due to the digital divide; • working class – often victims of burglary and theft because they are unable to afford resources to protect themselves from such crimes; • women – most likely to be the victims of domestic and sexual crimes (the most unreported crimes); • young men – most likely to be the victims of violent and gang related offences; • minority groups – those groups most at risk in a society of prejudice and discrimination are also most likely to be the victims of crime; • hate crime – minority groups are most likely to be the victim of hate crime, e.g. racism, homophobia; • any other reasonable response. 3(c) Describe three ways informal agencies of social control can prevent 6 crime. Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • socialisation – all informal agencies socialise us into the correct, non- criminal, values of society and socially acceptable behaviour. We internalise these norms and self-regulate our behaviour, so preventing crime; • personal relationships – relationships are often based on personal networks and contacts and thus letting someone down and disappointing them is often a strong deterrent to committing crime; • family – positive and negative sanctions are used in order to establish acceptable and non-acceptable behaviour whereby parents act as role models for their children, thus preventing crime; • religion – they have rules about behaviour for their followers and in some countries these religious rules can even become part of the law. Followers are deterred from crime through the fear of living in sin or going to hell; • education – formal sanctions co-exist with the hidden curriculum to ensure students follow the rules and become used to social conformity rather than deviance, thus preventing crime; • media – reporting about criminal behaviour and court cases informs people about which behaviours will be punished. It reinforces shared feelings about what behaviour is right and wrong and so prevents crime; • peer group – these have powerful ways of exercising informal social control in order to prevent crime, e.g. peer pressure, fear of ostracism/social exclusion and negative comments; • workplace – all workplaces have rules e.g. timekeeping, uniform and work rate and if these are not followed then the individual will lose their job, which they do not want. The workplace therefore inculcates positive behaviour and so prevents crime; • any other reasonable response. 3(d) Explain three limitations of feminist explanations for crime. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • justice – the criminal justice system does not always operate in a patriarchal way, there are many laws that protect women and crimes against women are regularly investigated and punished today; • emphasis on gender – feminist explanations for crime focus too much on the gender issue and therefore ignore other relevant social factors such as ethnicity, age and social class; • personnel – we do now have senior officials in the criminal justice system who are women, e.g. judges, police officers, barristers etc – they represent women and ensure justice is served in a fair manner; • rise of female crime and criminals – female criminality and gang membership is on the increase, something that feminist explanations for crime and deviance do not deal with – women are not just victims of crime, they are the perpetrators too; • chivalry factor – Pollak – sometimes females are treated more leniently than males as the chivalry thesis indicates. Feminists ignore this aspect of crime and deviance whereby females benefit; • changing definitions of masculinity and femininity – mean that many feminist critiques of older explanations for crime are no longer valid in contemporary societies, feminism has not adapted to the changing roles, norms and values in the world; • domestic and sexual crime – feminists fail to take account of new approaches to such crimes – better trained law enforcement officers, specialist teams for support and a higher media profile to encourage the reporting of such crimes, e.g. #metoo; • socialisation and social control – women are no longer confined to the domestic sphere and do now have the means and opportunities to commit crime, e.g. by working in white-collar jobs/being the breadwinner; • changing culture – misogyny and patriarchy are now widely recognised as being unacceptable in society and therefore formal agencies are dealing with such cases and incidents severely now; • any other reasonable response. 3(e) Discuss the view that ethnicity is an important factor in explaining why 8 individuals commit crime. Use Table A to mark answers to this question. Possible responses: • institutional racism – the police, courts and the penal system work in ways that disadvantage ethnic minorities and do not treat them in the same way as the ethnic majority, e.g. the Stephen Lawrence case in the UK, BLM protests against police brutality in the USA – resistance to racism is often a reason for crime; • prejudice and discrimination – an ethnic minority individual may be unable to achieve good qualifications at school or to find a good job that they are qualified for because of discrimination. This leads to resentment and disillusionment as well as material deprivation which may lead to crime; • police targeting – if the police stop and search members of ethnic minorities more than other ethnic groups then more crime will inevitably be uncovered in these ethnic groups. Such unfair targeting may also lead to mistrust and dislike of the police and then to deviancy amplification; • deprivation and marginalisation – when opportunities to achieve success in society are blocked, ethnic minorities may turn to crime as a response to their deprivation, be this for necessities (material) or to have the things that others in society have (relative); • stereotyping – racist stereotypes in society may lead to some ethnic minorities being unfairly labelled as criminals which can then lead to a self-fulfilling prophecy. Media representations and the creation of moral panics and folk devils are thought to be central to this, e.g. Hall’s study of black muggers; • gang culture – young people from ethnic minorities are more likely to grow up in the inner-cities where gangs are commonplace. As a result, they are more likely to join a gang and become involved in criminal behaviour and violence, e.g. illegitimate opportunity structures; • status frustration – young ethnic minorities are likely to experience status frustration (Cohen) because for them many of the usual routes to achieving status are blocked and thus crime and/or gang membership is often seen as the only route to improving one’s status; • any other reasonable response. 3(f) Evaluate the view that rehabilitation is the most effective way to deal 14 with crime. Use Table B to mark answers to this question. Possible responses for: • prison training – education and training can be offered within prisons to upskill offenders and therefore provide them with ways of earning money through employment when they are released, thus reducing the likelihood of further offending; • cause of offending – sometimes rehabilitation addresses the causes of the offending and treats it, e.g. addiction programmes or anger management courses. These aim to address the root causes of offending and change the offender accordingly so that they do not commit further crime; • restorative justice – meetings between the offender and the victim so that the offender can hear about the impact of their crime on the victim. This has proved successful to reduce reoffending particularly in minor crimes as the offender is made to face up to the consequences of their actions and so becomes rehabilitated; • guidance and support – programmes of rehabilitation are now commonly used to run alongside other punishments (in prison or the community). This gives offenders a personalised programme of support over a long period of time to work closely with them to address their individual needs and so prevent further offending, e.g. help to find living accommodation, help with interview skills etc; • probation – a period of time when an offender is monitored in the community. The offender attends regular meetings with a probation officer, building up relationships and slowly working on rehabilitating the offender so they are safe to live and function within the community; • victims – trained police officers and healthcare specialists now form part of the programme of support for victims of crime, helping them to deal with its impact through counselling, targeted support and empathy; • other reasonable response. 3(f) Possible responses against: • prison – incapacitating the offender keeps the public safe and ensures further crime cannot be committed whilst the criminal is held in custody. Losing one’s liberty is the best way to deal with crime; • too soft on crime – the New Right and Right Realists would argue that rehabilitation is too soft in its approach to crime and that the only way we can successfully deal with it is with harsher sentencing and methods of social control; • capital punishment – the death penalty is the best way to deal with serious crime as it guarantees that the offender cannot commit further crimes. Some crimes are so heinous and terrible that this is thought to be the only way to deal with the issue fairly and effectively, bringing justice to the victim’s family; • corporal punishment – physical punishment intended to cause pain. This is a short, sharp shock aimed at teaching the offender a lesson and so quickly and cheaply dealing with the problem of crime, e.g. flogging or whipping an offender; • community sentencing – doing compulsory, unpaid work in the community, often to match the nature of the crime committed, is a better way to deal with crime as not only does the offender have to put right their wrong but also there are benefits for the community who have been affected by the offending, e.g. cleaner streets, new facilities; • vigilante groups – groups of citizens sometimes decide to punish offenders themselves, often using social media to spread the news. This is often used when authorities aren’t seen to be doing enough. This scares other offenders into not offending as well as removing the criminal from the streets; • financial penalties – many white-collar or corporate crimes would not be appropriate for rehabilitative sentencing as there is no issue to ‘fix’. A fine is therefore imposed instead as the punishment, e.g. for crimes such as fraud, money laundering; • exile and ostracism – the offender is required to leave their home and community and start a new life elsewhere. Modern societies can impose injunction or restraining orders with the same aims and effects. This can be better than rehabilitation because the problem is removed therefore preventing further offending; • deterrence – putting others off committing crime is one of the aims of punishment and this may not be achieved through rehabilitative punishments. Consequences need to be harsher for this aim to be met, e.g. long prison sentences, capital punishment; • retribution – making the punishment fit the crime – it may be that the aim of punishment is not to ‘fix’ the offender but to make the offender suffer for what they have done (often serious crimes) and therefore harsh punishments are required which would not be rehabilitative; • any other reasonable response.

This question in 0495/21 Oct/Nov 2025

2 (a) Define the term: (i) gendered curriculum [2] (ii) pro-school sub-culture. [2] (b) State two linguistic factors that can affect educational experience. [2] (c) Describe three features of the official curriculum. [6] (d) Explain three ways education is meritocratic. [6] (e) Discuss the limitations of the Marxist view of education. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that material factors have the most influence on educational achievement. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14] Crime, deviance and social control

40 marks

Mark scheme: 2(a)(i) Define the term gendered curriculum. 2 Award one mark for a partial definition, e.g. boys subjects; Award two marks for a clear definition, e.g. the subjects taught and the content covered are biased towards one gender, usually boys. Accept any other reasonable response. 2(a)(ii) Define the term pro-school sub-culture. 2 Award one mark for a partial definition, e.g. doing well at school; Award two marks for a clear definition, e.g. a group of learners whose norms and values agree with those of the school. Accept any other reasonable response. 2(b) State two linguistic factors that can affect educational experience. 2 Award one mark for each correct example (up to a maximum of two). Possible responses: • bilingualism – speaking two languages (or more); • elaborated code – speaking the formal language of school at home; • restricted code – limited/informal vocabulary from home can hinder performance at school; • host language – speaking the same language at home as at school helps performance; • native language – may be devalued by education and deemed inappropriate for school; • accent – some accents are deemed to be ‘posher’ or ‘less smart’ by teachers and so affect how students are treated/thought of; • any other relevant response. 2(c) Describe three features of the official curriculum. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • national curriculum – the government in many countries outlines the subjects and set content to be taught therefore learners of a similar age all have to learn the same things in every school e.g. science, maths, language etc; • standardised testing – the official curriculum requires learners to take national tests to assess progress and to measure the performance of different schools, according to universal standards, hence it is meritocratic; • primary education – the first years of learning in most countries comprise of reading, writing and mathematics with an introduction to other subject areas; • taught by experts – the official curriculum is typically taught by trained teachers through formal teaching and textbooks; • school-based – the official curriculum is typically delivered in educational establishments such as schools. It is delivered in classroom settings with specialist equipment; • subjects – the official curriculum is delivered via subjects which will have set content and a syllabus of what needs to be covered; • any other reasonable response. 2(d) Explain three ways education is meritocratic. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • comprehensive schools – admit all students from a local area regardless of money or ability, giving them all the same opportunities for success; • role allocation – functionalism – meritocracy in education means that the best achieving learners should be able to enter their chosen career. It is a system of ‘sifting and sorting’, getting the children of different abilities into the most appropriate job – a fair and meritocratic system of selection by ability; • compensatory education – e.g. bursaries, free preschool places, extra support for students from disadvantaged backgrounds and scholarships – the brightest children will not be held back academically as they can be awarded financial assistance to support them in attending, for example, private schools; • setting by ability – learners all have different abilities and schools will set them by ability accordingly. Functionalists argue that it is unfair to delay learners who progress more quickly by slowing the pace of teaching for learners who need extra support. Thus, setting is seen to be meritocratic; • alternative approaches to education – education can be delivered in the best way for the learner and their context making it an equal and democratic process e.g. unschooling, progressive schooling, home- schooling etc; • vocational education – for those students who are not able to succeed academically, vocational education is available allowing all students the chance to train and develop their skills; • national curriculum – this ensures that all students follow the same curriculum ensuring that they all have the same opportunities for success; • standardised testing – all children will be tested in the same ways and this is another way that education is seen to be meritocratic and fair – no one is advantaged or disadvantaged e.g. examinations; • equal opportunities – legislation has changed to ensure that all children have the same rights to an education, regardless of ethnicity, gender, disability or social class (wealth and income); • free education – in most countries access to education is free, this is clearly meritocratic as it does not prevent anybody from getting an education; • education allows for social mobility – e.g. if a working class student works hard they can gain good qualifications which will allow them to achieve a middle class job like an engineer or teacher; • any other reasonable response. 2(e) Discuss the limitations of the Marxist view of education. 8 Use Table A to mark answers to this question. Possible responses: • social class inequalities – the Marxist focus on class inequality means that not enough attention is paid to ethnic and gender inequalities which are equally as serious – it is a biased/blinkered perspective; • social conformity – many sociologists think Marxists exaggerate the extent to which schools produce conformist students and thus a compliant workforce. At school many learners rebel against rules and authority; • ruling class control – the Marxist claim that the ruling class control the education system and schools can be challenged as many schools are controlled locally and there are growing numbers of free schools. Teachers do have some control and say over what and how they teach; • out of date – the Marxist view seems a little out of date as today factory workers are no longer needed to the same extent as they were in the past as we see the move to a service/technology-based economy. In fact, many employers want workers with a range of skills – creative thinking, problem solving, decision making and autonomy, all of which are the antithesis of the Marxist view of education; • alternatives to education – as these continue to grow in popularity across the globe, so the Marxist claim of uniformity and ideological social control from schools seems less convincing. Education does not have to be gained in schools these days and, even if it is, the ways it is taken are very diverse; • compensatory education – this is now commonplace and means that the disadvantages previously faced by lower class children in education are diminished as schools become meritocratic (functionalism). This can be achieved through positive discrimination, reduced entry offers, scholarships/bursaries and equal access schemes; • functionalists argue that meritocracy is a reality, not a myth as Marxists argue – efforts and talent are rewarded in school through positive sanctions, higher achievement etc; • feminism – argues that Marxism is genderblind and ignores the discrimination and stereotyping that affects girls in education; • any other reasonable response. 2(f) Evaluate the view that material factors have the most influence on 14 educational achievement. Use Table B to mark answers to this question. Possible responses for: • quiet place to study – not having somewhere quiet to study and focus in an overcrowded home can negatively affect a student’s educational achievement; • part-time work – poorer students are more likely to work part-time in order to help support the family financially and juggling this with schoolwork often leads to lower educational achievement; • inadequate diet – poorer children tend to eat a diet lacking in nutrition and therefore do not have the ‘brain food’ needed to best support educational success; • not affording the ‘extras’ – parents are expected to afford school uniforms, sports kit, tutors, equipment for lessons and to contribute to the cost of trips – poorer children miss out on these if money is restricted and this is thought to negatively affect educational achievement; • lack of pre-school education – it tends to be poorer children who have not been to pre-school because parents could not afford it and this often means they start primary school academically behind the more well-off children – this then affects educational achievement; • lack of access to digital technology – having a laptop or a tablet or a PC has become increasingly important for success in education but poorer children often do not have access to these or to the internet at home – this can negatively impact educational success; • lack of resources at home – not having books, quality newspapers or study materials means poorer students have less independent support than their more well-off counterparts and this can result in them not achieving as highly in education; • poor health – poorer children may live in damp/mouldy conditions and this impacts their health resulting in them having more days absence than more affluent children. This will then negatively affect their educational achievement; • any other reasonable response. 2(f) Possible reasons against: • cultural factors – Bourdieu – the higher social classes have more ‘capital’ than the lower classes and this advantages them in education leading to higher educational achievement; • linguistic factors – Bernstein – the higher social classes are more likely to engage with the elaborate code at home than the lower social classes and as this is also the language of school and exams, this benefits them when it comes to educational achievement; • type of school attended – private schools with their smaller class sizes, better resources and facilities are where educational achievement is highest, so attending one of these institutions will benefit the student; • setting and streaming – students in the higher sets typically perform better than those in the lower sets and this may well be the most influential factor in determining educational success (Ball); • teacher labelling – expectations from teachers may determine the quality of teaching a student receives, how hard they are pushed to succeed and how much homework they are set – this can often result in either a self- fulfilling prophecy or the halo effect (Rosenthal and Jacobson); • gender – factors such as sexism, lack of role models in the higher positions of the hierarchy and the gendered curriculum may be more influential than material factors in determining educational success; • ethnicity – factors such as racism, lack of role models and the ethnocentric curriculum may be more influential than material factors in determining educational success; • scholarships and bursaries – material factors do not influence educational achievement as for the brightest students there is financial support available to negate the effects of their lack of money; • functionalism – educational achievement is not thought to be about material factors but instead about hard work, natural ability and talent (meritocracy); • any other reasonable response.

This question in 0495/22 Oct/Nov 2025

3 (a) Define the term: (i) unrecorded crime [2] (ii) expressive crime. [2] (b) State two aims of punishment. [2] (c) Describe three features of strain theory. [6] (d) Explain three reasons why crimes are not always reported to the police. [6] (e) Discuss the view that moral panics lead to crime. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that policing strategies are effective at preventing crime. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14]

40 marks

Mark scheme: 3(a)(i) Define the term unrecorded crime. 2 Award one mark for a partial definition, e.g. crimes not known about/crimes not reported to the police; Award two marks for a clear definition, e.g. crimes reported to the police but not officially noted by them OR crimes not featured in the official crime statistics. Accept any other reasonable response. 3(a)(ii) Define the term expressive crime. 2 Award one mark for a partial definition, e.g. an example such as vandalism; Award two marks for a clear definition, e.g. offences involving emotions (e.g. anger, frustration, enjoyment) which are usually unplanned. Accept any other reasonable response. 3(b) State two aims of punishment. 2 Award one mark for each correct example (up to a maximum of two). Possible responses: • protection of citizens; • deterrence; • rehabilitation; • safety of the public; • prevention of crime; • retribution; • incapacitation; • any other reasonable response. 3(c) Describe three features of strain theory. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • media pressure – the media shows material success as the norm and therefore puts pressure on individuals to achieve this – if they can’t do so legitimately then they may turn to crime; • consumer society – the 1930’s American Dream requires us to ‘show off’ our success through the products and brands we buy – if we can’t afford to do this then we may turn to crime (relative deprivation idea); • hard work and study – this is at the core of the American Dream but even when we do this we will not all achieve material success as not everyone is equally able to achieve it (myth of meritocracy), therefore some individuals will turn to crime; • modes of adaptation – Merton believed the mismatch between the goals of the American Dream and the legal means of obtaining them causes deviant behaviour. There may be five possible responses to the situation: conformity, innovation, ritualism, retreatism or rebellion; • full explanation – strain theory can be used to explain both crime and deviance as well as both materially motivated and more expressive crimes such as drug-taking; • innovators – they find new, non-legal, ways to achieve society’s goals of material success through deviant means e.g. drug dealing, fraud, theft etc; • retreatists – as they realise they cannot achieve the material success they desire, they retreat from society and commit criminal and deviant behaviour in the process e.g. drug addicts, alcoholics, prostitutes etc; • rebels – when they can’t achieve the societal goal of material success they develop alternative goals instead to strive for – so making them deviant e.g. cults, protests, terrorists, environmental warriors etc; • any other reasonable response. 3(d) Explain three reasons why crimes are not always reported to the police. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • trivial crimes – petty crimes are often not reported to the police as they are perceived as unimportant and people do not believe the police can do anything to help; • only reported if it benefits the person – for example, if a stolen item is insured the victim is likely to report the theft but if it is not then they are less likely to report it as they know it is unlikely they will get it back; • private matters – some crimes are seen as private matters to be dealt with by a family or community and the police should not be involved e.g. domestic abuse, honour killings; • embarrassment – some victims are too embarrassed to report a crime as they are fearful about future shame or stigma in their community e.g. sexual offences; • don’t want to get involved – witnesses sometimes do not report a crime because they do not want to have to get involved and give statements/go to court etc; • fear of reprisals – victims and witnesses may be concerned about their safety if they report a crime e.g. they may be threatened/harmed by the criminal/gang; • distrust of the police – some communities distrust the police and may be reluctant to have any contact with them based on prior experiences/media representations e.g. some ethnic minorities, prostitutes etc; • difficulties of access – in some communities reporting a crime to the police is difficult to do e.g. lack of internet, living a long way from the police station and therefore they don‘t report it for practical reasons; • relationship to offender – some victims may not report a crime because they do not want to get the criminal into trouble or see him/her punished e.g. a family member, partner or friend; • any other reasonable response. 3(e) Discuss the view that moral panics lead to crime. 8 Use Table A to mark answers to this question. Possible responses: • media labelling – a stereotype is created in the media of a group of people that are said to be committing crime. They negatively label them as ‘criminals’, ‘trouble’ etc and so the law enforcement agencies over- react to their, often, petty deviance which can then lead to further crime being committed; • exaggeration – the behaviour of the group in question is reported to be worse than it is, using exaggerated and sensationalist language and, e.g. a small fight is portrayed as a large-scale riot. This can lead to crime through imitation/copycat; • prediction – the media often predict that the crime and deviance they report on will happen again. This acts as a self-fulfilling prophecy which leads to crime; • symbolisation – the media shows how folk devils can be recognised, e.g. by their appearance or clothing. This makes them a target for the public and the police which may lead to increased rates of stop and search that will frustrate and anger the recipient, so leading to further crime being committed through resistance; • Cohen’s mods and rockers study – the clashes between the two groups were, in reality, fairly minor but the media reported them as a major cause for concern for the public and the authorities which led to calls for tougher policing. This resulted in more young people being arrested as well as more laws being introduced to criminalise young people; • folk devils – they are represented by the media in a moral panic as being totally different to the rest of the ‘normal’ population. It therefore becomes easy for the public to become scared of them and demand action and harsher policing. Policies such as ‘three strikes’ and ‘zero tolerance’ means behaviour by the ‘bad’ people is not tolerated and they become stigmatised as criminal. This can become a master status and make it likely that they become part of a deviant subculture, so increasing levels of crime; • deviancy amplification – the media coverage (as in Cohen’s case) encouraged some young people to go to the places where the media predicted that fights and violence would take place. They became involved in the fights themselves whereas without the moral panic being created they would not have been involved in crime. The media response leads to more crime; • any other reasonable response. 3(f) Evaluate the view that policing strategies are effective at preventing 14 crime. Use Table B to mark answers to this question. Possible responses for: • targeting and stop and search – by focusing on a particular area or group of people the police can prevent crime through high arrest rates, their visible presence and the idea of deterrence; • surveillance – new technologies have led to surveillance becoming widespread. It can focus on individuals suspected of crimes and so prevent them offending or it can be more general in terms of keeping everybody under surveillance e.g. CCTV, drones, tracking etc and be preventative in this way; • undercover officers – in some countries the police monitor protest groups, terrorist groups or criminal gangs by undercover police officers joining these groups under false identities and becoming deeply involved in their activities – this infiltration can thus prevent crimes occurring; • zero tolerance policing – the ‘broken windows’ theory saw the police acting against minor acts of crime and deviance to give the message to criminals that the law would always be enforced and that more serious crime would not be tolerated. This was seen to be successful as in cities where this approach was taken the crime rate fell i.e. the police strategy prevented crime e.g. New York City in the 1990’s; • community policing – the police are a visible presence, patrolling the streets and talking to people, building up good community relationships. This builds trust in the police and makes the public more likely to report crimes and to share information that can catch criminals – so preventing crime; • military policing – the police are armed, use force and weaponry to stop and/or prevent crime. They are often sent out to events or areas e.g. riots, protests etc; • police cautions and fines – the police are able to issue these to deviants and criminals to exercise their authority and to prevent crime through warnings and financial penalties; • in some countries the police run prisons – police may help to rehabilitate criminals/lock them up as punishment for their crimes; • any other reasonable response. 3(f) Possible responses against: • crime rates remain high indicating that the police strategies are not particularly effective at preventing crime but perhaps are more of a measure of social control; • Marxism – the police are part of the repressive state apparatus and are used by the ruling class to protect themselves from the working class and to maintain their privileged position in society – they do not prevent crime, they simply mask white-collar crime and criminalise the working class; • feminism – the police do not prevent crime as they are part of the patriarchal society that marginalises the victimisation of women and sometimes do not take women’s allegations of wrongdoings seriously enough e.g. high rates of domestic violence, high rates of sexual offences etc; • military style policing – policing works best when it has the support of the community and this style of policing can seem like an unwanted invasion which can turn people against the police and so reduce their effectiveness; • resistance – some communities and local groups have lost trust in the police and therefore they are not effective at preventing crime in such areas. Ethnic minority communities are a good example e.g. BLM protests, inner-city riots, high rates of stop and search, police targeting etc; • global crimes – different countries have different laws and disagree on how crimes should be dealt with and investigated; with many crimes now happening on a global rather than a national/local level this makes policing less effective at preventing crime; • cybercrimes – the police are not typically cyber experts and therefore the hackers and the fraudsters can successfully avoid detection and arrest illustrating that the police are not effective at preventing such crimes; • harsh punishment – some believe that if we want to prevent crime we need to move away from agencies of formal social control and look at harsh sentencing/punishment instead e.g. death penalty, incarceration; • informal agencies of social control – some believe that the best way to prevent crime is through socialisation and informal social control, carried out by the family, education, peer groups, religion and the media; • any other reasonable response.

This question in 0495/22 Oct/Nov 2025