What types of data and evidence do sociologists use? — Paper 2 · IGCSE Sociology 0495

3 Most sociologists believe that crime has a negative effect on society and therefore use methods such as victim surveys to establish a clear picture of the crimes committed and by whom. Others believe that crime and punishment can actually have an important and positive function in society. (a) What is meant by the term ‘victim survey’? [2] (b) Describe two examples of cybercrimes. [4] (c) Explain how crime and punishment can have a positive function in society. [6] (d) Explain why prison may deter people from committing crime. [8] (e) To what extent can labelling theory explain why people commit crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘victim survey’? 2 One mark for partial definition, asking about crime. Two marks for clear definition, questionnaires or interviews asking people what crimes they have been a victim of. 3(b) Describe two cybercrimes. 4 Possible answers: • spreading computer viruses; • fraud and computer scams; • identity theft; • cyber stalking and cyber bullying; • trade in illegal goods via the internet; • cyber terrorism e.g. hacking into a Government website; • recruitment by terrorist groups of new members – cyber grooming; • websites with obscene or offensive content; • sexual offences using technology e.g. grooming/child abuse; • 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 and punishment can have a positive function in 6 society. Possible answers: • crime and punishment serve to reinforce the correct shared norms and values in society; • crime and punishment reinforce the acceptable boundaries of behaviour in society; • crime and punishment can be used to deter others from crime e.g. a warning function; • Functionalist theory of crime e.g. certain levels of crime and deviance are functional; • crime can indicate that a change in the law is necessary to reflect changing social attitudes, e.g. social protests/riots etc.; • conflict theory ideas – crime can be indicative of institutional racism/structural inequalities in society; • other reasonable response. Candidates may choose to talk about crime and punishment generally here or may focus on specific crimes and punishments to illustrate the points made. Either way is 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 the concept of crime and punishment being functional and may talk about ‘crime and punishment remind us what we should not do’. 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 concept of crime and punishment being functional. Sociological terms and concepts should be expected ‘Seeing how criminals are punished through the media deters others in society from committing similar offences themselves. This reinforces social cohesion and reminds society of its shared values.’ 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 prison may deter people from committing crime. 8 Possible answers: • people do not want to lose their freedom; • prisons are a powerful agent of social control that controls all aspects of day to day living; • prisoners are unable to see their friends and loved ones and can be lonely places; • prisons are often rife with bullying and abuse; • going to prison can stigmatise people and make it difficult to find employment when released; • prisons are portrayed negatively through the media and thus are seen to be undesirable; • some prisons require prisoners to complete daily work and chores, this can often be difficult and physically hard; • people who haven't been to prison have a fear of going there which deters them from committing 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 why prisons may deter people from committing crime. A tendency to description is likely. Responses may be short and undeveloped, ‘prisons are scary places’ 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 prisons may deter people from committing crime. Responses may be underdeveloped and lacking in range. ‘Prisons are shown negatively in the media so people don't want to go there.’ ‘Prisoners can be labelled for life so this makes getting a job 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 prisons may deter people from committing crimes and will be well developed and explained. ‘Prisons can deter people from committing crime because they are a powerful agent of social control. Prisoners lose their freedom and ultimately have to conform to someone else's rules and decisions. This can lead to extreme loneliness, isolation and mental health issues’. 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 can labelling theory explain why people commit crime? 15 Possible answers: For: • labelling can lead to a master status e.g. of 'criminal' that becomes the way a person is thought of and treated; • being labelled negatively can lead to a self-fulfilling prophecy whereby a person lives up to the label they have been given; • public labelling of an individual can lead to a loss of status and those important to a person and therefore results in higher levels of deviance; • being labelled may prevent legitimate career and life opportunities and so a deviant career may be adopted; • Becker and the interactionist approach may be discussed; • labelling typically happens by the powerful onto the less powerful and so creates a social perception of who the criminals are vantage the powerful groups in society; • labelling of individuals and groups as criminals can lead to moral panics in the media whereby these people become further stigmatised as folk devils. This makes it more likely that they will continue in their criminal behaviour; • Other reasonable response. Against: • individuals can reject the labels they have been given; • criminal behaviour may be caused by status frustration e.g. this is the only way some individuals can gain status in society; • feminists believe criminal behaviour may be due to the culture of masculinity – males need to prove their masculinity and crime is one way of doing so; • crime may be more about control and power than a label e.g. domestic violence and abuse; • labelling theory does not explain the crimes committed by those groups/individuals in society who have not been labelled e.g. white collar criminals etc.; • crime may be caused by material and relative deprivation – they do not have the means to buy what they want. In a consumer society this is an increasing problem; • feeling marginalised and alienated in society may be a cause of crime • e.g. some ethnic minority groups; • poor socialisation in families may be a cause of crime e.g. The New Right view; • a lack of social control in society e.g. 'going soft' may lead to increased levels of crime as people believe they can get away with it; • Merton's strain theory may better explain crime – in capitalist societies not everybody can be successful and this leads to people finding alternative ways to get what they want; • other reasonable response. 3(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 labelling theory can explain why people commit crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Some people are picked on in society. People may act the way they are expected to. 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, labelling is being thought of in a particular way, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which labelling theory can explain why 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 The media shows some people as criminals and so people believe they are. Labelling makes people think of others in a negative way 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 labelling theory can explain why 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 whilst labels can lead some people to adopt a self-fulfilling prophecy, not everyone lives up to the label they have been given Or labelling theory stigmatises individuals making it hard for them to find work but other factors such as a lack of proper socialisation in the family can also be responsible for causing 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. 3(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which labelling theory explains why 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 labelling causing people to commit crime, citing some of the examples given.

This question in 0495/23 May/June 2017

2 There are several reasons why different social groups do better than others in education. Some believe this is due to the peer group, whereas others refer to school factors such as the self- fulfilling prophecy and the hidden curriculum. Whether the education system today offers students equality of opportunity remains a matter of debate. (a) What is meant by the term ‘self-fulfilling prophecy’? [2] (b) Describe two criticisms of IQ tests. [4] (c) Explain how the hidden curriculum controls pupils. [6] (d) Explain why some sociologists believe that selective education is unfair. [8] (e) To what extent is the peer group the most influential factor in determining educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘self-fulfilling prophecy’? 2 When people act in the way they have been expected to and so make that expectation come true. One mark for partial definition, e.g. do what others expect. Two marks for clear definition, e.g. acting up to the label given and making that label come true. 2(b) Describe two criticisms of IQ tests. 4 Candidates will describe two different criticisms of IQ tests. Possible answers: • If intelligence is linked to environmental factors, then a high score in the test may simply reflect a more stimulating environment in early childhood and not any innate ability. • IQ tests are based on a narrow range of reasoning skills and therefore exclude other types of intelligence – they don’t show the full picture. • IQ tests are written by people who inevitably build their own cultural norms and assumptions into the tests – this means those from other cultures are likely to find the test more difficult. • IQ tests reflect just one moment in time, but intelligence is developmental, so the scores should not be used to predict future achievement. • Timed conditions of IQ tests means there is no time for thought and reflection, which can cause some respondents to under-perform. • Performance in IQ tests can be affected by factors such as being nervous, feeling ill etc.; • Performance in IQ tests is found to improve with practice – many parents therefore get their children to repeat and practice the tests in order that they score high marks. • Some people who score low in the IQ tests go on to do well in their education and their career, whereas others who get high scores do not always succeed in later life. • 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 maximum of two). 2(c) Explain how the hidden curriculum controls pupils. 6 Candidates are likely to show an understanding of different types of sanctions used by schools, as well as discussing various aspects of the hidden curriculum. How these sanctions lead to student conformity (following the rules, doing what’s expected etc.) may also be discussed. Possible answers: • Informal sanctions such as glares, warnings and body language let children know whether their behaviour and actions are approved or disapproved of. • Pupils learn norms, values, beliefs and attitudes through their school experiences. • Classrooms are usually set out with the teacher at the front and the children seated – this sends out the message that the teacher has the power and is in control. • Rewards – children like to receive praise and therefore may do as they’re told by teachers in order to receive stickers, positive contact with home, merit rewards etc. • Schools are hierarchies and pupils soon learn their position in the hierarchy and conform accordingly. • Competitive sports and testing children sends out the message that doing better than others is more important than cooperating with them. • The importance of punctuality and being on time is soon learnt through schools. • Schools have rules that are enforced by teachers, sending out the message that you have to do what you are told by those in authority, whether you agree or not. • Marxists believe that the hidden curriculum maintains the ruling classes control of the lower classes through ideology (capitalism). • Marxists believe working class children are indoctrinated through education to learn a set of values that will make them good workers in the capitalist system, e.g. not questioning commands from a superior, learning the importance of punctuality. • Feminists see the hidden curriculum as conveying patriarchal values and norms, so teaching and reinforcing stereotypical and different expectations of each gender. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how the hidden curriculum controls pupils. Responses may be short and un- /underdeveloped. Description is likely. 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. ‘Students soon learn that when they don’t do what those in power want them to do, they get told off and punished.’ 2(c) Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how the hidden curriculum controls pupils. Sociological terms and concepts should be expected. Candidates may discuss for example: ‘the learning of norms and values; authority, secondary socialisation; Marxism, patriarchy.’ 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 sociologists believe that selective education is 8 unfair. Candidates should show understanding of the various reasons why some sociologists believe that selective education is unfair. Candidates may talk about different types of schools within their response. Candidates may talk about trends to do with ethnicity, gender, religion and social class, or may approach the question in more general terms. It is likely that private (paid for) schools and/or grammar schools (11+ exams) will be the focus of the candidate’s answer. Possible reasons: • Private schools have smaller class sizes and better facilities than state schools, which may advantage the students there in terms of educational achievement. • Teacher expectations – students are expected to work hard and do well in private schools and thus are pushed towards this. • Most parents cannot afford private schools – it is unfair that the rich can buy a better education. • Examination results in private schools are better than those in non- selective education. • The elite private schools spend about four times as much a year on each student as state schools do. • Private schools play an important role in ensuring that the higher classes can pass on their privileges to their children – maintaining the old boy network. • Research shows that even when children who go to private schools get worse examination results than those in state schools, they still go on to get better jobs. • Elite universities, e.g. Oxford and Cambridge, still recruit primarily from the private sector, and it is through attendance at such universities that individuals are able to access the elite jobs in society. • Selective education effectively means that wealthy parents can almost guarantee their children will have well paid future careers, which undermines any principles of equality; • Cultural and economic capital of the higher classes means they are more likely to pass selection tests for entry to private schools/elite universities. • Faith schools may not be aiding multiculturalism (segregation). • Single sex schools may be reinforcing patriarchy (feminism). • Other reasonable response. 2(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some sociologists believe that selective education is unfair. Responses may be short and undeveloped, e.g. ‘buying an education’, 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 sociologists believe that selective education is unfair. Responses may be underdeveloped and lacking in range. Answers may concentrate on only a few factors such as, ‘selective education maintains the elite position of power’ or ‘private schools get the best examination results’ 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. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some sociologists believe that selective education is unfair, and will be well-developed and explained, e.g. ‘Private schools are funded by parents, meaning that the schools have a lot of money and can afford to provide small class sizes for their students. This can lead to better educational performance as students have more one-to-one attention. Parents value educational success and have high levels of cultural capital, which favours these students over others. Students from private schools are more likely to attend elite universities and to then get the high flying and well-paid jobs in society’. 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 is the peer group the most influential factor in 15 determining educational achievement? Candidates should show an awareness of the various influences on educational achievement such as the peer group, home factors and school factors. Possible answers: For • Some students develop an anti-school subculture which provides students with a means to improve their own self esteem by giving them status within their peer group. • A culture of masculinity may form in counter-school cultures which causes these peers to disrupt the smooth running and learning of the school. • Peer pressure – young people want to fit in and thus the pressure from their peers (either positive or negative) may well determine how well they achieve at school, i.e. attitudes to homework, discipline, attendance. • Imitation – some children may copy their peers in order to conform and this can be either negative or positive: this is likely to affect educational achievement. • Sometimes pupils from ethnic minority groups are labelled as failures and placed in low sets and streams. These peer groups may then develop a shared set of values and develop a self- fulfilling prophecy. • Girls’ peer groups are more likely than those of boys to conform to school values and so to be successful in education. • Peer groups outside school may influence educational achievement e.g. gang culture. • Other reasonable response. 2(e) Against • Gender, not peer group, may be the most important factor in determining educational success. • Ethnicity, not peer group, may be the most important factor in determining educational success. • Social class, not peer group, may be the most important factor in determining educational success. • Home factors may be more important than the peer group, i.e. material/cultural deprivation / parental values and expectations. • School factors may be more important than the peer group, i.e. teacher stereotyping and labelling/setting and streaming/type of school attended. • Marxists would argue that educational success will always be more likely to be achieved by the higher social classes, as education simply reinforces the inequalities seen in society. • Linguistic codes – Bernstein argues that schools operate with an elaborate code which is also shared by the higher social classes. This makes educational achievement more likely for the higher social classes than the lower classes, who use a restricted code. • Functionalists would argue that the education system is fair and based on meritocracy, allowing all who work hard to be successful – only individuals, therefore, can be responsible for their own educational success or failure. • Other reasonable response. Band 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 peer group is the most influential factor in determining educational achievement. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided, e.g. ‘children copy their peers’. 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 peer group are people who share a similar social position’, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of whether the peer group is the most influential factor in determining 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 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, for example ‘peer pressure is rife in schools and can be either negative or positive’. 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 peer group is the most influential factor in determining 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. 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 for example, ‘The peer group is an important factor in determining educational success in schools. Research shows that ethnic minority males are most likely to form anti-school sub-cultures and that this negatively impacts upon their achievements’. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the peer group is the most influential factor in determining 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. Candidates may outline and discuss different explanations for educational achievement, e.g. ‘hidden curriculum, teacher labelling, parental values and expectations, gender roles’. 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 peer group is the most influential factor in determining educational achievement, citing some of the examples given. Section C: Crime, deviance and social control

This question in 0495/21 Oct/Nov 2017

3 Official crime statistics are one way of measuring crime rates. This helps the Government to decide on effective punishments to control crime levels in society. However, they do not account for the dark figure of crime and so their accuracy can be questioned. (a) What is meant by the term ‘dark figure of crime’? [2] (b) Describe two formal agencies of social control. [4] (c) Explain how community sentencing is an effective punishment for crime. [6] (d) Explain why some people adopt a deviant career. [8] (e) To what extent do official crime statistics provide an accurate picture of crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘dark figure of crime’? 2 The unknown number of crimes committed that are not included in the official statistics. One mark for partial definition, e.g. crime not reported. Two marks for clear definition, e.g. unreported and unrecorded crimes that do not appear in the official statistics. 3(b) Describe two formal agencies of social control. 4 Candidates will describe two formal agencies of social control. Informal agencies should not be credited. Possible answers: • Government – make the laws that determine what is considered criminal. • Police – have the power of arrest and act as enforcers of the laws; a public deterrent. • Armed forces – can use physical force and weaponry to ensure conformity to the law. • Prison/the penal system – takes away an individual’s freedom as punishment for non-conformity to the law; keeps criminals out of society. • The judiciary/courts – decide whether an individual is guilty or not guilty and appropriate sentences for guilty parties. • 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 maximum of two). 3(c) Explain how community sentencing is an effective punishment for 6 crime. Candidates need to demonstrate an understanding of the ways in which community sentencing can be an effective punishment for crime. Possible answers: • It is a cheaper alternative to the penal system. • It makes offenders give something back to the community that they have committed crimes against. • It can often be a public punishment, e.g. offenders in public wearing a ‘uniform’ deters others from committing crime and humiliates the offender. • Rehabilitation – makes offenders realise there are consequences for their actions. • Often thought to be a fair system of punishment – the punishment fits the crime, i.e. if you vandalise a park you will be made to clean that park. • Specific examples of community sentencing may be discussed in terms of its effectiveness, e.g. tagging, curfews, community service. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how community sentencing is an effective punishment for crime. Responses may be short and un-/underdeveloped. Candidates may be confused as to what is meant by community sentencing. 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. ‘ways of making people make up for the crime they have committed’. Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how community sentencing is an effective punishment for crime. Sociological terms and concepts should be expected. Candidates may refer to public safety, rehabilitation, consequences, deterrence, fair justice etc. with examples. 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 some people adopt a deviant career. 8 Candidates need to identify what is meant by the term ‘deviant career’ and explain why they are adopted. Candidates may focus on specific social groups here (ethnic minorities, males, the working class etc.) or engage with more general theoretical explanations. These are all fine to credit. Possible answers: • Increasing role of a global media in society means that a wide variety of images and definitions of deviant/criminal youth can be seen, resulting in imitation and role modelling amongst people, e.g. copying criminal behaviour that is seen. • Gang culture – being in a gang involves the adoption of criminal and deviant behaviour, norms and values. • Status frustration – criminal youth sub-cultures may exist in order for some people to gain the status they crave in a society where they don’t feel they get much status. • Sociologist, David Matza, talks about young people ‘drifting’ into criminal sub-cultures. The idea that this is a phase in their life when they have few responsibilities and so can experiment with new norms and values in this stage of transition – crime being one such thing. • A lack of social control in society may lead to a state of anomie in which crime and deviance occur. • Resistance and rebellion – criminal youth sub-cultures are typically dominated by working class ethnic minority males and have been explained by Marxist sociologists as an opportunity for disadvantaged people to express their dissatisfaction with society, and all the pressures to consume that it places upon them through crime. • Excitement – Postmodern sociologists in particular talk about people joining criminal sub-cultures in order to engage in thrill seeking and risk taking behaviour, i.e. joy-riding. • Culture of masculinity – males are socialised through several agencies into the need to prove their masculinity; criminal behaviour is one way to do so. • Labelling theory – people are stereotyped as criminals and targeted by the police and thus this may become their master status via a self-fulfilling prophecy. • Peer group pressure – people may be pressured into criminal behaviour and activities by their peer group. • Criminal socialisation – people in certain localities and environments may grow up learning criminal norms and values, i.e. the illegitimate opportunity structure or through the family. • Unemployment / lack of legitimate opportunity / poverty – people may find it hard to get work and thus turn to crime for the money they need (Marxism). • Other reasonable response. 3(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some people adopt a deviant career. Candidates may not fully understand what is meant by a deviant career. Responses may be short and undeveloped, e.g. ‘some people have little money and so turn to crime’. 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 people adopt a deviant career. Candidates may say that, e.g. ‘the media promote the ‘gangsta’ lifestyle as glamorous and exciting and so some people copy the deviant role models that they see’. 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. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some people adopt a deviant career and will be well developed and explained. Candidates may discuss specific sociological theories such as Marxism, culture of masculinity, drift theory, Postmodernism etc. 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 do official crime statistics provide an accurate picture 15 of crime? Candidates need to show an understanding of whether official crime statistics provide an accurate picture of crime. Candidates may focus on advantages and disadvantages of the crime statistics and/or consider alternative ways of measuring crime within their response. Either approach should be credited. It is unlikely that a balanced argument will be seen for this essay – this should not disadvantage candidates. Possible answers: For: • Official crime statistics are updated regularly and so provide an up- to-date picture of crime. • Official crime statistics are taken from official reports and records from the formal agencies and are therefore a reliable source of information. • The statistics provide a national picture and are therefore representative and generalisable. • Official crime statistics allow comparisons to be made with previous years to discover trends in crime. • Official statistics help the police and Government to prioritise crimes to target and areas to focus their attentions on. • Official crime statistics are easily accessible and so provide the public, often via the media, with information on crime patterns. • Governments are seen as trustworthy and therefore it is perceived that the picture of crime they provide is accurate. • Other reasonable response. 3(e) Against: • The crime statistics are a social construction according to Interpretivists – they tell us more about the decisions made by those who compile the statistics than about the actual, real picture of crime. • Crime statistics may not give a valid picture of crime because they can be manipulated by Government sources – political bias. • Not all crime is reported by the public to the police, e.g. rape and embarrassment. • Not every criminal act is thought of as criminal by the victim e.g. illegal music downloading; therefore it’s not in the official statistics. • Not all crimes that are reported by the public are recorded by the police, e.g. petty crime. • Some social groups are more likely than others to be targeted by the police and so are more likely to be found committing criminal acts and therefore are more likely to be in the official crime statistics. • Not everyone is treated the same by the courts and so some social groups are more likely to be found guilty of a crime than others, e.g. chivalry thesis, institutional racism. • Victim surveys reveal a different picture of crime than that seen in the crime statistics. • Self-report studies show a different picture of offenders than that found in the crime statistics. • The crime statistics hide a large dark figure of crime. • White collar crimes and sexual crimes are notoriously under- represented in the crime statistics (tip of the iceburg). • Other reasonable response. Band 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 official crime statistics show an accurate picture of crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘crime statistics are kept up to date’. 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 official crime statistics are the official figures to show the number of crimes and offenders’, as in the question. 3(e) Band 2 (5–8) In this band candidates will show some basic knowledge of whether the official crime statistics show an accurate picture 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 use of sociological terms or concepts. Candidates may discuss some reasons why the official crime statistics do show an accurate picture of crime, i.e. ‘based on factual records, compiled by recognised and trustworthy sources’,. but 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. 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) Answers in this band will show good sociological knowledge and understanding of whether the official crime statistics show an accurate picture 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 be able to present a range of points to support the idea that the official crime statistics show an accurate picture of crime, but also be aware of some of the arguments against this, i.e. ‘not all crimes are reported, not all crimes are recorded by the police, 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) Answers in this band will show excellent knowledge and understanding of whether the official crime statistics show an accurate picture 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. For example, candidates may say that ‘the crime statistics provide an accurate picture of crime because they are based on official police and court figures of recognised crimes. However, there are a number of crimes that do not appear in the statistics and many sociologists believe they merely show the tip of the iceberg. Not everyone has the same chance of appearing in the official crime statistics and so Interpretivist sociologists often claim that they are socially constructed and invalid.’. 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 official crime statistics show an accurate picture of crime, citing some of the examples given. Section D: Media

This question in 0495/21 Oct/Nov 2017

4 Today’s media are increasingly difficult to control. Media representations of ethnic minorities are often stereotypical and propaganda is still seen on a global scale. This may lead to a greater possibility of the media affecting how the audience think and behave. (a) What is meant by the term ‘propaganda’? [2] (b) Describe two stereotypes of ethnic minorities seen in the media. [4] (c) Explain how globalisation is changing media content. [6] (d) Explain why governments try to control the content of the media. [8] (e) To what extent do the media shape the audience’s attitudes and behaviour? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘propaganda’? 2 Use of the media to influence people to accept a particular point of view. One mark for partial definition. e.g. bias in the media. Two marks for clear definition, e.g. a one sided version of events e.g. Nazi Germany. 4(b) Describe two stereotypes of ethnic minorities seen in the media. 4 Candidates will describe two stereotypes of ethnic minorities seen in the media. Candidates may refer to ethnic minority representations holistically or give examples of stereotypes specific to particular ethnic minority groups. Possible answers: • Under-representation/invisibility – ethnic minorities are rarely seen in lead roles and parts in the media and are very under-represented; • Negatively stereotyped as different/dangerous etc.; • Black people represented as being criminal or deviant or involved with gangs; • Black people as sports players rather than academics; • Links with religious extremism and terrorism; • Asians with large extended families, owning corner shops etc.; • Tokenism – when an ethnic minority appears in the media, this may be an attempt by the media organisation to create the impression of equality; • Binary oppositions between ethnic majority and ethnic minority groups; • As illegal immigrants; • Those from developing countries as living in poverty and in need of charity; • The dangerous savage, e.g. the Indians in cowboy films; • Black people shown as entertainers – music, dance, comedy; • Non-white women represented as sexually exotic – dangerous and alluring and outspoken; • The rich, evil tyrant – e.g. Idi Amin in ‘The Last King of Scotland’; • Other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point developed (up to a maximum of two). 4(c) Explain how globalisation is changing media content. 6 Candidates need to demonstrate an understanding of the way globalisation is changing media content. Candidates may talk generally about globalisation or more specifically about particular examples from the media. Possible answers: • Globalisation leads to instant media content being available, unfolding international news content can be seen as it happens; • Citizen journalism means that the global audience can create media content; • The new media allows for a sense of a common culture and belonging, not to a national identity, but to a global village e.g. the growth of a global culture shown in media content; • New norms and values can be seen and shared through the global media leading to changing social attitudes and social change; • Advertising can be communicated on a global level and products are increasingly made to appeal to a global audience; • Local cultures may be lost by Western culture dominating the media; • A wider range of global products are available to, and can be consumed, by the audience i.e. Nollywood, Bollywood, Bhangra music etc.; • 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 globalisation is changing media content. 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, e.g. ‘showing things from other countries.’ Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how globalisation is changing media content. For example, discussing the diversity of media content today, changing norms and values and alternative ideologies. Sociological language and concepts should be expected. 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 Governments try to control the content of the media. 8 Candidates should show an awareness of why Governments try to control the content of the media. This may be a generic discussion or may focus on specific Governments and their controls over media content. Possible answers: • To create a sense of national unity; • State-owned media can be used for propaganda so the audience will accept the world view being presented and not allowing access to alternative views; • In order to present the Government and its policies in a positive light and maintain power; • To control broadcast content, e.g. to have the power not to show stories or issues that would portray the Government in a negative light - censorship; • Alternative views or values tend to be marginalised and/or ridiculed in the media through the images seen and the language used which prevents resistance to the Government; • The Government can use the media to demonise and scapegoat certain social groups in order to justify oppressive policies or actions; • To protect the audience from unsuitable content, e.g. pornography, drug taking etc.; • To protect state secrets and publics security, e.g. through legislation such as The Official Secrets Act; • The media and therefore the Government can control the audience’s feelings and thoughts through selective representations and censorship; • 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 Governments try to control the content of the media. Candidates may not really understand what is meant by Government and control. Responses may be short and undeveloped, e.g. ‘to influence how the media think’, without justification/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) Answers in this band will show basic sociological knowledge and understanding of why Governments try to control the content of the media. Responses may be underdeveloped and lacking in range. Candidates may explain some of the reasons, e.g. dominant ideology being maintained, to protect the public from undesirable 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. 4(d) Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why Governments try to control the content of the media 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 reasons presented, e.g. censorship, diverting attention away from the serious issues in society, propaganda etc. At the top of the band explanations will be clear throughout. 4(e) To what extent do the media shape the audience’s attitudes and 15 behaviour? Candidates will need to look at the ways in which the media can shape the attitudes and behaviour of the audience. A wide range of different media may be considered. The argument that the media does not influence the audience’s attitudes and behaviour could also be discussed in evaluation. Examples may be used to strengthen the points made. Possible answers: For • Advertising is all around us and is used to try and persuade people to spend their money and consume material goods leading to the creation of a consumer culture and an acceptance of capitalism; • Prevalence of new and social media means, for postmodernists, that the media is all around us, and with things ‘going viral’, this will affect attitudes and behaviour; • Imitation – the audience may copy what they see in the media, e.g. Grand Theft Auto video game copy catting incident in Japan, school shootings in America etc.; • The media can be used to set the agenda and thus tell the public what is important in society, influencing attitudes and behaviour; • News values in the media determine media content and this can determine how the audience think and behave • Biased media reporting, propaganda and censorship controls content of the media and thus affects the thoughts and actions of the audience; • Marxists believe that the media conveys the dominant ideology to the masses and ensures that ruling class power is maintained; • Feminists believe that the media conveys a patriarchal ideology to the audience and thus supports gendered inequalities in society; • Seeing and hearing the same messages and images on a regular basis in the media makes the audience more likely to be affected by and accept them - cultural effects model; • The use of role models in the media are a big influence on the audience and so can shape attitudes and behaviour, e.g. attitudes to drugs, fashion sense, language used etc.; • Media can often be used to shape gender identity, perhaps also used as part of primary socialisation; • The hypodermic syringe theory and other passive audience models argue that the audience are directly affected by what they see and the media; • Moral panics and the creation of folk devils in the media can shape the audience’s attitudes and behaviour towards crime and deviance; • Other reasonable response. 4(e) Against • The audience do not have to accept and believe the media version of events – negotiated and oppositional readings frequently occur (Hall); • Active audience models, such as the uses and gratifications theory, argue that it is the public who decide the effects the media have upon them: it is about choice; • The two-step flow model indicates that it is opinion leaders, rather than the media, that influences the audience’s attitudes and opinions; • In the postmodern world media outlets are everywhere and there is a diverse range of material and viewpoints for the audience to choose from, therefore the range of beliefs available to the audience are vast and diverse; • The new media allow the audience to be actively involved in media content through interactivity, therefore the role of the media in shaping attitudes and behaviour can be questioned – user-generated content etc.; • Agencies of socialisation, such as the family and the peer group, may be more influential in shaping attitudes and behaviour than the media; • If the media were solely responsible for creating attitudes and determining how people behave then there would be high levels of consensus across the globe – this is not the case, with a wide range of alternative ideologies being in existence; • 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 media shape the audience’s attitudes and behaviour. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. the audience buy what they see in adverts. 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, i.e. attitudes are how we think and behaviour is how we act, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of whether the media shape the audience’s attitudes and behaviour. 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. Candidates may give examples of TV shows, newspapers and films and how these may affect the audience, e.g. children copying the violence they see in computer games. 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. 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) Answers in this band will show good sociological knowledge and understanding of whether the media shape the audience’s attitudes and behaviour. 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 discuss media effects theories, such as the hypodermic needle and the uses and gratifications model. They may also give specific examples, such as voting patterns, body image and advertising. Concepts such as imitation and role modelling may be referred to. 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) Answers in this band will show excellent knowledge and understanding of whether the media shape the audience’s attitudes and behaviour. 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 refer to the idea that the audience are all individuals and thus be aware that it is impossible to generalise the effects of the media on attitudes and behaviour. 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 media shape the audience’s attitudes and behaviour, citing some of the examples given.

This question in 0495/22 Oct/Nov 2017

2 There are several reasons why different social groups do better than others in education. Some believe this is due to the peer group, whereas others refer to school factors such as the self- fulfilling prophecy and the hidden curriculum. Whether the education system today offers students equality of opportunity remains a matter of debate. (a) What is meant by the term ‘self-fulfilling prophecy’? [2] (b) Describe two criticisms of IQ tests. [4] (c) Explain how the hidden curriculum controls pupils. [6] (d) Explain why some sociologists believe that selective education is unfair. [8] (e) To what extent is the peer group the most influential factor in determining educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘self-fulfilling prophecy’? 2 When people act in the way they have been expected to and so make that expectation come true. One mark for partial definition, e.g. do what others expect. Two marks for clear definition, e.g. acting up to the label given and making that label come true. 2(b) Describe two criticisms of IQ tests. 4 Candidates will describe two different criticisms of IQ tests. Possible answers: • If intelligence is linked to environmental factors, then a high score in the test may simply reflect a more stimulating environment in early childhood and not any innate ability. • IQ tests are based on a narrow range of reasoning skills and therefore exclude other types of intelligence – they don’t show the full picture. • IQ tests are written by people who inevitably build their own cultural norms and assumptions into the tests – this means those from other cultures are likely to find the test more difficult. • IQ tests reflect just one moment in time, but intelligence is developmental, so the scores should not be used to predict future achievement. • Timed conditions of IQ tests means there is no time for thought and reflection, which can cause some respondents to under-perform. • Performance in IQ tests can be affected by factors such as being nervous, feeling ill etc.; • Performance in IQ tests is found to improve with practice – many parents therefore get their children to repeat and practice the tests in order that they score high marks. • Some people who score low in the IQ tests go on to do well in their education and their career, whereas others who get high scores do not always succeed in later life. • 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 maximum of two). 2(c) Explain how the hidden curriculum controls pupils. 6 Candidates are likely to show an understanding of different types of sanctions used by schools, as well as discussing various aspects of the hidden curriculum. How these sanctions lead to student conformity (following the rules, doing what’s expected etc.) may also be discussed. Possible answers: • Informal sanctions such as glares, warnings and body language let children know whether their behaviour and actions are approved or disapproved of. • Pupils learn norms, values, beliefs and attitudes through their school experiences. • Classrooms are usually set out with the teacher at the front and the children seated – this sends out the message that the teacher has the power and is in control. • Rewards – children like to receive praise and therefore may do as they’re told by teachers in order to receive stickers, positive contact with home, merit rewards etc. • Schools are hierarchies and pupils soon learn their position in the hierarchy and conform accordingly. • Competitive sports and testing children sends out the message that doing better than others is more important than cooperating with them. • The importance of punctuality and being on time is soon learnt through schools. • Schools have rules that are enforced by teachers, sending out the message that you have to do what you are told by those in authority, whether you agree or not. • Marxists believe that the hidden curriculum maintains the ruling classes control of the lower classes through ideology (capitalism). • Marxists believe working class children are indoctrinated through education to learn a set of values that will make them good workers in the capitalist system, e.g. not questioning commands from a superior, learning the importance of punctuality. • Feminists see the hidden curriculum as conveying patriarchal values and norms, so teaching and reinforcing stereotypical and different expectations of each gender. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how the hidden curriculum controls pupils. Responses may be short and un- /underdeveloped. Description is likely. 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. ‘Students soon learn that when they don’t do what those in power want them to do, they get told off and punished.’ 2(c) Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how the hidden curriculum controls pupils. Sociological terms and concepts should be expected. Candidates may discuss for example: ‘the learning of norms and values; authority, secondary socialisation; Marxism, patriarchy.’ 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 sociologists believe that selective education is 8 unfair. Candidates should show understanding of the various reasons why some sociologists believe that selective education is unfair. Candidates may talk about different types of schools within their response. Candidates may talk about trends to do with ethnicity, gender, religion and social class, or may approach the question in more general terms. It is likely that private (paid for) schools and/or grammar schools (11+ exams) will be the focus of the candidate’s answer. Possible reasons: • Private schools have smaller class sizes and better facilities than state schools, which may advantage the students there in terms of educational achievement. • Teacher expectations – students are expected to work hard and do well in private schools and thus are pushed towards this. • Most parents cannot afford private schools – it is unfair that the rich can buy a better education. • Examination results in private schools are better than those in non- selective education. • The elite private schools spend about four times as much a year on each student as state schools do. • Private schools play an important role in ensuring that the higher classes can pass on their privileges to their children – maintaining the old boy network. • Research shows that even when children who go to private schools get worse examination results than those in state schools, they still go on to get better jobs. • Elite universities, e.g. Oxford and Cambridge, still recruit primarily from the private sector, and it is through attendance at such universities that individuals are able to access the elite jobs in society. • Selective education effectively means that wealthy parents can almost guarantee their children will have well paid future careers, which undermines any principles of equality; • Cultural and economic capital of the higher classes means they are more likely to pass selection tests for entry to private schools/elite universities. • Faith schools may not be aiding multiculturalism (segregation). • Single sex schools may be reinforcing patriarchy (feminism). • Other reasonable response. 2(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some sociologists believe that selective education is unfair. Responses may be short and undeveloped, e.g. ‘buying an education’, 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 sociologists believe that selective education is unfair. Responses may be underdeveloped and lacking in range. Answers may concentrate on only a few factors such as, ‘selective education maintains the elite position of power’ or ‘private schools get the best examination results’ 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. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some sociologists believe that selective education is unfair, and will be well-developed and explained, e.g. ‘Private schools are funded by parents, meaning that the schools have a lot of money and can afford to provide small class sizes for their students. This can lead to better educational performance as students have more one-to-one attention. Parents value educational success and have high levels of cultural capital, which favours these students over others. Students from private schools are more likely to attend elite universities and to then get the high flying and well-paid jobs in society’. 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 is the peer group the most influential factor in 15 determining educational achievement? Candidates should show an awareness of the various influences on educational achievement such as the peer group, home factors and school factors. Possible answers: For • Some students develop an anti-school subculture which provides students with a means to improve their own self esteem by giving them status within their peer group. • A culture of masculinity may form in counter-school cultures which causes these peers to disrupt the smooth running and learning of the school. • Peer pressure – young people want to fit in and thus the pressure from their peers (either positive or negative) may well determine how well they achieve at school, i.e. attitudes to homework, discipline, attendance. • Imitation – some children may copy their peers in order to conform and this can be either negative or positive: this is likely to affect educational achievement. • Sometimes pupils from ethnic minority groups are labelled as failures and placed in low sets and streams. These peer groups may then develop a shared set of values and develop a self- fulfilling prophecy. • Girls’ peer groups are more likely than those of boys to conform to school values and so to be successful in education. • Peer groups outside school may influence educational achievement e.g. gang culture. • Other reasonable response. 2(e) Against • Gender, not peer group, may be the most important factor in determining educational success. • Ethnicity, not peer group, may be the most important factor in determining educational success. • Social class, not peer group, may be the most important factor in determining educational success. • Home factors may be more important than the peer group, i.e. material/cultural deprivation / parental values and expectations. • School factors may be more important than the peer group, i.e. teacher stereotyping and labelling/setting and streaming/type of school attended. • Marxists would argue that educational success will always be more likely to be achieved by the higher social classes, as education simply reinforces the inequalities seen in society. • Linguistic codes – Bernstein argues that schools operate with an elaborate code which is also shared by the higher social classes. This makes educational achievement more likely for the higher social classes than the lower classes, who use a restricted code. • Functionalists would argue that the education system is fair and based on meritocracy, allowing all who work hard to be successful – only individuals, therefore, can be responsible for their own educational success or failure. • Other reasonable response. Band 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 peer group is the most influential factor in determining educational achievement. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided, e.g. ‘children copy their peers’. 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 peer group are people who share a similar social position’, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of whether the peer group is the most influential factor in determining 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 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, for example ‘peer pressure is rife in schools and can be either negative or positive’. 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 peer group is the most influential factor in determining 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. 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 for example, ‘The peer group is an important factor in determining educational success in schools. Research shows that ethnic minority males are most likely to form anti-school sub-cultures and that this negatively impacts upon their achievements’. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the peer group is the most influential factor in determining 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. Candidates may outline and discuss different explanations for educational achievement, e.g. ‘hidden curriculum, teacher labelling, parental values and expectations, gender roles’. 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 peer group is the most influential factor in determining educational achievement, citing some of the examples given. Section C: Crime, deviance and social control

This question in 0495/23 Oct/Nov 2017

3 Official crime statistics are one way of measuring crime rates. This helps the Government to decide on effective punishments to control crime levels in society. However, they do not account for the dark figure of crime and so their accuracy can be questioned. (a) What is meant by the term ‘dark figure of crime’? [2] (b) Describe two formal agencies of social control. [4] (c) Explain how community sentencing is an effective punishment for crime. [6] (d) Explain why some people adopt a deviant career. [8] (e) To what extent do official crime statistics provide an accurate picture of crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘dark figure of crime’? 2 The unknown number of crimes committed that are not included in the official statistics. One mark for partial definition, e.g. crime not reported. Two marks for clear definition, e.g. unreported and unrecorded crimes that do not appear in the official statistics. 3(b) Describe two formal agencies of social control. 4 Candidates will describe two formal agencies of social control. Informal agencies should not be credited. Possible answers: • Government – make the laws that determine what is considered criminal. • Police – have the power of arrest and act as enforcers of the laws; a public deterrent. • Armed forces – can use physical force and weaponry to ensure conformity to the law. • Prison/the penal system – takes away an individual’s freedom as punishment for non-conformity to the law; keeps criminals out of society. • The judiciary/courts – decide whether an individual is guilty or not guilty and appropriate sentences for guilty parties. • 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 maximum of two). 3(c) Explain how community sentencing is an effective punishment for 6 crime. Candidates need to demonstrate an understanding of the ways in which community sentencing can be an effective punishment for crime. Possible answers: • It is a cheaper alternative to the penal system. • It makes offenders give something back to the community that they have committed crimes against. • It can often be a public punishment, e.g. offenders in public wearing a ‘uniform’ deters others from committing crime and humiliates the offender. • Rehabilitation – makes offenders realise there are consequences for their actions. • Often thought to be a fair system of punishment – the punishment fits the crime, i.e. if you vandalise a park you will be made to clean that park. • Specific examples of community sentencing may be discussed in terms of its effectiveness, e.g. tagging, curfews, community service. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how community sentencing is an effective punishment for crime. Responses may be short and un-/underdeveloped. Candidates may be confused as to what is meant by community sentencing. 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. ‘ways of making people make up for the crime they have committed’. Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how community sentencing is an effective punishment for crime. Sociological terms and concepts should be expected. Candidates may refer to public safety, rehabilitation, consequences, deterrence, fair justice etc. with examples. 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 some people adopt a deviant career. 8 Candidates need to identify what is meant by the term ‘deviant career’ and explain why they are adopted. Candidates may focus on specific social groups here (ethnic minorities, males, the working class etc.) or engage with more general theoretical explanations. These are all fine to credit. Possible answers: • Increasing role of a global media in society means that a wide variety of images and definitions of deviant/criminal youth can be seen, resulting in imitation and role modelling amongst people, e.g. copying criminal behaviour that is seen. • Gang culture – being in a gang involves the adoption of criminal and deviant behaviour, norms and values. • Status frustration – criminal youth sub-cultures may exist in order for some people to gain the status they crave in a society where they don’t feel they get much status. • Sociologist, David Matza, talks about young people ‘drifting’ into criminal sub-cultures. The idea that this is a phase in their life when they have few responsibilities and so can experiment with new norms and values in this stage of transition – crime being one such thing. • A lack of social control in society may lead to a state of anomie in which crime and deviance occur. • Resistance and rebellion – criminal youth sub-cultures are typically dominated by working class ethnic minority males and have been explained by Marxist sociologists as an opportunity for disadvantaged people to express their dissatisfaction with society, and all the pressures to consume that it places upon them through crime. • Excitement – Postmodern sociologists in particular talk about people joining criminal sub-cultures in order to engage in thrill seeking and risk taking behaviour, i.e. joy-riding. • Culture of masculinity – males are socialised through several agencies into the need to prove their masculinity; criminal behaviour is one way to do so. • Labelling theory – people are stereotyped as criminals and targeted by the police and thus this may become their master status via a self-fulfilling prophecy. • Peer group pressure – people may be pressured into criminal behaviour and activities by their peer group. • Criminal socialisation – people in certain localities and environments may grow up learning criminal norms and values, i.e. the illegitimate opportunity structure or through the family. • Unemployment / lack of legitimate opportunity / poverty – people may find it hard to get work and thus turn to crime for the money they need (Marxism). • Other reasonable response. 3(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some people adopt a deviant career. Candidates may not fully understand what is meant by a deviant career. Responses may be short and undeveloped, e.g. ‘some people have little money and so turn to crime’. 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 people adopt a deviant career. Candidates may say that, e.g. ‘the media promote the ‘gangsta’ lifestyle as glamorous and exciting and so some people copy the deviant role models that they see’. 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. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some people adopt a deviant career and will be well developed and explained. Candidates may discuss specific sociological theories such as Marxism, culture of masculinity, drift theory, Postmodernism etc. 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 do official crime statistics provide an accurate picture 15 of crime? Candidates need to show an understanding of whether official crime statistics provide an accurate picture of crime. Candidates may focus on advantages and disadvantages of the crime statistics and/or consider alternative ways of measuring crime within their response. Either approach should be credited. It is unlikely that a balanced argument will be seen for this essay – this should not disadvantage candidates. Possible answers: For: • Official crime statistics are updated regularly and so provide an up- to-date picture of crime. • Official crime statistics are taken from official reports and records from the formal agencies and are therefore a reliable source of information. • The statistics provide a national picture and are therefore representative and generalisable. • Official crime statistics allow comparisons to be made with previous years to discover trends in crime. • Official statistics help the police and Government to prioritise crimes to target and areas to focus their attentions on. • Official crime statistics are easily accessible and so provide the public, often via the media, with information on crime patterns. • Governments are seen as trustworthy and therefore it is perceived that the picture of crime they provide is accurate. • Other reasonable response. 3(e) Against: • The crime statistics are a social construction according to Interpretivists – they tell us more about the decisions made by those who compile the statistics than about the actual, real picture of crime. • Crime statistics may not give a valid picture of crime because they can be manipulated by Government sources – political bias. • Not all crime is reported by the public to the police, e.g. rape and embarrassment. • Not every criminal act is thought of as criminal by the victim e.g. illegal music downloading; therefore it’s not in the official statistics. • Not all crimes that are reported by the public are recorded by the police, e.g. petty crime. • Some social groups are more likely than others to be targeted by the police and so are more likely to be found committing criminal acts and therefore are more likely to be in the official crime statistics. • Not everyone is treated the same by the courts and so some social groups are more likely to be found guilty of a crime than others, e.g. chivalry thesis, institutional racism. • Victim surveys reveal a different picture of crime than that seen in the crime statistics. • Self-report studies show a different picture of offenders than that found in the crime statistics. • The crime statistics hide a large dark figure of crime. • White collar crimes and sexual crimes are notoriously under- represented in the crime statistics (tip of the iceburg). • Other reasonable response. Band 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 official crime statistics show an accurate picture of crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘crime statistics are kept up to date’. 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 official crime statistics are the official figures to show the number of crimes and offenders’, as in the question. 3(e) Band 2 (5–8) In this band candidates will show some basic knowledge of whether the official crime statistics show an accurate picture 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 use of sociological terms or concepts. Candidates may discuss some reasons why the official crime statistics do show an accurate picture of crime, i.e. ‘based on factual records, compiled by recognised and trustworthy sources’,. but 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. 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) Answers in this band will show good sociological knowledge and understanding of whether the official crime statistics show an accurate picture 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 be able to present a range of points to support the idea that the official crime statistics show an accurate picture of crime, but also be aware of some of the arguments against this, i.e. ‘not all crimes are reported, not all crimes are recorded by the police, 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) Answers in this band will show excellent knowledge and understanding of whether the official crime statistics show an accurate picture 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. For example, candidates may say that ‘the crime statistics provide an accurate picture of crime because they are based on official police and court figures of recognised crimes. However, there are a number of crimes that do not appear in the statistics and many sociologists believe they merely show the tip of the iceberg. Not everyone has the same chance of appearing in the official crime statistics and so Interpretivist sociologists often claim that they are socially constructed and invalid.’. 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 official crime statistics show an accurate picture of crime, citing some of the examples given. Section D: Media

This question in 0495/23 Oct/Nov 2017

3 Acts of crime and deviance are often associated with youth sub-cultures. Controlling crime in society is difficult to do. Some sociologists believe that informal agencies of social control are the best way to ensure conformity. Others believe that formal agencies such as prisons are the best deterrent. (a) What is meant by the term ‘deviance’? [2] (b) Describe two problems with official crime statistics. [4] (c) Explain how informal agencies of social control prevent crime. [6] (d) Explain why youth sub-cultures are often linked to crime. [8] (e) To what extent do prisons fail to deter people from committing crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘deviance’? 2 One mark for partial definition, e.g. illegal activities. Two marks for clear definition, e.g. actions that go against the norms and values of society e.g. committing a crime. 3(b) Describe two problems with official crime statistics. 4 Possible answers: • someone has to realise that a crime has taken place for it to be reported to the police i.e. murder of a homeless man; • the crime committed has to be reported to the police to appear in the OCS and this doesn't always happen i.e. due to fear of reprisals, embarrassment, knowing the perpetrator etc.; • crimes that involve insured articles are the most likely to be reported to the police which will skew the picture of crime seen in the OCS; • there is a large 'dark figure of crime' that is not known about and therefore does not appear in the OCS; • crimes have to be recorded by the police to appear in the OCS – police discretion means that this doesn't always happen; • different police forces and police officers will deal with crime differently meaning that the OCS's picture of crime may not be valid; • police targeting strategies affect which crimes are concentrated on; • crime statistics may be manipulated by the government/ruling class and therefore may be biased and so do not show a valid picture of all crimes committed; • official crime statistics often focus on the visible, street crimes typically associated with the working class rather than more middle class white- collar/corporate crimes therefore are not accurate; • 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 informal agencies of social control prevent crime. 6 Candidates need to show an understanding of how informal agencies of social control such as the media, family and education can prevent crime. It is likely that several different agencies will be discussed but candidates could answer the question by focusing on just one informal agency. This would not be sufficient range, however, to score full marks. Alternatively, answers may look at informal methods of control in a more general way in terms of processes. Possible answers: • informal agencies cause individuals to internalise society's norms and values and to conform to these therefore preventing crime; • informal agencies of social control can use punishments and negative sanctions to prevent individuals committing crime; • informal agencies can use praise and positive sanctions to encourage individuals to follow the law and so prevent crime; • the media – reporting about crime in the media shows individuals the negative consequences of their actions if they choose to commit a crime; • religion has many rules that believers must follow and these ensure that morals are taught and so help to prevent crime; • the workplace will dismiss or discipline individuals who break the law; • the family impose punishments to prevent illegal behaviour and use primary socialisation to teach people right from wrong; • 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 informal agencies of social control prevent crime and may talk about e.g. they give punishments to people committing crimes. 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 awareness of how informal agencies of social control prevent crime and may talk about sociological terms and concepts should be expected e.g. The media use role models to socialise individuals into the right ways of behaving in society. This is then imitated in society and so serves 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 youth sub-cultures are often linked to crime. 8 Candidates may talk about youth sub-cultures generally (i.e. style based, criminal, deviant etc.) or may focus on particular examples such as the Skins, gangs etc. Possible answers: • young people are most susceptible to peer pressure and so join a sub- culture where crime is the norm; • youth sub-cultures may be a form of resistance to a perceived inequality in society – crime can therefore be justified e.g. the Skins resisting class inequalities through crime and deviance; • youth sub-cultures are perceived to be exciting and thrill seeking – committing crimes may simply be an extension of this for young people (Postmodernism); • youth sub-cultures may be joined when young people experience status frustration in society – the group allows for status to be achieved in alternative ways (Cohen); • youth sub-cultures may offer an alternative set of values to mainstream society which appeal to young people – this may involve criminal or deviant behaviour i.e. taking drugs; • youth sub-cultures can be used as part of the illegitimate opportunity structure when legitimate opportunities for success in society are limited e.g. gangs – this is particularly true for working class youth (Cloward and Ohlin); • youth sub-cultures are often linked with being masculine – young boys demonstrate toughness through crime in order to prove how ‘manly’ they are, this is part of a youth’s status (Miller focal concerns); • criminal activities of ethnic minority youth sub-cultures may be as a response to racism in society e.g. riots; • 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 youth sub- cultures are linked to crime. A tendency to description is likely. Responses may be short and undeveloped, e.g. youths want money for alcohol and drugs 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] 8 Answers in this band will show basic sociological knowledge and understanding of why youth sub-cultures are linked to crime. Responses may be underdeveloped and lacking in range, e.g. Youth sub-cultures may form in working class areas where there are few jobs. OR Youth sub- cultures offer excitement through committing crimes for young people who are bored 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 youth sub-cultures are linked to crime and will be well developed and explained, e.g. It is typically young people from ethnic minorities and the working class who join a sub-culture. Legitimate opportunities for success may be limited in society and so they use sub- cultures to gain status – gangs are a good example of this. Sometimes they can be used to make a living, by selling drugs for example, as the young people in the sub-cultures are experiencing material deprivation. Cloward and Ohlin found this in their study of the illegitimate opportunity structure. 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 do prisons fail to deter people from committing crime? Candidates should discuss the various ways that prisons may not deter people from committing crime. This may include how other agencies /sanctions e.g. the family are more effective deterrents. They may then consider why prison may well be an effective deterrent as evaluation. Possible answers: FOR: • re-offending rates are high therefore prison cannot be that much of a deterrent; • some people see prison as an 'easy ride' and therefore are not worried about being sent there; • for some people prison provides food, shelter and heating which is better than life on the outside therefore it is not a deterrent at all; • prison can be referred to as a 'university of crime' – criminals become better criminals when inside – therefore it is not a deterrent at all; • some people want to go to prison in order to access the comprehensive counselling, rehabilitation, treatment, education, training programmes that are available – prison therefore is not a deterrent; • punishments that involve some kind of 'putting things right' i.e. community service, are thought by many to be more effective than just locking someone away as they understand the consequence of their actions; • many people believe that informal agents of social control i.e. the family, are more effective deterrents to crime than impersonal formal agents such as prisons; • other sanctions such as surveillance, curfews, community sentences, fines and tags are thought by many to be more effective deterrents than prison as they carry shame and humiliation and/or financial implications with them which prevents further re-offending; • more serious sanctions such as the death penalty are thought by many to be a far greater deterrent to crime than prison; • other reasonable response. AGAINST: • prisons act as a deterrent because by sending someone there other people can see the consequence of criminal actions and so are put off from offending themselves; • prisons incapacitate people and this is a deterrent as people do not want to lose their freedom; • rehabilitation programmes are often a compulsory part of prison life and this may put people off offending as they do not want to be a part of this; • prisons are often portrayed as violent and dangerous places (e.g. in the media) and people are scared of this therefore this acts as a deterrent to crime; • people do not want to be unable to spend time with their loved ones and so prison acts as a deterrent; • a prison sentence brings with it a prison/criminal record and people are aware that this will make finding work difficult therefore this acts as a deterrent to crime; • other reasonable response. 3(e) Band 0 [0 marks] 15 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 prisons fail to deter people from committing crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. Prisons are shown as easy places to be in the media. OR Prisons teach you how to be a better criminal. 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. fail to deter means to not put you off something, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether prisons fail to deter people from committing 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. prisons aren't tough enough on prisoners and they provide food and shelter and therefore aren't seen as a negative sanction by criminals 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 prisons fail to deter people from committing 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. prisons are seen by some as the ultimate sanction but others say that the rehabilitation and education/training programs offered by prisons means they are made too attractive to deter people from committing 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. 3(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether prisons fail to deter people from committing 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 whether prisons fail to deter people from committing crime, citing some of the examples given.

This question in 0495/22 May/June 2018

4 Changes in the media are a good example of globalisation, allowing the audience choice over content and patterns of consumption. Many sociologists argue that the media is also an important agency of socialisation, affecting voting patterns and setting the agenda for what is important in society. (a) What is meant by the term ‘globalisation’? [2] (b) Describe two ways that the media can be biased. [4] (c) Explain how voting choices are influenced by the media. [6] (d) Explain why the media offer the audience more choice and control than ever before. [8] (e) To what extent do the media set the agenda for how people think and behave in society?[15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘globalisation’? 2 One mark for partial definition, e.g. using the internet to find out about other countries. Two marks for clear definition, e.g. the linking of societies across the world through communication, production and culture. 4(b) Describe two ways that the media can be biased. 4 Possible answers: • through propaganda i.e. state owned media only presenting the government in a favourable light; • through censorship – this determines what the audience can and cannot consume; • through stereotypical representations of various social groups; • media gatekeepers can control what the audience are able to access and consume; • news values determine which stories make it into the news and so which are seen by the audience; • Marxists believe that the media invisibilises or dismisses ‘extreme’ viewpoints and thus maintains the status quo; • Marxists believe that the media favours the ruling class – for example it can be accused of criminalising the working class; • GUMG – managers are given more screen-time than the trade unions and are reported upon in a more favourable light; • street crime often associated with the lower classes is given more time in the media than crimes of the middle classes such as white- collar crime; • moral panics exist in the media – certain social groups are represented in an exaggerated and sensationalised way that leads to the public becoming scared of them; • certain social groups are scapegoated by the media for negative things in society whereas other groups actions are ignored; • through the opinions and beliefs of the editors and journalists; • through ownership patterns – owners may use the media to protect their own interests or to circulate their own points of view; • 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 voting choices are influenced by the media. 6 Candidates need to show how the media can affect how people vote. They may discuss this generally, use specific examples and/or refer to relevant media effects models. Possible answers: • media i.e. newspapers are often biased and support a political party, shown through choice of language, stories and expressing opinions; • in election campaigns political parties make extensive use of the media to try and attract more voters i.e. TV political broadcasts and billboards; • election campaigns are often focused on the image of the party leader and this is constructed through the media, often highly influenced by the use of spin doctors – this affects voting choices; • The Sun newspaper in the UK claimed that it was responsible for the election of the Conservative party in 1992; • the media report on the opinion polls and these are central to determining how an individual may vote i.e. tactical voting; • propaganda and censorship – some countries use these in order to manipulate the voting patterns of the nation e.g. North Korea; • new/social media are increasingly being used by political parties to target and influence voters; • 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 affect how people vote and may talk about e.g. Some politicians are made to seem smarter than others 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 affects how people vote. Sociological terms and concepts should be expected e.g. Spin doctors use the media to manipulate how politicians are presented. The GUMG, for example, found that some political parties and politicians were given far more favourable coverage than others and that this then influenced how the people decided to vote. They had effectively been manipulated by the media. 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 offer the audience more choice and control than 8 ever before. Candidates are likely to be discussing aspects of Pluralism and/or Postmodernism in their responses. New media are likely to be the main focus of candidate’s answers. Choice and control do not need to be dealt with as separate factors. Possible answers: • pluralists argue that there are many small and independent media production companies that ensure that the audience have a good range of choice and control over the media that they consume; • the media is now global, meaning that the audience can access information and entertainment from all over the globe – the choices available have never been greater; • new media allow the audience to be interactive and thus control what they consume and how they consume it; • new media gives the audience the power to interact with and influence media content through such means as blogs, comments and forums; • citizen journalism is a commonly seen feature in news reporting today – allowing the audience the power to be able to control what news is reported upon and how it is portrayed; • many audience members are now also media producers – they upload content and have the power to be able to control the content of the media. This also increases audience choice; • satellite and cable TV means a greater range of choice for the audience with many specialist and niche programmes available; • the internet allows for a wider range of viewpoints to have a platform and an audience and thus opens up many more ideas and beliefs to 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 today’s media offers more choice and control to the audience. A tendency to description is likely. Responses may be short and undeveloped, e.g. There are loads of TV channels to choose from now 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 how today’s media offers more choice and control to the audience. Responses may be underdeveloped and lacking in range, e.g. There is a lot of choice for the audience today because of the development of new media meaning content from all over the world can be easily and quickly accessed anywhere, anytime, 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 how today’s media offer more choice and control to the audience and will be well-developed and explained, e.g. According to Pluralists, the audience today have a great deal of control over media content. This is largely because of the developments in new media that allow audience members to both consume and produce media content. They can therefore set their own agenda through uploads, citizen journalism and interactive blogs/forums on a global scale. This ultimately leads to more choice for the consumer. 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 the media set the agenda for how people think and 15 behave in society? SET THE AGENDA/AGENDA SETTING – the process of deciding what topics are included in the media and how they are presented to the audience. Candidates should consider the various ways that the media are able to set the agenda in society. They should then consider alternative viewpoints that challenge this idea of media power and control. New media is likely to be used for the evaluation but this is not essential. Possible answers: FOR: • the content of the media is a social construction based upon the decisions and choices of media professionals such as journalists – it therefore does not reflect reality which may affect how people think and behave; • some content makes it into the media, some does not – this idea of selection allows the media to set the agenda and so influence how people think and behave; • news values typically determine what stories and issues make the news – not everything that happens is reported upon therefore the media sets the agenda and so influences how people think and behave; • how the content of the media is presented to the audience also helps to set the agenda i.e. the angle or spin that a story or issue takes which then influences how people think and behave; • media gatekeepers decide what is important for the audience to know about and thus determine topics of conversation – setting the agenda and influencing how people think and behave; • Marxists believe that the media serve the needs of capitalism and set a capitalist agenda through the way media content supports the ruling class status quo which influences the audience; • GUMG research indicates that the way the news is presented influences how the audience think about particular issues e.g. management and workers on strike, so setting the agenda; • the scapegoating of certain social groups within the media also serves to set the agenda and diverts attention away from any ruling class wrongdoings e.g. corporate crime, so influencing the audience; • the hypodermic syringe and cultural effects models both say that the media does influence the way the audience think and behave; • other reasonable response. 4(e) AGAINST: • pluralists believe that the audience have the power to choose what they wish to consume and therefore are not subject to media agenda setting; • the uses and gratifications approach believes that the media serves audience needs rather than setting an agenda; • postmodernists believe that the media is so diverse today that there isn’t one agenda being set anymore; • new media is very difficult to control and therefore alternative and radical viewpoints can easily be disseminated; • new media allows the audience greater possibilities to control and alter the content of the media themselves – through such things as interactivity and uploading via the internet; • citizen journalism is a good example to argue that the media do not set the agenda in society – maybe the audience do instead; • it’s not the media that sets the agenda for how people think and behave but other informal agencies such as family, education, peers; • 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 media set the agenda for how people think and behave in society. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. The media can present things in a certain way so that the audience believe what they see and read. 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. Agenda setting means telling people what to think, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether the media set the agenda for how people think and behave 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/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 is controlled by powerful people who support the ruling class so this viewpoint comes through in the media and the audience are influenced by it to think and act in a particular way, 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 whether the media set the agenda for how people think and behave 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. Candidates may say that e.g. Despite Marxists claiming that the media do determine what is covered in the media through, for example, prevalent news values, Pluralists believe that the audience have the power to select for themselves what they consume and so the ability to avoid any agenda setting. With the advent of new media this has increasingly become the case as the audience are now active media producers as well as consumers meaning that they could be said to set the agenda as much as the media do. 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 media set the agenda for how people think and behave 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. 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 agenda setting influencing audience thoughts and actions, citing some of the examples given.

This question in 0495/23 May/June 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

3 (a) What is meant by the term ‘self-report studies’? [2] (b) Describe two examples of how crime and deviance are relative. [4] (c) Explain how the police enforce the law. [6] (d) Explain why informal methods of social control may deter people from committing crime. [8] (e) To what extent can crime be explained by an individual’s lack of status in society? [15] Section D: Media The media is a secondary agent of socialisation and an agent of social control. Gate-keeping and the roles of owners, editors and journalists are all issues that sociologists such as Marxists consider. Sociologists are also interested in the difference between traditional and new media.

35 marks

Mark scheme: 3(a) What is meant by the term ‘self-report studies’? One mark for partial definition, e.g. ‘you tell someone about crime’. Two marks for clear definition, e.g. ‘a research method that asks people what crimes or deviant acts they have committed’. 2 3(b) Describe two examples of how crime and deviance are relative. Possible answers: • Role based explanations, e.g. it is ok to kill as a soldier in wartime but that same individual is not allowed to kill when not in the soldier role; • Cultural/societal explanations, e.g. in Rastafarianism it is acceptable to smoke marijuana whereas in many cultures this is an illegal act; • Situational deviance, e.g. it is acceptable to be naked in the shower but not in a public place; • Social factors, e.g. age of the offender – something that is considered as criminal for an adult may not be seen as such for a child; • Time/era – definitions of crime and deviance change over time, e.g. smoking used to be widespread, in many countries today it has now been banned from public places; • Interactionism – one person’s definition of what is criminal/deviant may not be the same as someone else’s; • Public and private deviance – what is ok in private is often not ok in public where it would be considered criminal or deviant; • 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 police enforce the law. Possible answers: • The power of arrest is a formal method of control that the police can use to ensure the law is adhered to; • Police are able to use physical restraint or force in order to ensure the law is followed; • The sight of a police officer on the street often acts as a deterrent to criminals and thus prevents crimes from being committed; • Police may target certain individuals, areas or social groups (often due to media labelling) in order to reduce crime – this could be through a large police presence on the streets; • Zero tolerance campaigns can be used by the police in order to send out the message that they are getting tough on crime; • Community policing can be used whereby the public are encouraged to support the police and integrate them into the community to increase social cohesion and conformity; • Military policing – weapons/force can be used to enforce the law and to deter individuals from crime; • Police surveillance – can be through technology e.g. cameras or through police officers themselves; • Stop and search – this can help to both deter individuals from crime as well as detect crimes; • 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 police enforce the law and may talk about, e.g. ‘they arrest bad 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 how the police enforce the law. Sociological terms and concepts should be expected, e.g. ‘Police targeting is frequently used to try and reduce crimes in particular areas or by particular social groups such as targeting inner city areas for gang 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. 6 Question Answer Marks 3(d) Explain why informal methods of social control may deter people from committing crime. Possible answers: • Informal agents of social control typically have a closer relationship to people than formal agents therefore people conform to social expectations and don’t commit crime as they don’t want to let people down; • The family deters people from committing crime through positive role modelling that family members can imitate; • Education deters people from committing crime through the hidden curriculum that teaches the importance of conformity and reinforces commonly accepted norms and values e.g. following the law; • The media shows the negative consequences of committing crime e.g. the harshness of prison life; • The media often turns criminality into a moral panic e.g. drug taking, and criminals into folk devils which deters others from committing crime; • The peer group may encourage conformity through positive peer pressure and ostracise/exclude those who do not conform and commit deviance instead; • The workplace deters people from committing crime through the fear/threat of dismissal or other sanctions; • All of the informal agencies of social control can use negative sanctions to put people off committing crime; • All of the informal agencies of social control can use positive sanctions to encourage people to conform and to avoid a criminal lifestyle; • 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 informal methods of social control may deter people from committing crime. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘people don’t want to lose their job’ 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 informal methods of social control may deter people from committing crime. Responses may be underdeveloped and lacking in range, e.g. ‘The family teaches children that crime is bad and so children don’t do it as they don’t want to be sanctioned’. 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 informal methods of social control may deter people from committing crime and will be well developed and explained, e.g. ‘Informal methods of social control all socialise people to believe that crime is wrong, The media, for example, shows the negative consequences of criminality and often turns criminals into folk devils through sensationalised reporting and moral panics. Similarly, both the formal and the hidden curriculum in education teach that crime is a bad thing and give out negative sanctions if it is committed. Positive sanctions on the other hand are given when people conform to society’s non-criminal norms and values’. 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 can crime be explained by an individual’s lack of status in society? Possible answers: FOR: • Cohen – status frustration – a lack of educational success can lead to crime for many working class youths; • Gang crime – lack of status in society is a reason for many young people to join gangs and to commit crimes to ‘prove themselves’; • Women may commit crime e.g. white collar crime due to a lack of status in the business world; • Men may commit crime as a way to prove their masculinity and gain status in a society that increasingly sees women gaining power and status; • Ethnic minorities may suffer from racism, prejudice and discrimination in society and so turn to crime as a way to increase their status; • Merton’s ‘strain theory’ suggests that not everyone can be successful in society and so those with lower status are more likely to turn to crime; • Sexual crimes maybe committed as a form of power and control in order for the perpetrator to increase their status; • Young people suffer from a lack of status in society and so may turn to crime as a way to gain this; • Terrorism may be interpreted by some as a way of gaining status for a belief/religion/ideology in society; • Other reasonable response. AGAINST: • Lack of status may be a useful explanation for many youth crimes but not for adult crime; • Expressive crimes cannot be adequately explained by lack of status; • Middle class crimes e.g. white collar/fraud cannot be explained by a lack of status; • Upper class, corporate and green crimes have little to do with a lack of status in society; • Youth crime may be more about resistance and rebellion than a lack of status; • Crime may be committed due to material/relative deprivation, not a lack of status; • Interactionists believe crime is caused due to the labelling of individuals/police targeting, not a lack of status; • The New Right believe crime is committed because of a lack of adequate socialisation leading to moral decline in the form of an underclass; • A lack of status may be one explanation for crime but it does not fit every crime or criminal; • Other reasonable response. 15 Question Answer Marks 3(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 crimes can be explained by an individual’s lack of status. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘Gang members beat people up to get status’ or ‘People with little status in society may commit crime to get 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 and provide a weak definition of key terms, e.g. ‘status is a person’s social standing in society’, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which crimes can be explained by an individual’s lack of status. 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 who don’t do very well in education will find it hard to get status in society so might turn to crime’. 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 crimes can be explained by an individual’s lack of status. 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 Cohen showing that status frustration was a major reason for much crime, this cannot explain the crimes committed by the higher classes who already have considerable power 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 3(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which crimes can be explained by an individual’s lack of status. 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 lack of status being an explanation for crime, citing some of the examples given.

This question in 0495/22 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 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 Crime remains a big problem in society with many people believing that crime rates are rising. Formal and informal agencies of social control are used to try and stop deviant behaviour and make individuals conform. Prisons, fines and community sentencing are all used to try and solve the crime problem. This is not always successful and for some individuals the label ‘criminal’ affects their master status. (a) What is meant by the term 'community sentencing'? [2] (b) Describe two crimes related to new technologies. [4] (c) Explain how crime rates are measured. [6] (d) Explain why labelling an individual as ‘criminal’ can affect their master status. [8] (e) To what extent can agencies of social control prevent crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘community sentencing’? 2 One mark for partial definition e.g. doing work in the community Two marks for clear definition e.g. a punishment that involves a non- custodial sentence like carrying work out for the community e.g. litter picking. 3(b) Describe two crimes related to new technologies. 4 Candidates may describe specific crimes in their response or may describe a type of crime – either way is fine to credit. Possible answers: • cybercrime – crimes involving new technologies such as computers; • fraud / identity theft e.g. creating false social media accounts for criminal activity; • the spreading of obscene or offensive content via the internet (the dark web / net may be referred to); • harassment through the internet e.g. cyberbullying; • trading in illegal goods / drugs; • cyberterrorism – the internet is used to deliberately attack computer networks e.g. to disable a Government website; • internet crime and scams – crimes committed through use of the internet e.g. hacking; • people / human trafficking e.g. for sex crimes, slavery 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 crime rates are measured. 6 Possible answers: • police records of the numbers of crimes committed based on crimes reported to them and crimes recorded by them; • court records of the total number of convictions for different offences and the social characteristics of the offenders; • Government official statistics published each year compiled from figures submitted by all police forces used to measure patterns and trends and make comparisons; • national victim surveys (e.g. the Crime Survey of England and Wales / British Crime Survey) that ask a representative sample of people whether they have been a victim of crime, often in the past year; • local victim surveys that try and establish the amount and type of crime in a particular area e.g. Lea and Young / Islington Survey etc; • feminist victim surveys that focus particularly on women’s experiences as victims of crime e.g. sexual crimes and uncover much of the OCS’s ‘dark figure’; • self-report studies – these ask a sample of people what crimes they have committed in the last year; • non-official measures e.g. surveys, questionnaires etc that are often used by sociologists to measure crime rates; • 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 ‘percentages of crimes shown in the media’. 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. ‘Sociologists use a wide variety of means to measure crime. The official way is through analysis of the official crime statistics that show patterns and trends in offending. However, other alternatives have also been developed such as victim surveys which ask a sample of people whether they have been a victim of crime in the last year. An example of this is The Islington Crime Survey from the UK’. 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 labelling an individual as ‘criminal’ can affect their master 8 status. Candidates should show an awareness of the various reasons why the label ‘criminal’ can affect an individual’s master status. Master status – a status that overrides all others and becomes the way that individuals see themselves and are seen by others. Possible answers: • the label of ‘criminal’ is a negative one and can override all other labels that an individual has e.g. when looking for a job; • Cicourel proved that working class youths were more likely to be labelled and thought of as criminals than the middle class so making them more likely to be targeted by the police; • if others think of an individual in a particular way e.g. as a criminal, then this label may stick and become a self-fulfilling prophecy for the person; • the labelled person’s identity may change as they adopt a deviant career and join an organised criminal group due to being labelled as criminal; • others may reject an individual if they are believed to be criminal and therefore the individual spends more and more time with other criminals, so reinforcing their criminal master status; • ethnicity – higher rates of stop and search by the police may lead to a self-fulfilling prophecy and so make some ethnic minorities more likely to be caught and labelled as 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 the question. Responses may be short and undeveloped / underdeveloped. For example, ‘Everyone thinks that the person is a thief’. 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. For example, ‘The label may become a person’s master status through the self-fulfilling prophecy where they start to act like the label’. 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) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of the question. For example, ‘Cicourel’s study shows that the police and the courts have a stereotypical idea of who the typical delinquent is. This means that the police will target these people most frequently which may cause them to become disillusioned with the police and so cause deviancy amplification. In this way they have started to be thought of in terms of the negative label of ‘criminal’ and it has become their master 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. 3(e) To what extent can agencies of social control prevent crime? 15 Candidates may refer to agencies of social control generally or may choose to discuss specific agencies more explicitly. Both formal and informal agencies could be discussed here. To evaluate, candidates may consider how agencies of social control (either collectively or individually) cannot prevent crime and so may consider other preventative measures instead. Possible answers: For: • informal agencies of social control can use negative and positive sanctions to ensure people conform to society’s norms and values; • formal agencies of social control are enforced by government and its agencies and so can prevent crime through rules and legislation; • family can prevent crime through effective socialisation and through the bond created between members (Hirschi); • education can prevent crime through teachings about right and wrong through the hidden curriculum and through citizenship / morality lessons; • religion can prevent crime through teachings about the afterlife and rewards and punishments based on life choices; • media can prevent crime through showing the consequences of being a criminal and through public naming and shaming; • peer group can prevent crime through being pro-school and valuing educational success and working hard; • police can prevent crime through the power of arrest and their presence – a deterrent; • courts can prevent crime through sending out a clear message about the consequences of criminality through their sentencing; • prisons can prevent crime by taking away a person’s freedom and removing criminals from society; • other reasonable response. Against: • agencies of social control can be ignored and therefore may not prevent crime; • socialisation processes do not guarantee conformity to societal norms and values; • informal agencies do not prevent crime – if they did there would be no need for formal agencies; • formal agencies do not prevent crime – despite their existence we still have high rates of criminality in society; • outside agencies offering restorative justice may be more successful at preventing crime; • outside agencies offering therapy, rehab and discussion groups may be better equipped to prevent crime; • structural factors may cause crime e.g. poverty / racism and therefore agencies of social control will not be able to combat this; • biological factors may cause crime e.g. the criminal genes / hormones and therefore agencies of social control will not be able to combat this; • other reasonable response 3(e) 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 question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. For example, ‘prisons control crime because people get locked up’. 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. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of 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. For example, ‘the family can prevent crime by making sure that people are socialised correctly to know the difference between right and wrong’. ‘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. For example, ‘agencies of social control can be both formal and informal and all can help to prevent crime. However, they are not completely successful because we still have high crime rates and rates of re-offending remain high’. 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 agencies of social control can prevent 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 debate in the question, citing some of the examples given.

This question in 0495/22 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 Does deprivation cause crime? This question is debated by sociologists and politicians who want to prevent anomie in society. However, due to the dark figure of crime it is difficult to claim that only one social factor causes crime. (a) What is meant by the term ‘anomie’? [2] (b) Describe two reasons for the dark figure of crime. [4] (c) Explain how crime can be committed using the internet. [6] (d) Explain why societies need prisons. [8] (e) To what extent is crime caused by deprivation? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘anomie’? 2 One mark for partial definition, e.g. society has broken down ... is in chaos Two marks for clear definition, e.g. when the social bonds and shared values between society and individuals are broken ... normlessness 3(b) Describe two reasons for the dark figure of crime. 4 Possible answers: • not all crimes are known about, e.g. victimless crimes; • not all crimes are reported to the police, e.g. out of embarrassment/a feeling that nothing will be done/fear of reprisals, etc.; • sexual crimes are grossly under-reported due to the sensitive and somewhat taboo nature of these crimes; • not all crimes reported are recorded by the police – they may be perceived as being too petty or unlikely to be solved; • white-collar/corporate crimes are often dealt with by the company/business involved and so never make it into the crime statistics; • governments may massage the crime statistics so that they appear in a good light; • 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 committed using the internet. 6 Possible answers: • cybercrimes – these are becoming more commonplace and include any crime involving the use of new digital technologies such as the internet; • examples of internet crime may be discussed such as fraud, identity theft, catfishing, internet scams, etc.; • cyberterrorism is a growing phenomenon whereby the internet is used for deliberate, widespread attacks on computers, e.g. hacking a Government website; • trade in illegal drugs and goods is thought to be aided by the internet which makes it easier for buyers and sellers to contact each other; • harassment through cyberstalking and cyberbullying is increasing as the internet provides anonymity to the criminal; • policing internet crimes is difficult because they cross national boundaries and/or are committed on the dark net; • criminals often have more specialist internet knowledge than the police or surveillance operations and thus can commit complex crimes that the authorities have little idea how to prevent; • digital piracy and illegal streaming of media entertainment occurs regularly and is almost impossible to control; • the dark web/dark net can be used to commit crime due to the lack of control and formal surveillance; • 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 examples of crimes that can be committed on the internet in a list-like manner, e.g. fraud, cybercrimes, etc. 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 question. Sociological terms and concepts should be expected, e.g. ‘globalisation means that many internet crimes cross national boundaries and so are hard to police. Different forces operate different policies with different priorities. Also the criminals are often more adept than the authorities at these cybercrimes as they involve the use of complex and specialist technologies. Cyberterrorism is one such 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 societies need prisons. 8 Possible answers: • prisons act as a formal agent of social control for society, maintaining social order; • incapacitation – prisons prevent offenders from committing more crimes; • deterrence – prisons deter both offenders and other members of society from committing crimes by making them aware of the consequences of offending; • rehabilitation – prisons offer courses, support and training facilities that can prevent the offender from committing further offences by changing their attitudes and behaviour; • prison offers a form of punishment and/or revenge by taking away a person’s freedom and making them pay for the crimes they have committed; • for functionalists prisons act as a sign to the population of what will happen if they step out of line and fail to conform to society’s norms and values – warning functions; • prisons lock dangerous criminals away and so protects society and individuals – keeps them safe; • a prison sentence allows victims to feel that justice has been served; • 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. ‘they lock the bad people away’, 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 societies need prisons. Responses may be underdeveloped and lacking in range, e.g. ‘prisons send out a warning signal to others in society about what will happen if they commit a 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 [3–8 marks] Answers in this band will show good sociological knowledge and understanding of why societies need prisons and will be well developed and explained, e.g. ‘prisons aim to rehabilitate prisoners in order to make them better members of society. They do this through support programmes and training courses and so are essential for 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. 3(e) To what extent is crime caused by deprivation? 15 Possible answers: For: • Marxism – inequalities caused by capitalism means that some people find themselves living in poverty, this may lead to crime; • events such as the London Riots 2011 saw those young people feeling excluded and marginalised from society committing crime (Lea and Young); • material deprivation – lacking desirable resources and money may lead some individuals to crime; • relative deprivation – when individuals or social groups see themselves as not having what others have crime may result; • Merton’s strain theory – the inability to achieve what others are achieving legitimately may lead some people into crime; • cultural deprivation – those deprived of a good upbringing (inadequate socialisation) may also turn to crime; • those deprived of the opportunities to gain educational qualifications and so to access the job ladder may turn to crime as a response; • Cohen – status frustration – those deprived of status in society may turn to crime as an alternative means of gaining their status; • according to the OCS (official crime statistics) most crimes are committed by those from the lower strata of society, i.e. the deprived; • other reasonable response. 3(e) Against: • deprivation cannot explain the crimes of the powerful, e.g. white-collar, corporate, green, etc.; • functionalists believe crime can be a good thing for society and that it is not linked to deprivation, e.g. a warning function; • postmodernists believe crime is committed as a release from boredom, a way to have fun by participating in ‘edgework’; • feminists believe that crime is committed to enable men to further dominate women in a patriarchal society; • Matza believes that crime is a normal part of growing up for young people from all social classes and backgrounds – it is not linked to deprivation; • expressive crimes are often committed for no financial gain and therefore cannot be linked to deprivation; • labelling theorists believe that crime is caused by giving someone a master status of ‘criminal’ through the creation of a self-fulfilling prophecy; • police targeting of certain social groups may lead to deviancy amplification through, for example, perceived institutional racism; • crime may be caused by peer pressure rather than deprivation, particularly for young people; • sub-cultural explanations for crime, e.g. Miller’s focal concerns, the illegitimate opportunity structure may be more appropriate than deprivation; • status frustration may be a more convincing explanation for crime than deprivation; • 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 question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘people steal if they haven’t got enough money’. 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. ‘deprivation means being poor’. 3(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of 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. ‘when someone realises they do not have the same as others they may turn to crime as a way of getting what they want’. 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 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 ‘despite poverty and deprivation clearly being a relevant factor in explaining crime, other factors need to also be considered. For example, poor socialisation may be a reason, with individuals either being brought up not knowing right from wrong or with criminal role models to teach them about a life 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 crime is caused by deprivation. 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 crime is caused by deprivation, citing some of the examples given.

This question in 0495/22 Oct/Nov 2019

4 Social groups vary in their use of media. The extent to which media affects individuals is a matter of debate for sociologists. There are different views such as the hypodermic-syringe model and the audience selection approach. However the effects of new media on the audience are likely to be different to the effects of traditional media. (a) What is meant by the term ‘hypodermic-syringe model’? [2] (b) Describe two examples of audience selection in the media. [4] (c) Explain how men and women use media differently. [6] (d) Explain why new media gives the audience more control over 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 ‘hypodermic-syringe model’? 2 One mark for partial definition, e.g. the audience copy what they see in the media Two marks for clear definition, e.g. the media have direct and immediate effects on audiences 4(b) Describe two examples of audience selection in the media. 4 Possible answers: • audiences actively (not passively) read the media, not everyone will understand it in the same way – may depend on age, gender, etc.; • the audience have much power in the media as they are able to choose and select what they consume and, with new media, when and how they consume; • producers of media texts encode a meaning but audiences may decode the text differently, they are not affected/not passive; • audience members do not always give the media their full attention • selective attention – they pick and choose what they consume; • the audience remember some things that they have heard or read better than others, so some media messages have a stronger impact than others – selective retention; • Hall/Morley’s different ways of reading the media: dominant reading – agree with and accept the media’s preferred message; • Hall/Morley’s different ways of reading the media: negotiated reading – share some of the meanings in the media text but modify it in a way to reflect their own interests and position; • Hall/Morley’s different ways of reading the media: oppositional reading – do not share the media text’s meaning, they interpret the text in a different way; • 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 men and women use media differently. 6 Possible answers: • males use computers and video games more than females and play different games (often more active/violent); • on TV men tend to prefer factual shows such as documentaries whereas women prefer soap operas and costume drama; • men typically have control of the remote control in the family so have more choice over what to consume – male dominance; • men prefer to consume media uninterrupted in silence whereas women see TV viewing as a social activity, discussion points; • men carefully plan their TV viewing, women tend not to; • most women leave the recording of programmes or the personal planner to men – they have the control; • men consume more violent and adult content than women; • women use social media more often than men; • men read more news and politics than women (information – uses and gratifications model); • men consume more sports in the media than women; • uses and gratifications theory – men use media more for information, women for entertainment; • 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 examples of the types of programmes on TV men and women prefer. 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 question. Sociological terms and concepts should be expected, e.g. ‘according to research by Morley, men are far more passive in their TV viewing, whereas women see it as a form of social activity whereby they can define and discuss personal relationships and issues of identity. Males often use the media for entertainment, whereas women often use it for connections and communication hence their increased use of social networks’. 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 new media gives the audience more control over media 8 content. Possible answers: • new media allows for the audience to alter and influence media content through its interactive features, e.g. comments, forums; • new media is available on multiple platforms and on-demand meaning that the audience can control how they consume the content, when, how and where; • new media encourages greater diversification in the media content available to the audience, meaning that more products for a niche or specialist audience are available; • new media allows the audience to challenge and change stereotypical representations and content, e.g. through hashtag campaigns such as #metoo; • new media allows the audience to create the media, e.g. through citizen journalism in the news, vlogs, YouTube channels; • new media is global and so allows the audience to access media content from across the world, increasing their control; • new media comprises of user generated content whereby the audience are directly making media content themselves – prosumers; • 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. ‘new media can be made by the audience’. 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 new media gives the audience greater control over media content. Responses may be underdeveloped and lacking in range, e.g. ‘the audience gets new media from the internet so it can be from all over the world giving them lots of choice’. 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 new media gives the audience greater control over media content and will be well developed and explained, e.g. ‘new media is ‘on-demand’ and so the audience can decide when, what and how they watch thus giving them far greater control over content’. 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 violence in society caused by violence in the media? 15 Possible answers: For: • hypodermic-syringe model – the media has a direct effect upon the audience, e.g. it makes the audience more violent; • imitation – children learn from copying others which means they may copy the violence they see in the media; • desensitisation – the audience become so used to images of violence that people are no longer shocked by it; • media violence is often glamorised meaning that the harsh realities for the victims are not portrayed; • even ‘good’ characters in the media use violence and so this shows it to be normal and acceptable; • computer games and films are often cited as examples of media forms that cause violence in society, e.g. Grand Theft Auto; • new media means that violence is prolific on a global scale and easily accessible to all, potentially making it even more influential than before; • the ‘drip-drip effect’– constant repetition of images and scenes of violence in the media normalise it thus increasing levels of violence in society; • moral panics, folk devils and deviancy amplification – representations of violence through these processes have been shown by sociologists such as Cohen and Young to increase levels of violence in society; • children may be particularly susceptible to being affected by violence in the media and may then commit violent acts themselves in society, e.g. Jamie Bulger case in the UK, school shootings in USA; • other reasonable response. 4(e) Against: • some media effects theories, e.g. the uses and gratifications model/audience selection models, suggest that the media has very little influence over the active audience; • fictitious violence is recognised as such by the audience – they are not stupid and realise that this is not real; • most people who watch violence in the media do not commit it themselves; • catharsis – the release of strong emotions through safe channelling such as playing video games reduces the need for real life violence; • sensitisation – the shock effect of seeing violence in the media causes people to be even more shocked by real life violence and so not partake in it; • access to violent material is regulated and restricted, protecting those vulnerable to its effects from it, e.g. film certification; • how can the effects of violent media be separated from all other possible influences such as the family and peer group?; • violence in society may be caused by factors other than the media, e.g. peer pressure and proving your masculinity; • violence in society may have nothing to do with violence in the media and instead be about structural factors in society such as deprivation and/or social exclusion; • 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 question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘children copy what they see 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. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of 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. ‘violence in the media is often glamorised so it’s not clear what the negative effects of it really are on the victims meaning people are more likely to do it in society’. 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 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 ‘different sociological theories believe the media influences the audience differently. For example, the uses and gratifications theory does not believe that violence on TV will affect the audience at all 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. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which violence in society is caused by violence 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 whether violence in society is caused by violence in the media, citing some of the examples given.

This question in 0495/22 Oct/Nov 2019

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

3 There are official and non-official statistics that measure the crime rate in a society. However, not all crimes are accurately represented in the statistics suggesting that some groups are less likely than others to be prosecuted for their crimes. Some believe there is a need for more formal social control and harsher punishments to deal with the high levels of offending. (a) What is meant by the term ‘formal social control’? [2] (b) Describe two punishments for crime. [4] (c) Explain how poverty can be linked to crime. [6] (d) Explain why white-collar crime is under-reported and under-recorded in the official crime statistics. [8] (e) To what extent are self-report studies the most accurate measurement of crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘formal social control’? 2 One mark for partial definition, e.g. the police. Two marks for clear definition, e.g. formal social control is the ways the Government or its agencies get people to conform to the law. 3(b) Describe two punishments for crime. 4 Candidates will describe two different punishments for crime – these could be formal or informal. Possible answers: • a prison sentence – takes away a person’s freedom; • the death sentence – for the most serious crimes the punishment may be death; • corporal punishment – some societies punish criminals physically e.g. with lashes; • community sentencing – non-custodial sentences that help the community in some way; • exile or ostracism – the offender has to leave or is excluded from their community; • tagging – electronic tags can be used to monitor a person’s behaviour and whereabouts; • fine – a monetary sanction designed to punish offenders financially; • 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 poverty can be linked to crime. 6 Candidates should show an understanding of how poverty can be linked to crime. Specific examples may be referred to as may the Marxist view. Possible answers: • relative deprivation – when individuals see themselves as deprived in relation to others crime may occur (Merton strain theory); • marginalisation – when groups have no organisations to represent and protect their interests therefore may turn to crime to vent their frustrations and anger at society (Lea and Young); • in countries with no/inadequate welfare systems, crime may be the only way to survive; • Cloward and Ohlin believed that in deprived and poor communities individuals engaged in criminal or deviant behaviour to be part of the illegitimate opportunity structure when mainstream society offered them few possibilities for legitimate success; • poorer people are more likely to be labelled as criminal and are thus targeted more by the formal agents e.g. stop and search/arrest rates; • deviant careers – the effects of public labelling can devastate a person and give them little choice but to adopt a life of crime; • Cohen – status frustration – poorer people may find it difficult to achieve status in legitimate means in society and so may turn to crime for this instead; • Marxists believe that capitalism causes crime as it creates an unequal society that keeps poor people poor and rich people rich and sees a growing gap in inequalities; • the media often turn the poor into folk devils and blame them for criminal activities in society; • individuals may turn to crime in response to these negative labels; • the underclass – Charles Murray – are said to have a distinct set of deviant values which can be linked to criminality; • 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 poverty can be linked to crime and may talk about e.g. ‘many poorer people may commit crime as a way to get desirable items in society’. 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. 3(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how poverty can be linked to crime and deviance. Sociological terms and concepts should be expected e.g. ‘The media create folk devils from poor people and the underclass in society who are blamed for certain crimes e.g. inner-city riots. This can lead to the group or individual feeling status frustration and therefore turning to crime as a response. They self-fulfil their negative label which further links poverty to 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 white-collar crime is under-reported and under-recorded 8 in the official crime statistics. Candidates should show an understanding of a range of reasons why white- collar crime is under-reported and under-recorded in the OCS. Candidates do not need to discuss both under-reporting and under-recording separately to score the marks. WHITE-COLLAR CRIME – non-violent crime committed by middle class people for financial gain e.g. fraud, embezzlement. Possible answers: • not reported – as white-collar crimes are financial rather than physical people are not always aware that they have been a victim; • not reported – some people may feel that reporting a white-collar crime is a waste of time as nothing can be done about it; • not reported – sometimes white-collar crimes may not be reported because the victim may be part of the organisation that has committed the crime and does not want to get into trouble themselves; • white collar crimes are sometimes not seen to be as important as other types of crime hence why they are not always reported and not always recorded; • not recorded – the police may feel there is little chance of a prosecution due to a lack of evidence; • the police may take bribes from the offending company/individual which leads to under-recording; • Marxists believe that the police work for the state and therefore are reluctant to record white-collar crimes as they are part of this same exploitative elite leading to under-recording; • police may not record white-collar crimes because they are dealt with internally by the company involved; • 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 white-collar crime is under-reported and under-recorded in the OCS. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘police officers take bribes from wealthy business men’ 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 white-collar crime is under-reported and under-recorded in the OCS. Responses may be underdeveloped and lacking in range. e.g. ‘white-collar crime is financial and so does not cause any physical harm to people which makes it harder to spot. Many people don’t know they have been a victim of this kind of crime and so that is why it doesn’t get reported’ 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 white-collar crime is under-reported ad under-recorded in the OCS and will be well developed and explained. e.g. ‘under-reported and under-recorded crime is known as the dark figure. There is a large dark figure of white-collar crime because many people are not aware that they have been a victim of this kind of invisible crime. The police may also not record these crimes very often as often other companies deal with the offence instead e.g. credit card companies, financial institutions. They do not want the crimes to be public knowledge and cause a moral panic and so these are often kept hidden’ etc. ’ 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 are self-report studies the most accurate measurement 15 of crime? Candidates should consider the ways in which self-report studies could be the most accurate measurement of crime. Local/culturally specific examples may be referred to. In evaluation the issues with self-report studies could be considered and/or the advantages of victim surveys and official statistics as better measurements of crime. Possible answers: FOR • official measures of crime such as statistics contain a huge dark figure and therefore unofficial methods like self report studies are a better measure of crime as the dark figure is uncovered; • self-report studies ask people anonymously whether they have committed a crime thus revealing a better, more valid picture of crime than the official one as non-convicted criminals are also included; • criminals may be more likely to talk about their offending to a researcher using a self-report study than a formal agent like the police as they know there are no repercussions and so feel more comfortable; • self-report studies are confidential therefore people may reveal crimes they have committed that they would not have otherwise admitted to; • self-report studies question who they ‘typical offender’ really is – they show, for example, that significant amounts of crime are committed by the middle class and women which challenges the accuracy of official measures of crime; • lots of data both qualitative and quantitative and can be gathered quickly and cheaply from different groups and large samples by using a self- report study; • other reasonable response. AGAINST • self-report studies may not include valid information as they are reliant on individuals admitting to crimes that they have committed; self-report studies can be criticised for a lack of representativeness as they are often carried out with young people – serious and white-collar crimes may therefore be omitted; • official statistics are collected by official agencies and thus are more credible and trustworthy; • official statistics show police counts of the total numbers of charges for different types of offences; • official statistics show court records of the total number of convictions for different crimes; • official statistics reveal patterns and trends in the social characteristics of offenders; • official statistics are collected and published annually therefore always show an up-to-date picture of crime; • official statistics allow for comparisons to be made e.g. between different areas, genders etc; 3(e) • many non-official measurements of crime such as self-report studies do not include victimless crimes such as drug use and therefore provide an incomplete picture of crime; • non-official measurements of crime such as self-report studies rely on the criminal or victim’s memory for its information and this may not be true – people forget things, exaggerate etc; • local victim surveys take an in-depth look at the experiences of victims which self-report studies do not, building up trust and so may get people to open up about what has happened to them e.g. feminist VS’s and sexual crime; • victim surveys may be more accurate than self-report studies as non- official ways of measuring crime as they ask the victims rather than the offenders who are more likely to tell the truth; • 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 self-report studies are the most accurate way of measuring 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. self-report studies ask people what crimes they have committed. in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which self-report studies are the most accurate way of measuring 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 so unofficial measures of crime like self-report studies are a good way to find out about these unknown crimes’ 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. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which self-report studies are the most accurate way of measuring 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 and generalisable source of information on crime in most societies, self-report studies are thought by many sociologists to produce a far more valid picture due to their uncovering of the dark figure of crime. They are both confidential and anonymous which means offenders are likely to be honest in their answers. It is from these sources that our understanding of who he typical criminal is in society has been challenged. Self-report studies reveal, for example, the large amount of crime committed by women and the middle classes.’. 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 self-report studies are the most accurate measurement 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 self-report studies as a measure of crime, 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

2 Sociologists debate whether cultural deprivation, labelling and material factors limit educational success. Education is not just about gaining qualifications and measuring intelligence, it also has many other functions such as reinforcing social expectations. (a) What is meant by the term ‘labelling’? [2] (b) Describe two ways social expectations are reinforced in school. [4] (c) Explain how cultural deprivation may be a barrier to educational success. [6] (d) Explain why IQ tests are criticised as a way of measuring intelligence. [8] (e) To what extent do peer groups influence educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘labelling’? 2 One mark for partial definition, e.g. a stereotype. Two marks for clear definition, e.g. defining a person or group in a particular way so that certain behaviour is expected of them. 2(b) Describe two ways social expectations are reinforced in school. 4 Candidates will describe two ways that social expectations are reinforced in school. Candidates are likely to consider the role of education here and so may refer to functionalism and/or Marxism. This is not a necessity however. Possible answers: • education is an agency of secondary socialisation whose ‘role’ is to teach children what society expects of them (the hidden curriculum); • school is an agency of social control so positive sanctions/rewards are used to teach children what the ‘correct’ way to behave and think is; • school as an agency of social control also uses negative sanctions/punishments to ensure that children do not engage in deviant behaviour; • negative sanctions can also act as a deterrent to prevent children straying from the correct path; • Marxists believe that those in power use schools as an agent of the state to control the minds and actions of the future workforce and so make them compliant and obedient; • feminism – gendered subject choice in schools can be seen to reinforce patriarchal expectations in society of the roles of men and women e.g. encouraging females to study ‘communication’ subjects and males technical; • schools can be seen to reinforce a collective culture through shared acts and celebrations e.g. patriotism, learning about the country’s heritage and history etc.; • functionalists believe that education is meritocratic and so at school children learn that through hard work and effort they can achieve their status; • 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 cultural deprivation may be a barrier to educational 6 success. Candidates should consider how cultural deprivation may be a barrier to educational success. CULTURAL DEPRIVATION – aspects of the values and attitudes from home of some children prevents them from achieving highly in education. Possible answers: • a fatalistic attitude amongst the working class – not believing that you can change your future if you work hard; • a value placed on immediate rather than deferred gratification – working class being unable to see the benefits of putting off rewards and staying in education; • working class boys are said to have a thrill-seeking culture which may get them into trouble and may lead to the formation of anti-school subcultures; • having parents who do not value education – they may have had a negative experience themselves; • Bourdieu’s cultural capital – not having this capital may be a reason as to why students do not do well in education; • working class loyalty – there is often a sense of community and loyalty within this class culture which may make it seem that valuing something middle class like education is wrong; • there may be a lack of successful family role models who benefited from educational success and so the working class see education as unimportant and unnecessary to their lives; • linguistic codes – some students may lack the language needed to be successful in education e.g. elaborated code (Bernstein); • 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 cultural deprivation may be a barrier to educational success and may talk about e.g. ‘if a child’s parent doesn’t think education is important then they won’t either’. 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. 2(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how cultural deprivation may be a barrier to educational success. Sociological terms and concepts should be expected e.g. ‘sociologists believe that there is a fatalistic attitude in the working class whereby they expect immediate gratification. The advantages of putting off rewards by remaining in education and working hard are not seen meaning working class children typically leave school earlier and have fewer educational qualifications than the higher classes.’ 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 IQ tests are criticised as a way of measuring intelligence. 8 Candidates need to explain different reasons why IQ tests are criticised as a way of measuring intelligence. Possible answers: • some people with low scores on IQ tests go on to do well in their education and career whilst those who do well are not always successful in life – is this really an accurate measure of intelligence?; • performance in IQ tests improves with practice – parents often buy in tutors to coach their children. This leads many sociologists to question whether the IQ tests actually do measure intelligence; • how well a person does on an IQ test can be affected by things like illness and anxiety – this therefore can’t be an accurate measure of intelligence; • IQ tests measure ability at just one point in time, intelligence doesn’t work like this. Intelligence develops and changes over time so the IQ tests cannot be accurate; • IQ tests are based on a narrow range of skills – intelligence is far broader than this; • IQ tests are written from a middle class perspective which will inevitably include their cultural biases and assumptions – those not from this culture will therefore always find the test more difficult; • 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 IQ tests are criticised as a way of measuring intelligence. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘the tests are written by the middle class’, 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 IQ tests are criticised as a way of measuring intelligence. Responses may be underdeveloped and lacking in range. e.g. ‘IQ tests only measure how much a person can do at one moment in time. They might be unwell or stressed. This means the test may not be an accurate measure of intelligence.’ 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 IQ tests are criticised as an accurate measure of intelligence and will be well developed and explained. e.g. ‘It has been proven that performance in IQ tests improves with practice as children get used to the styles and demands of the questions. Parents whose children are going to take the test for school selection will want them to practise in order to improve. This is why so many middle class parents buy private tutors to coach their children prior to any selection tests. Marxists believe this is unfair as it advantages middle class children and proves that IQ tests do not measure intelligence if practise can improve scores.’ 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 do peer groups influence educational achievement? 15 Candidates should consider how the peer group are likely to influence educational achievement. In evaluation it is likely that other school, material and cultural factors will also be discussed. Candidates could look at general points or make their ideas specific to such social factors as social class, ethnicity and/or gender. Pupil sub-cultures may also be discussed. Local examples may be used to support points made. Note: please do credit any reference to pupil sub-cultures in candidates answers. Possible answers: FOR • some pupils rebel against the school and develop an alternative set of values, behaviour and attitudes in an anti-school peer group/sub- culture. This will lessen educational achievement; • status frustration – Cohen – some pupils in peer groups who do not have much academic status in school may find their status in other ways e.g. cheeking the teacher, anti-social behaviour etc. This will reduce the chances of educational success; • there may be pressure in schools for boys peer groups to adopt a culture of masculinity which typically does not involve studying and working hard and so may lead to less educational achievement; • Willis ‘the lads’ – this study shows how a peer group of working class boys at school saw no point in working hard and learning at school as they were destined for working class, low paid employment; • middle class peer groups are more likely to be supportive of learning and academic success and so affect pupils educational achievement in a positive way; • some minority ethnic peer groups find school ethnocentric and other pupils may be racist towards them, leading to them being negatively labelled and living up to a self-fulfilling prophecy of failure e.g. Sewell’s study; • Archer – Chinese pupils – this peer group valued education and so worked hard to achieve high levels of educational success; • girls peer groups are more likely to be supportive of education and to value academic success; • Jackson – ‘the ladettes’ – some female peer groups are developing in schools that are based on laddish behaviour as working hard is seen to be ‘uncool’ – this negatively affects educational achievement due to peers; • peer pressure – there is a lot of pressure on pupils to fit in and to conform to the norms of the peer group. This could affect educational achievement either positively or negatively; • other reasonable response. 2(e) AGAINST • the argument that young people are influenced and pressured by their peers is too deterministic – young people make their own choices in education; • material factors such as the ability to buy revision resources, private tutors etc. may influence educational achievement more than the peer group; • the type of school attended may be more influential on educational success than the peer group e.g. the benefits that a private education can bring; • cultural factors may be more important then peer group factors e.g. whether parents value education, having role models in the family who have done well at school etc.; • linguistic factors may be more important than peer group factors e.g. those in the working class and in ethnic minority groups maybe more likely to use the restricted code whereas in education it is the elaborated code (cultivated by the ethnic majority middle classes) that is valued and used; • school factors may be more important than peer group factors e.g. setting and streaming, teacher labelling and expectations; • home factors such as access to the internet, a quiet place to study etc. may influence educational achievement more than the peer group; • the media can be seen to be a reason for lower educational achievement of some pupils e.g. negative role models who do not value education, not the peer group; • 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 peer group influence educational achievement. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘Peer groups pressure pupils to fit in with their behaviour’. 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 peer group are the people of a similar age to you. 2(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the peer group 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. ‘If a pupil comes from an ethnic minority background they may experience racism in school and so rebel against it through their peer group’ 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 the peer group 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 there being many examples of how peer group factors can affect educational achievement, either negatively through an anti-school sub-culture such as the lads or positively through a pro-school sub-culture, other factors are also influential. It may be, for example, that material factors such as the ability to pay for a private education through economic capital are more important. Marxists would agree with this believing that the education system is not at all meritocratic.’ 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 peer group 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 the peer group influencing educational achievement, citing some of the examples given.

This question in 0495/23 May/June 2020

3 Crime rates differ depending upon the type of crime, where it is committed and the way it is measured. The rates of offending and conviction vary depending on the social characteristics of the offender. Many explanations exist for this, including police targeting and the role of the media and new technologies. When crime rates rise governments and the public demand more social control. Some sociologists argue that this will not reduce crime. (a) What is meant by the term ‘targeting’? [2] (b) Describe two ways of measuring crime. [4] (c) Explain how crime can be linked to new technologies. [6] (d) Explain why crime rates for some ethnic groups are higher than others. [8] (e) To what extent can formal social control reduce crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘targeting’? 2 One mark for partial definition, e.g. police stereotypes. Two marks for clear definition, e.g. when the police focus on a particular group of people, believing them to be more likely to be involved in criminal behaviour than others. 3(b) Describe two ways of measuring crime. 4 Candidates will describe two ways of measuring crime. Specific examples may be used to support the ideas and these may be from a local context. Possible answers: • official statistics – the official government figures from the police and courts to measure the number of crimes and offenders; • self-report studies – research which asks people what crimes they have committed; • victim surveys – research that asks people what crimes they have been victims of; • national victim surveys – as above but done on a national scale e.g. the CSEW to measure patterns of crime within a country; • local victim surveys e.g. left realist research – focused on a local area to find out the reality of crime there for the community; • local victim surveys e.g. feminist – research – focused on a local area to uncover the dark figure of invisible crime; there is a particular focus on sexual assault and domestic abuse; • 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 linked to new technologies. 6 Candidates should show an understanding of how crime can be linked to new technologies. This is likely to be linked to the internet/social media and may refer to specific examples. Possible answers: • cybercrime – crime involving the use of new technologies such as computers; • internet crime – crime involving the use of the internet such as paeodophile rings, catfishing etc; • spreading computer viruses and malware through the internet; • increased possibilities for fraud and identity theft due to the internet e.g. phishing; • internet scams targeting individual users; • websites with obscene or offensive content e.g. the dark web; • harassment by cyberstalking or cyberbullying or trolling via social media; • trade in illegal goods e.g. drugs (internet makes it easier for the buyer and seller to contact each other); • cyberterrorism – using the internet for widespread, deliberate attacks on computer networks; • organised global crime – human trafficking e.g. in child labour, prostitution, slavery via the internet; • 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 crime can be linked to new technologies and may talk about e.g. ‘the internet has caused a lot of new crimes to appear such as identity theft’. 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 crime can be linked to new technologies. Sociological terms and concepts should be expected e.g. ‘The internet has created a lot of new crimes that can be spread globally far quicker than ever before. For example, cyberterrorism has emerged where the internet is used for deliberate and widespread attacks on companies or computer groups. These crimes may be committed for political reasons, by activist groups or by lone hackers. The police find it difficult to control such crimes’. 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 crime rates for some ethnic groups are higher than 8 others. Candidates should show an understanding of a range of reasons why crime rates for some ethnic groups are higher than others. It is likely that specific ethnic groups will be referred to and that these will reflect the candidate’s local context. Candidates may approach the question with reasons to explain the offending of particular ethnic groups or by questioning the accuracy of the official crime/conviction rates. Possible answers: • official crime statistics may reflect the biases and prejudices of the police force (Cicourel) in their assumptions about who is more likely to be criminal – police targeting; • some police forces may be institutionally racist (e.g. the McPherson Report) and so deal differently with some ethnic groups than others; • stop and search rates – research shows that these are a lot higher for some ethnic groups e.g. Afro-Caribbeans in the UK than for others; being searched increases the likelihood of arrest; • some ethnic groups are more likely to be involved with gangs than others, hence commit more crime; • most crime is committed by young people – ethnic minorities typically have a higher proportion of young people than the majority group; • victims may be biased – they may be more likely to report a crime committed by an ethnic minority due to their own racial prejudice; • crime by some ethnic groups may be in response to racism in society, a form of resistance to ethnic majority oppression; • marginalisation and relative deprivation – ethnic minority groups share the same goals and aspirations as the majority ethnic group but find it difficult to achieve these goals legitimately; • different norms and values – ethnic groups may have different beliefs than the ethnic majority which may see them engaging in criminal behaviour e.g. polygamy, smoking marijuana 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 why crime rates are higher for some ethnic groups than for others. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘the police may be racist,’ 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 crime rates are higher for some ethnic groups than for others. Responses may be underdeveloped and lacking in range. e.g. ‘Some ethnic groups commit more crime because they feel marginalised in society. They may struggle to get a good job and so turn to crime instead as a way to gain material goods’ 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 crime rates are higher for some ethnic groups than for others and will be well developed and explained. e.g. ‘Crime rates indicate that some ethnic groups are more criminal than others but is this really the case? Interactionist sociologists refer to the official figures as a social construct as they are believed to show the prejudices of the law enforcement agencies. Police target particular groups of people based on their perception of who is most likely to be criminal and this can often be ethnic minorities, often due to biased media reporting. This then leads to higher stop and search rates and so more arrests. Some police forces have even been called institutionally racist’. 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 can formal social control reduce crime? 15 Candidates should consider the ways formal social control can reduce crime. Informal agents and methods cannot be credited as ‘for’ points. Expect consideration of things like the government, the police, prisons, the army, rules, laws, the judiciary etc. They could talk generally about this formal control or could focus more specifically on specific examples/processes of formal social control. In evaluation the limitations of formal control should be considered. Possible answers: FOR • the government may introduce laws in an attempt to reduce behaviours that they do not find acceptable e.g. theft, murder etc. – people will not want to break the law and so will not offend; • the police are a visible presence and so act as a deterrent to those considering law/rule breaking; • the police have the power of arrest and thus can remove potential criminals from the streets, so reducing crime; • courts can pass sentence on an accused criminal e.g. deciding if they are guilty or innocent and therefore can reduce crime by the sentences that they impose; • the penal system can reduce levels of crime by locking away those in society deemed to be a risk to the public, this reduces crime; • the death penalty is a strong deterrent against crime and in the countries/states where it is legal may be a major reason for reductions in crime; • the armed forces can use physical punishment and weaponry in order to reduce crime – this can be in situations of war, rioting, looting etc.; • formal, written rules and laws ensure that a standardised process to crime is taken meaning that everyone is treated the same, regardless of social position or status; • other reasonable response. AGAINST • recidivism/re-offending is high suggesting that formal methods such as incarceration do not work at reducing crime; • research suggests that prison can act as a ‘university of crime’ teaching those convicted to be better criminals rather than reducing crime; • research shows that high levels of crime occurs within prisons e.g. assaults, attacks, sexual crime, beatings etc; • courts don’t always get their sentencing right e.g. there have been many cases of innocent people being convicted and guilty people walking free, this does not reduce crime; • sometimes the visible presence of the police only serves to antagonise people and so incites crime rather than reducing it; • formal methods and agents of control cannot be that effective or otherwise we would not see such a big problem with crime in societies across the globe; 3(e) • with new technologies now being used to commit crime, the formal methods are less effective at reducing crime than ever before – they do not have the global powers or often the technical skills needed to prevent it; • many sociologists believe that informal methods and agents of control are more effective than formal ones due to the more regular contact and more personal relationships that they involve; • for teenagers many believe it is the peer group who have most influence over whether or not a young person engages in criminal behaviour, not formal control; • functionalist sociologists believe that effective primary socialisation in the family is needed in order to instill the correct norms and values needed to ensure that crime is not committed not formal control; • 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 formal social control reduce crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘people are scared of going to prison so they don’t commit 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. formal social control is ways that the government make people do what they want. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which formal social control can reduce 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. ‘Prisons are a good way of reducing crime as people are scared of being locked away and losing their freedom, this makes them stick to the laws rather than offend’ 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. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which formal social control can reduce 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 formal social control clearly having a role to play in reducing crime, it is not always successful. Rates of re-offending once released from prison are high which suggests that prison doesn’t always work. Prisons themselves have also been accused of being training grounds for criminality, places where criminals can mix together and share offending tips – this does not reduce crime. Crimes committed within prison are also high, again suggesting that this formal agent is not particularly effective at reducing 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 formal social control can reduce 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 whether formal social control can reduce crime, citing some of the examples given.

This question in 0495/23 May/June 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; • 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.; • 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; • 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; • 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; • 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 0495/21 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

3 Agencies of social control all try to create conformity in society. Despite this, crime and deviance still occur in many forms such as burglary, murder and corporate crime. Crime rates are produced by the police, courts and government to understand trends in offending and to help find solutions to crime. However, many sociologists believe that the official measurements of crime are not very accurate. (a) What is meant by the term ‘conformity’? [2] (b) Describe two examples of corporate crime. [4] (c) Explain how informal agencies of social control can prevent crime. [6] (d) Explain why official measurements of crime may not always be accurate. [8] (e) To what extent is gender 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 ‘conformity’? 2 One mark for partial definition, e.g. fitting in. Two marks for clear definition, e.g. attitudes and behaviour fit in with those of the dominant social group. 3(b) Describe two examples of corporate crime. 4 Candidates will be expected to describe two examples of corporate crime. Possible answers: • false claims – companies may falsely claim on insurance policies in order to accrue money; • tax evasion – not paying correct taxes on profits made, e.g. General Electric, Starbucks; • violations of environmental laws – e.g. a company disposes of its waste illegally/pollution; • business/financial fraud – embezzlement of money in order to increase the company’s profits, e.g. Enron; • bribery – of public officials in order to benefit the company, e.g. to get planning permission; • insider trading – manipulation of the financial stock market in order to make the company money; • corporate manslaughter – e.g. when workers die due to the company’s failure to follow health and safety legislation, e.g. Far West Water; • selling a deadly/dangerous product, e.g. thalidomide drug/Peanut corporation of America; • 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 informal agencies of social control can prevent crime. 6 Candidates should discuss the ways informal agencies of social control, e.g. schools, families, media, workplace, religion and peers can prevent crime. Possible answers: • informal sanctions – such as ridicule, comments and disapproving looks – persuade people not to commit crime as they internalise that these reactions are negative ones; • Informal agencies typically have close relationships with individuals therefore have more influence over them in persuading them not to commit crime; • religion – has rules regarding behaviour for their followers which typically ensures criminal behaviour is avoided, e.g. the 10 commandments in Christianity forbid certain actions; • media – reporting criminal behaviour and creating folk devils makes people realise criminal actions will be punished and stigmatised; • family – act as role models for their offspring and so will ensure sanctions are put in place to prevent rule breaking behaviour, e.g. grounding; • education – the hidden curriculum transmits a set of values that encourages conformity and non-criminal behaviour; • peer group – positive peer pressure and the values of one’s sub-culture can ensure that members do not commit criminal acts; • workplace – will often use severe sanctions such as sackings, demotions, etc. if criminal behaviour occurs – this deters 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 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 official measurements of crime may not always be 8 accurate. Candidates should discuss issues with the official measurements of crime, e.g. the OCS. This is likely to consider problems of both reporting and recording but this is not essential. Possible answers: • most crimes that make it to the statistics are reported to the police either by victim or witness – if a crime is not reported then it will not make the statistics (dark figure of crime); • trivial crimes – often not reported to the police as people do not believe the police can do anything; • benefit to victims – crimes involving insured items are much more likely to be reported to the police as the insurance company requires a crime number; • reprisal – victims and witnesses may not report a crime to the police if they fear they will be threatened with reprisal, e.g. gangs; • embarrassment – victims may not report crimes to the police because they are embarrassed about what has happened • e.g. sexual crimes – these are notoriously under-reported; • invisible crimes – many white-collar and corporate crimes are unlikely to come to the attention of the police as they are either unknown about or dealt with internally by the company involved; • police discretion – not all crimes reported to the police are recorded in the statistics; • cuffing – police are under pressure to achieve targets and so may manipulate statistics to create a good impression of the job they do, e.g. by downgrading a crime’s seriousness or filing it as a false report; • 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 gender the most important factor in determining 15 whether an individual commits crime? Candidates should consider how gender may determine whether an individual commits crime. This means they could look at either men or women or both genders. In evaluation they may argue that it is other social factors rather than gender that are most important, e.g. age, ethnicity and/or social class. Possible answers: FOR • masculinity – crime is a way of achieving masculinity for males and thus increasing their status; • risk taking behaviour – males are more likely to take risks and commit ‘edgework’ (postmodernism) than females which may account for their higher crime rate; • aggression – this is a way for males to assert their masculinity against other males or females (expressive crime/protector role); • breadwinner – traditional gender roles say that the man should provide for his family, if he cannot do this legitimately then he may turn to crime; • gangs – are dominated by males and gangs initiation ceremonies and lifestyle choices often involve criminal behaviour, e.g. drug dealing; • socialisation – girls and boys are socialised differently – girls to be passive, males to be active (Oakley) – this may result in higher levels of male criminality; • social control – girls are more socially controlled than boys and so may have less chance to commit crime, e.g. street culture versus bedroom subculture; • biology – testosterone and greater physical strength mean that males are more likely to commit criminal/deviant acts than females; • labelling and stereotyping – those in the CJS are likely to perceive males as being the most likely to commit crime and so target them – this can lead to a self-fulfilling prophecy (Becker, Cicourel); • other reasonable response. 3(e) AGAINST • self-report studies show that the number of female offences is under- estimated which implies that the idea that gender is a reason to explain criminality is wrong; • as society becomes more egalitarian so it seems that female criminality rises, e.g. girl gangs, ladettes, which implies that crime cannot be explained by gender; • police labelling – Cicourel says there is a picture of a ‘typical delinquent’ in the police and courts heads that criminals are male – this means males are more likely to be stopped and searched and arrested than females not that they are actually any more criminal (chivalry thesis – Pollak); • age – is said by many sociologists to be more important than gender in explaining criminality, e.g. most offenders are young; • ethnicity – is said by many sociologists to be a more important social factor than gender – ethnic minorities are disproportionately reflected in the criminal population, e.g. prison rates; • social class – many sociologists believe that it is a person’s class position that is the most influential in determining their criminality • e.g. the lower a person’s class, the higher their rates of offending; • type of crime – rates of shoplifting are similar for both males and females making it difficult to argue that gender is a reason to explain different offending rates; • Interpretivism – people commit crimes for different reasons and to generalise that this is because of their gender is misleading; • 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 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 0495/21 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

4 Some sociologists argue that globalisation has improved equality in the media. Other sociologists believe there is now a digital divide and that moral panics and stereotypical representations still exist. However, whether media content affects the audience is a debate within sociology. Despite this most sociologists agree that not everybody uses the media in the same way due to social factors such as gender and ethnicity. (a) What is meant by the term ‘moral panic’? [2] (b) Describe two ways globalisation has affected the media. [4] (c) Explain how different ethnic groups use the media. [6] (d) Explain why some sociologists criticise stereotypical gender representations in the media. [8] (e) To what extent is the hypodermic-syringe model an accurate explanation of how the media affects audiences? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘moral panic’? 2 One mark for partial definition, e.g. a negative media story. Two marks for clear definition, e.g. an exaggerated social reaction to deviance, creating public fear. 4(b) Describe two ways globalisation has affected the media. 4 Candidates will be expected to describe two ways globalisation has affected the media. They could consider factors such as content, ownership, access, distribution etc. Possible answers: • access – media is now instantly available around the globe via the internet and digital technology; • ownership – large media companies typically own and distribute media across the globe e.g. Disney; • streaming – digital media can be streamed live from nearly all areas of the globe to anywhere in the world; • media products – products today are often made for a global rather than a national audience e.g. advertising and the lowest common denominator; • non-Western media – because the media is now global, non-Western products can be accessed globally e.g. Nollywood films; • the global village – McLuhan – new media has made the media world a smaller place making it easier for consumers to access material from anywhere in the world; • culture – globalisation may mean that local cultures are swamped with western culture spread by the media and so may dilute their own language, culture and traditions; • 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 ethnic groups use the media. 6 Candidates should discuss how different ethnic groups use the media. Possible answers: • specialist media from the ethnic minority’s country of origin is now widely available in the native language through for e.g. satellite TV, allowing cultures to be maintained; • different ethnic groups have different cultural traditions that can be incorporated into the media e.g. Nollywood, Bollywood etc; • ethnic minorities are increasingly owning and producing media for their own ethnic community e.g. in the UK Pride magazine, The Voice etc. to demonstrate cultural pride and heritage; • ethnic minorities may not ‘read’ the media in the same way as the ethnic majority and may use the media as a form of cultural borrowing e.g. Gillespie study; • new media has made it increasingly easy for ethnic minorities to produce and access global media targeted specifically at their ethnic group; • ethnic minorities may use the media to reinforce traditional cultural traditions, norms and values; • some ethnic minorities may use media output to learn about the majority culture/language; • to reject a muted voice – interactive new media, user generated content, drill music etc can all give young ethnic minorities a platform to address social inequalities; • 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 some sociologists criticise stereotypical gender 8 representations in the media. Candidates should discuss the reasons why some sociologists criticise stereotypical gender representations in the media. Possible answers: • binary opposition – the media typically shows males and females as opposites e.g. strong males and weak females – this is overly simplistic and untrue; • under-representation – females are said to be under-represented in most areas of the media e.g. main characters are still males, implying that males are more important than females (feminism); • roles – both males and females are shown in a narrow range of roles which can limit their aspirations and opportunities in society; • physical appearance – there remains a focus upon how females look within the media reinforcing stereotypical expectations e.g. McRobbie’s ‘slimblondeness’; • digital manipulation – males and females seen in today’s media are so digitally altered that real people are unable to attain these looks. This leads to people feeling inadequate and unable to reach these levels of perfection and has been linked to rising eating disorders; • passive females – this representation leads to women being perceived as weak as incapable and thus reinforces their subordinate positions in society (feminism); • aggressive males – this representation leads to men being perceived as more dangerous, threatening and criminal than women and may explain the manifold moral panics concerning males and the police targeting of males; • sexualisation of females – feminists are critical of the sexualised representations in the media that have become normalised of women e.g. Mulvey’s male gaze theory; • mental health – gender representations have been criticised for being dangerous to those consuming them e.g. very thin models on the catwalk have been blamed for rises in eating disorders; • hegemonic masculinity (Connell) – the media’s dominant representation of males in this stereotyped way makes it hard for men to show their emotions, take responsibility for childcare and to enter the caring professions; • 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 hypodermic-syringe model an accurate 15 explanation of how the media affects audiences? Candidates should consider the ways in which the hypodermic-syringe model of media effects is an accurate explanation of how the media affects audiences. In evaluation, the reasons why it may not be accurate should be discussed. Possible answers: FOR • passive audience – if the audience are using the media as a form of entertainment/escapism then they may be more likely to accept the content without question; • 24/7 media – the media is so pervasive in society today that it is difficult to escape it and thus it may be more likely to affect the audience (media culture); • advertising – this industry is based upon the principles from the hypodermic model – that the audience are influenced and persuaded by the media they consume; • propaganda – the media has frequently been used as a source of propaganda throughout history e.g. Nazi Germany, therefore it must be able to influence the audience; • media violence – there have been several instances of the audience copying what they have seen in the media e.g. video games, video ‘nasties’, horror films etc. – this shows the power of the media to influence the audience; • voting – biased coverage of politics and elections in the media demonstrates how the media can influence the audience, e.g. The Sun newspaper in the UK’s influence over election results; • stereotyping – stereotypes are regularly criticised in the media (e.g. gender, ethnic, age etc) as being potentially harmful to people in society and contributing to social inequalities – gender stereotyping in advertising has now been banned, indicating the harmful influence that it must have had upon the audience; • censorship – if there wasn’t truth to the hypodermic model’s claims about the power of the media then there would be no need for censorship in the media; • other reasonable response. 4(e) AGAINST • it is unlikely that the media has direct and immediate effects upon the audience, any effects that it does have are more likely to be built up over time (cultural effects theory); • the hypodermic model’s methodology (Bandura’s experiment) is heavily flawed therefore what credible evidence exists to support this model of media effects?; • the hypodermic model has morphed into the two-step flow model today whereby the role of an ‘opinion leader’ in influencing the audience is thought to be crucial – no mention was made of this in the original hypodermic model; • it is now thought that the effects of the media cannot be generalised in the way that the hypodermic model did – factors such as age, intelligence, gender etc all influence how much we are affected by different forms and content of media; • audience selection – we do not have to believe everything that we consume in the media, different audiences encode the media differently (Hall’s reception theory); • active audience – the audience today are not passive consumers, we choose from a plethora of media options, personalise our consumption, stream, use on-demand services and even create our own media; • Glasgow University Media Group – their research showed that the audience can distinguish between fact and fiction and therefore are not simply soaking up what the media tells them; • uses and gratifications – audiences are in control of what they consume and how it effects them – we choose different forms and varieties of media to serve different need and purposes; • new media – blogs, vlogs, forums, uploads, social media platforms, citizen journalism etc. all mean that the audience is today creating and shaping the media – the very opposite of the claims made by the hypodermic model; • 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 May/June 2021

3 Agencies of social control all try to create conformity in society. Despite this, crime and deviance still occur in many forms such as burglary, murder and corporate crime. Crime rates are produced by the police, courts and government to understand trends in offending and to help find solutions to crime. However, many sociologists believe that the official measurements of crime are not very accurate. (a) What is meant by the term ‘conformity’? [2] (b) Describe two examples of corporate crime. [4] (c) Explain how informal agencies of social control can prevent crime. [6] (d) Explain why official measurements of crime may not always be accurate. [8] (e) To what extent is gender 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 ‘conformity’? 2 One mark for partial definition, e.g. fitting in. Two marks for clear definition, e.g. attitudes and behaviour fit in with those of the dominant social group. 3(b) Describe two examples of corporate crime. 4 Candidates will be expected to describe two examples of corporate crime. Possible answers: • false claims – companies may falsely claim on insurance policies in order to accrue money; • tax evasion – not paying correct taxes on profits made, e.g. General Electric, Starbucks; • violations of environmental laws – e.g. a company disposes of its waste illegally/pollution; • business/financial fraud – embezzlement of money in order to increase the company’s profits, e.g. Enron; • bribery – of public officials in order to benefit the company, e.g. to get planning permission; • insider trading – manipulation of the financial stock market in order to make the company money; • corporate manslaughter – e.g. when workers die due to the company’s failure to follow health and safety legislation, e.g. Far West Water; • selling a deadly/dangerous product, e.g. thalidomide drug/Peanut corporation of America; • 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 informal agencies of social control can prevent crime. 6 Candidates should discuss the ways informal agencies of social control, e.g. schools, families, media, workplace, religion and peers can prevent crime. Possible answers: • informal sanctions – such as ridicule, comments and disapproving looks – persuade people not to commit crime as they internalise that these reactions are negative ones; • Informal agencies typically have close relationships with individuals therefore have more influence over them in persuading them not to commit crime; • religion – has rules regarding behaviour for their followers which typically ensures criminal behaviour is avoided, e.g. the 10 commandments in Christianity forbid certain actions; • media – reporting criminal behaviour and creating folk devils makes people realise criminal actions will be punished and stigmatised; • family – act as role models for their offspring and so will ensure sanctions are put in place to prevent rule breaking behaviour, e.g. grounding; • education – the hidden curriculum transmits a set of values that encourages conformity and non-criminal behaviour; • peer group – positive peer pressure and the values of one’s sub-culture can ensure that members do not commit criminal acts; • workplace – will often use severe sanctions such as sackings, demotions, etc. if criminal behaviour occurs – this deters 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 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 official measurements of crime may not always be 8 accurate. Candidates should discuss issues with the official measurements of crime, e.g. the OCS. This is likely to consider problems of both reporting and recording but this is not essential. Possible answers: • most crimes that make it to the statistics are reported to the police either by victim or witness – if a crime is not reported then it will not make the statistics (dark figure of crime); • trivial crimes – often not reported to the police as people do not believe the police can do anything; • benefit to victims – crimes involving insured items are much more likely to be reported to the police as the insurance company requires a crime number; • reprisal – victims and witnesses may not report a crime to the police if they fear they will be threatened with reprisal, e.g. gangs; • embarrassment – victims may not report crimes to the police because they are embarrassed about what has happened • e.g. sexual crimes – these are notoriously under-reported; • invisible crimes – many white-collar and corporate crimes are unlikely to come to the attention of the police as they are either unknown about or dealt with internally by the company involved; • police discretion – not all crimes reported to the police are recorded in the statistics; • cuffing – police are under pressure to achieve targets and so may manipulate statistics to create a good impression of the job they do, e.g. by downgrading a crime’s seriousness or filing it as a false report; • 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 gender the most important factor in determining 15 whether an individual commits crime? Candidates should consider how gender may determine whether an individual commits crime. This means they could look at either men or women or both genders. In evaluation they may argue that it is other social factors rather than gender that are most important, e.g. age, ethnicity and/or social class. Possible answers: FOR • masculinity – crime is a way of achieving masculinity for males and thus increasing their status; • risk taking behaviour – males are more likely to take risks and commit ‘edgework’ (postmodernism) than females which may account for their higher crime rate; • aggression – this is a way for males to assert their masculinity against other males or females (expressive crime/protector role); • breadwinner – traditional gender roles say that the man should provide for his family, if he cannot do this legitimately then he may turn to crime; • gangs – are dominated by males and gangs initiation ceremonies and lifestyle choices often involve criminal behaviour, e.g. drug dealing; • socialisation – girls and boys are socialised differently – girls to be passive, males to be active (Oakley) – this may result in higher levels of male criminality; • social control – girls are more socially controlled than boys and so may have less chance to commit crime, e.g. street culture versus bedroom subculture; • biology – testosterone and greater physical strength mean that males are more likely to commit criminal/deviant acts than females; • labelling and stereotyping – those in the CJS are likely to perceive males as being the most likely to commit crime and so target them – this can lead to a self-fulfilling prophecy (Becker, Cicourel); • other reasonable response. 3(e) AGAINST • self-report studies show that the number of female offences is under- estimated which implies that the idea that gender is a reason to explain criminality is wrong; • as society becomes more egalitarian so it seems that female criminality rises, e.g. girl gangs, ladettes, which implies that crime cannot be explained by gender; • police labelling – Cicourel says there is a picture of a ‘typical delinquent’ in the police and courts heads that criminals are male – this means males are more likely to be stopped and searched and arrested than females not that they are actually any more criminal (chivalry thesis – Pollak); • age – is said by many sociologists to be more important than gender in explaining criminality, e.g. most offenders are young; • ethnicity – is said by many sociologists to be a more important social factor than gender – ethnic minorities are disproportionately reflected in the criminal population, e.g. prison rates; • social class – many sociologists believe that it is a person’s class position that is the most influential in determining their criminality • e.g. the lower a person’s class, the higher their rates of offending; • type of crime – rates of shoplifting are similar for both males and females making it difficult to argue that gender is a reason to explain different offending rates; • Interpretivism – people commit crimes for different reasons and to generalise that this is because of their gender is misleading; • 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 0495/23 May/June 2021

3 Some social groups are more likely than others to feature in the official crime statistics such as, the young, the working class and males. These social groups are also over-represented in the penal system and can be the focus of a moral panic. However, some sociologists are critical of the accuracy of the official measurements of crime, as many crimes are under-reported to the police. (a) What is meant by the term ‘penal system’? [2] (b) Describe two types of crimes that are under-reported to the police. [4] (c) Explain how moral panics are created. [6] (d) Explain why juvenile delinquency occurs. [8] (e) To what extent is social class the best explanation of crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘penal system’? 2 One mark for partial definition, e.g. prison. Two marks for clear definition, e.g. the formal agencies responsible for overseeing the punishment that has been imposed on an offender by the court. 3(b) Describe two types of crimes that are under-reported to the police. 4 Possible answers: • trivial crimes – crimes perceived to be petty or everyday occurrences are unlikely to be reported as it’s not worthwhile; • uninsured items – crimes where there is no benefit to the victim in reporting it are unlikely to be reported; • domestic abuse – some crimes are perceived as a private matter and therefore are unlikely to be reported; • family/friendship ties – crimes where the offender is known to the victim are unlikely to be reported; • gang crimes – some crimes will not be reported because the victim will be concerned for their safety – the fear of reprisal; • victimless crimes – drug abuse is unlikely to be reported as there is no clear victim of a crime; • invisible crimes e.g. fraud – in many white-collar crimes people are not aware they have been a victim therefore do not report it; • corporate crimes – big businesses often dismiss staff and deal with matters internally rather than involving the police so as not to damage their reputations; • 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 moral panics are created. 6 Possible answers: • exaggeration – the behaviour of the group identified by the media is reported as worse than it really is through sensationalist language and images so creating a moral panic (e.g. Cohen’s ‘Mods and Rockers’ study); • further deviance occurs – as a result of the moral panic deviancy amplification may occur through social reactions (e.g. Young’s ‘The Drugtakers’ – a good study to show how the media can create deviancy amplification and folk devils through the creation of a moral panic); • prediction – the media claim that further deviance will occur and will be worse unless firm action is taken and so create a moral panic; • symbolisation – the media show how the folk devils (those identified as the ‘baddies’) can be recognised e.g. by their appearance, clothing etc. and this stereotype then becomes part of the moral panic; • pressure – the media can put pressure on other agencies e.g. the Government, schools and parents to control the deviant behaviour showcased in the moral panic – this is a key feature of how it is created; • stigmatisation – the folk devils in a moral panic are shown to be very different to ‘us’ – this is a negative representation often based on easily recognised stereotypes and part of how a moral panic is created; • crime/deviancy occurs – something happens in society that occurs more than once and offends society’s morals and values, e.g. urban knife crime; this is then taken by the media and turned into a negative story and a moral panic; • Fawbert’s study on ‘the hoodies’ could be used to illustrate the role of stereotyping and labelling in the creation of a moral panic; • 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 juvenile delinquency occurs. 8 Possible answers: • peer pressure – young people are thought to be under a lot of pressure to conform to peer group norms – if these involve criminality then this will lead to juvenile delinquency; • gangs – young people make up the vast majority of gang members – gangs are based on criminal and deviant behaviour e.g. drug dealing, initiation rites etc; • postmodernism – thrills and excitement – many sociologists believe that young people commit crime because it gives them a ‘buzz’ and is exciting; • edgework – young people are more likely to take risks than older people who will have more to lose e.g. work, family etc. – this can often result in juvenile delinquency; • Matza ‘drift’ – he believes that it is normal for young people to engage in criminal and deviant behaviour as it is part of their adolescent life stage, a deviant phase; • functionalism – extended period of youth – juvenile delinquency is seen to be ‘part of growing up’ when adolescents are searching for their identity (not yet an adult, no longer a child) – transition stage; • imitation and role models – young people are more likely to be influenced by the actions of others than the older generation therefore media representations of ‘gangsta’s’ and criminality as glamorous may affect the younger generation; • Marxism – juvenile delinquency occurs as a form of resistance to the inequalities of capitalism e.g. protest groups, activism, sub-cultures; • boys are more likely to offend than girls – this may be due to pressures to appear masculine by being aggressive and competitive which can lead to criminality e.g. joining deviant sub-cultures; • advertising/consumer culture – young people are subjected to a constant stream of adverts for consumer items and lifestyles that they are unlikely to be able to afford; this may be another reason for them to turn to juvenile delinquency; • lack of education – poverty/material deprivation may ensue for young people who are unable to find a job/high paying job; • discrimination – juvenile delinquency can occur due to societal discrimination e.g. of ethnic minority youths who then feel anger towards an unfair society e.g. BLM; • in-school deviance – students may join anti-school sub-cultures and engage in deviant behaviour due to being labelled unfairly by teachers, resulting in a self-fulfilling prophecy and a deviant master status; • any other reasonable response. 3(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. 3(e) To what extent is social class the best explanation of crime? 15 Arguments for: • official crime statistics show that most crimes are committed by members of the working/under class, therefore social class must be an explanation for why crime is committed; • socialisation – the lower classes may have been socialised into a different set of values than the higher classes e.g. immediate gratification – this may lead them into crime (Miller focal concerns); • Merton’s strain theory – Western societies socialise individuals to believe in the American Dream but in reality these levels of success are not available to everyone and are harder to achieve for the lower social classes, who may then turn to crime in order to gain the things they desire; • relative deprivation – members of the lower classes may be more likely to steal goods that they see the higher classes enjoying but that they cannot afford legitimately, thus leading to crime; • Marxism – some actions of the lower classes are criminalised and the law is selectively enforced so that the powerful are less likely to have their actions defined as criminal. This makes it seem as though being from a lower social class is part of the explanation for crime; • Cohen status frustration – the lower social classes are likely to have a low status in society and thus may turn to crime in order to improve this through illegitimate means e.g. gangs; • Cicourel ‘typical delinquent’ – his study showed that the law enforcement agencies have a stereotype of who the typical criminal is and that being working class is part of this – this means those in the working class are more likely to be stopped and searched and arrested than other classes; • education – the lower classes are less likely to have a good education which then impedes upon their job prospects, perhaps making crime an attractive ‘career choice’ where rewards can be high (illegitimate opportunity structure); • white-collar/corporate crime – these types of crime demonstrate links between crime and the higher social classes through the workplace; • any other reasonable response. Arguments against: • age – young people commit a lot more crime than other age groups, therefore maybe it is age that is the best explanation; • gender – males commit a lot more crime than females, therefore maybe it is gender (masculinity) that is the best explanation; • ethnicity – some ethnic groups commit more crimes than others, therefore perhaps it is ethnicity that is the best explanation; • OCS validity – sociologists recognise that the official crime statistics do not give us a true picture of crime therefore the assumption that crime is committed largely by the lower classes (based on OCS data) could be misplaced; • dark figure of crime – a significant number of crimes never feature in the OCS and therefore any trends in criminality (e.g. that crime is committed mainly by the lower class) should be treated with caution; • is the criminal’s social class position really the best explanation for middle class crimes such as fraud or is it more to do with greed?; 3(e) • expressive crimes – it is difficult to align social class with sensible explanations for expressive crimes such as murder and assault; • feminism – feminists believe that the criminal justice system is patriarchal and that men are the problem when it comes to crime – low rates of conviction for sexual assault, rape, domestic violence against women etc; this all leads them to believe that the best explanation for crime is not class based, but gender; • 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 3(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

3 According to the official crime statistics, some social groups are more likely than others to be convicted of crime. Some sociologists question how effective punishments actually are at deterring people from committing crime. This is particularly true of young people who are part of youth culture. (a) What is meant by the term ‘youth culture’? [2] (b) Describe two reasons why someone might not report a crime to the police. [4] (c) Explain how self-report studies can be used to measure crime. [6] (d) Explain why some ethnic minority groups have higher official rates of crime than other ethnic groups. [8] (e) To what extent do punishments for committing crimes deter people from criminal behaviour? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘youth culture’? 2 The way of life (norms and values) of young people between childhood and adulthood. One mark for partial definition, e.g. way of life. Two marks for clear definition, e.g. norms and values associated with young people. 3(b) Describe two reasons why someone might not report a crime to the 4 police. Possible answers: • embarrassment e.g. sexual crimes; • crime not perceived as criminal e.g. relating to health and safety legislation; • petty crimes – seen to be a waste of time, nothing will be done; • not aware a crime has been committed e.g. child neglect – the young person does not know that they have been a victim of crime • not able to report a crime e.g. small children that are victims; • fear of reprisals e.g. being scared of the criminal; • knowing the perpetrator and not wanting to get them into trouble e.g. crimes committed by family members/friends; • new crimes such as those to do with technology and the internet e.g. cybercrimes are so commonplace that they are just accepted as ‘normal’; • feeling you will not be listened to e.g. corrupt/untrustworthy police force; • acceptance of crime e.g. gang crime/criminal subcultures – where criminal behaviour is a normal part of everyday life; • crimes the victim is unaware of e.g. they think they have lost something; • 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 self-report studies can be used to measure crime. 6 Possible answers: • asks people what crimes they have committed and can draw patterns and trends from this; • completed anonymously in order to improve validity; • thought to be more valid than the official crime statistics as respondents do not have to worry about getting into trouble; • confidential questionnaires or interviews are used as the research method; • different methodologies – depending on the type of method used (e.g. questionnaires or interviews) researchers can find out qualitative and/or quantitative data in order to measure crime; • can reveal that significant numbers of crimes are committed by women and middle class people – a stark contrast to the official crime statistics; • often used to find out about the offending of young people; • 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 how self-report studies can be used to measure crime. Responses may be short and un/under developed. Candidates may be confused as to what is meant by self-report studies. 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. ‘asking people what crimes they have committed’. Band 2 [4–6 marks] A clear and accurate explanation showing good sociological knowledge and understanding of how self-report studies can be used to measure crime. Sociological terms and concepts should be expected. Candidates may refer to methodology, purpose, advantages etc. with examples. 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 some ethnic minority groups have higher official rates of 8 crime than other ethnic groups. Possible answers: • media stereotyping and moral panics; • police labelling and stereotyping leading to police targeting of ethnic minorities – differential stop and search rates, for example; • status frustration – ethnic minorities often have little status in mainstream society and so turn to crime and deviance to gain this illegitimately; • poverty/material deprivation – ethnic minorities are typically amongst the poorest groups in society; • resistance and rebellion – ethnic minorities may be resisting a perceived racist society that leaves them feeling marginalised e.g. BLM and protest groups; • gang culture – ethnic minorities may be more likely than other ethnic groups to be members of gangs and thus to commit criminal offences; • unemployment/lack of legitimate opportunity – ethnic minorities may find it harder to get work and thus turn to crime for the money they need (institutional racism); • 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 why the official rates of offending for some ethnic minority groups are much higher than for other ethnic groups. Candidates may not fully understand what is meant by an ethnic minority. Responses may be short and undeveloped. e.g. ‘because the police think they are criminals’. 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 official rates of offending for some ethnic minority groups are much higher than for other ethnic groups. Candidates may say that e.g. ‘racism in society may be one reason for the higher rates of offending amongst ethnic minorities. If they struggle to find employment and are living in relative deprivation then criminal behaviour becomes more likely’. 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. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the official rates of offending for some ethnic minority groups are much higher than for other ethnic groups and will be well developed and explained. Candidates may discuss institutional racism, marginalisation, police targeting, labelling theory, moral panics etc. 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 do punishments for committing crimes deter people 15 from criminal behaviour? Arguments for: • prisons/the penal system are shown in the media to be violent and oppressive places and thus the fear of being sent there puts people off committing crime; • the loss of freedom and autonomy associated with prison life deters people from committing crime as they do not want to be sent there; • the death penalty is seen by many to be the ultimate deterrent to crime; • curfews, electronic tags and restraining orders limit the movement and free will of individuals and thus persuade others not to commit crime; • corporal punishment and other physical punishments deter others from committing crime because of the pain involved; • community service can be seen to be humiliating and embarrassing and so is an effective way of deterring others from committing crime; • the media can be used as important agent of social control, showing the negative sides of punishment and reaching a huge audience – deterring them from committing crime; • family – some individuals may be scared of punishments in the family and so refrain from criminal behaviour; • any other reasonable response. Arguments against: • if punishments for crime were such an effective deterrent then we would not see high levels of offending in societies; • rewards/encouragement/positive sanctions may be a more effective means of deterrence than punishments; • many countries/states that still have the death penalty find that crime rates actually increase showing that this form of punishment does not deter people from committing crime; • the media often glamourise crime and punishment and provide the public with criminal role models – this may actually encourage crime rather than act as a deterrent; • zero tolerance/harsh punishments may aggravate and anger people and thus fail to act as a deterrent but instead lead to greater criminality; • if punishments are perceived to be unfair (i.e. racist/sexist/favour the rich etc.) then they will not deter people from committing crime; • the media is often accused of portraying prison life as ‘soft’ and ‘easy’ – televisions, pool tables, games consoles etc. – and thus this form of punishment is unlikely to act as a deterrent to crime; • lack of alternatives to crime – for some individuals poverty and deprivation may be so bad that no amount of punishment will deter them from crime – it’s a necessity; • any other reasonable response. 3(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 punishments for committing crimes deter others from criminal behaviour. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. punishments for crime scare other people from doing them. 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. punishments are how society sanctions people who have committed crimes, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether punishments for committing crimes deter others from criminal behaviour. 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. Candidates may discuss some reasons why punishments deter others from committing crimes i.e. fear, loss of freedom, humiliation etc. but 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. 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 punishments for committing crimes deter others from criminal behaviour. 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 be able to present a range of points to support the idea that punishments for committing crimes do deter others, but also be aware of some of the arguments against this i.e. criminal role models, increased crime rates, media distortion and exaggeration etc. 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. 3(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether punishments for committing crimes deter others from criminal behaviour. 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. For example, candidates may say that whether punishments deter others from committing crime depends on the punishment and the individual. For example, marginalised groups in society may perceive punishments as unjust (i.e. racist policing) and thus not be deterred to commit criminal acts and protest. Others, however, may be scared at the thought of prison and the associated loss of freedom this will bring and so be successfully put off committing crimes 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 punishments for committing crimes deter others from criminal behaviour, citing some of the examples given.

This question in 0495/23 Oct/Nov 2021

3 Definitions of crime and deviance vary over time and between societies. Most people do not break the law, choosing instead to conform to society’s norms and values. However, trends in official statistics state that youth sub-cultures and some ethnic groups are often involved in deviant behaviour. Despite this, findings from victim surveys have challenged the accuracy of official statistics. (a) What is meant by the term ‘youth sub-culture’? [2] (b) Describe two reasons why crime rates for some ethnic groups are higher than for other ethnic groups. [4] (c) Explain how definitions of crime vary over time. [6] (d) Explain why most individuals conform to society’s norms and values. [8] (e) To what extent are victim surveys a more accurate measurement of crime than official crime statistics? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘youth sub-culture’? 2 One mark for a partial definition, e.g. have their own norms and values. Two marks for a clear definition, e.g. a distinct smaller group within youth e.g. Goths. 3(b) Describe two reasons why crime rates for some ethnic groups are 4 higher than for other ethnic groups. Possible answers:  racial discrimination – crime may be a response to experiencing racism and prejudice/stereotyping, a form of resistance to this unfair system that rejects society’s values;  historical context – colonialism – a history of resentment to colonial authority may carry over and result in criminal behaviour for some ethnic groups;  relative deprivation – rates of poverty are high amongst some minority ethnic groups, particularly in the inner cities, and this may lead them into committing instrumental crimes;  marginalisation – feeling excluded from wider society and alienated from the core values may make turning to a life of crime more likely for some ethnic groups than others;  deviancy amplification – police targeting and high rates of stop and search may result in some minority ethnic groups becoming disillusioned and frustrated with the justice system, fighting back and so getting arrested;  labelling theory – some ethnic groups are labelled negatively by society and thus develop a self-fulfilling prophecy, making them act more deviantly and therefore be more likely to be arrested;  peer pressure – gang activity is often associated with some minority ethnic groups who may live in areas where gang culture is a norm – it is hard not to then get involved with this;  lack of opportunity – some minority ethnic groups do not do well in education and thus struggle to access good jobs in society meaning that crime becomes more attractive e.g. drug dealing;  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 definitions of crime vary over time. 6 Possible answers:  laws – laws change over time and so definitions of what is criminal will also change e.g. not being allowed to smoke in a public place;  norms and values – these evolve and change over time and this will affect definitions of criminality e.g. the age of consent;  gender – feminism has ensured that gender expectations have significantly changed and this will affect definitions of crime e.g. laws on marital rape;  age – as children are no longer typically seen as mini adults and tend to have an extended period of time in education, this changes the law regarding them e.g. child workers are now not allowed in many countries;  racism – this is now a criminal offence worldwide therefore this has meant that racial prejudice and discrimination e.g. in the housing market has become a criminal offence;  digital technology – the rise of technology across the globe means that new crimes are emerging all the time e.g. cybercrimes, corporate crime etc.;  social media – now that these social networks are so globally entrenched, many opportunities for criminal offences that didn’t previously exist have opened up e.g. catfishing, fraud 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. 3(d) Explain why most individuals conform to society’s norms and values. 8 Possible answers:  functionalism – this theory says that individuals conform because there is a value consensus in society (that has been introduced in the primary socialisation stage) ensuring both social order and social solidarity;  Marxism – Marxists say that the working class conform to ruling class ideologies and values because they are in an exploited position whereby they rely on the ruling class to pay their wages – they are effectively ‘wage slaves’;  feminism – feminists say that females conform to the patriarchal norms and values of society and male control because all of the agents work together to protect male power;  peer pressure – as children enter adolescence, the peer group becomes very influential and individuals often submit to peer group pressure just so they fit into the group;  socialisation – this begins with the family and teaches individuals the correct norms and values for their society e.g. through imitation and canalisation;  informal social control – these agents all use systems of rewards and sanctions to ensure that individuals do conform e.g. media ‘name and shame’ campaigns;  formal social control – formal agents such as prison, the police and the courts deter people from deviant activity as they are fearful of the consequences;  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. 3(e) To what extent are victim surveys a more accurate measurement of 15 crime than official crime statistics? Possible answers: Arguments for:  unreported crime – victim surveys (VSs) get over the problem that the official crime statistics (OCS) have of unreported crimes. VSs ask people if they have been a victim of crime and thus are able to reveal more of the dark figure and are therefore more accurate;  unrecorded crime – VSs get over the problem of unrecorded crime. It doesn’t matter if the police have recorded the crime as it will still feature in a VS, unlike in the OCS. This is therefore more accurate;  British Crime Survey/national victim surveys – results show that there is a huge issue with the under-reporting of many crimes in terms of accuracy and show, for example, that the group thought to be the main offenders according to the OCS (young, males, inner-city, working class) are also the most likely to be victims of crime;  combining VSs with OCS – this has been done, for example, in England and Wales as the Government recognises that VSs are needed in order to improve accuracy on the picture of crime – the CSEW;  distrust of the police – in communities where there is little trust in the police the OCS will be very inaccurate in its picture of crime – VSs can help to give a more valid picture here e.g. gang related crime;  criminals as victims – when some criminals are victims of crime these rarely get into the OCS, they can be shown in VSs, however, making the picture in the VSs more accurate e.g. prostitutes, drug dealers/users, etc.;  local context – the OCS show a national picture of crime and so do not focus on the local context. Local VSs can bridge this gap and so give a more accurate picture of crime in specific areas;  white-collar crime – these types of crime rarely feature in the OCS as companies often deal with the issues themselves and don’t want bad publicity – VSs can reveal more of the truth about these kind of crimes;  any other reasonable response. Arguments against:  sample – VSs involve asking a sample of people about their experiences of crime, the OCS looks at the entire country – the accuracy of any VS picture will depend upon the sample the data is drawn from e.g. may exclude anyone without an address = lacks representativeness;  types of crimes – VSs cannot cover all types of crimes and so cannot be accurate e.g. victimless crimes and crimes against businesses are not covered whereas they are in the OCS;  children – children are frequently the victims of crime, as shown in the OCS, but they are very unlikely to be included in a VS therefore we do not know about their experiences of crime from this source;  sexual offences – many sociologists believe that these are hugely underreported in both the OCS and VSs meaning the picture is not accurate with either method; 3(e)  memories – VSs rely upon the memory of respondents whereas the OCS is based on facts. People can forget things, exaggerate things etc. therefore we must question the accuracy and validity of VSs;  social desirability – as most VSs take place in an interview format the relationship between the interviewer and the respondents becomes crucial to validity – respondents may lie, clam up and/or say what they feel is wanted. The OCS does not have this issue as there is no need for human interaction;  victims only – VSs focus only on victims of crime whereas the OCS considers both criminals and victims which means there are concerns for the overall accuracy of the VS when looking at the picture of crime;  methodological pluralism – no one method of measuring crime can be better than another for accuracy, it depends on the crime being considered therefore most sociologists will look at different sources of crime data;  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. 3(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 May/June 2022

3 There are many ways to prevent crime, for example effective socialisation and informal social control. Official crime statistics show that some members of sub-cultures commit acts of crime and deviance. However, some sociologists argue that official crime statistics may not be accurate. Official crime statistics rely on members of the public reporting crime and issues with police behaviour. (a) What is meant by the term ‘informal social control’? [2] (b) Describe two examples of white-collar crime. [4] (c) Explain how police behaviour can affect the official crime statistics. [6] (d) Explain why sub-cultures can be linked to crime and deviance. [8] (e) To what extent can effective socialisation prevent crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘informal social control’? 2 One mark for a partial definition, e.g. peers are an agent of informal social control. Two marks for a clear definition, e.g. unwritten rules and methods that people use to get others to conform to the norms. 3(b) Describe two examples of white-collar crime. 4 Possible answers  identity theft e.g. stealing a person’s identity in order to use it for illegal purposes;  fraud/embezzlement – theft or misappropriation of funds placed in one's trust or belonging to one's employer;  bribery – using threats, fear and coercion in order to gain financial assets from an individual, institution or a company;  corporate crime – crimes committed by organisations in pursuit of profit for the company;  fiddling expenses – lying or manipulating expenses claims in order to claim more money than you are entitled to;  stealing from the workplace – taking goods/networks/items from the workplace for personal gain;  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 police behaviour can affect the official crime statistics. 6 Possible answers:  police targeting – Cicourel typical offender – this means that certain social groups are more likely to be targeted, arrested and prosecuted than others which skews the OCS;  police initiatives – when police forces focus on particular crimes the prosecution rates, and thus the OCS, increase for this crime e.g. drink driving;  resistance – Marxism – high rates of stop and search for some social groups can cause anger and frustration and result in them resisting arrest causing deviancy amplification and a rise in the OCS e.g. recent examples of BLM protests and police arrests;  labelling theory – Becker – if an individual fits the stereotype of a criminal held by the police then they are more likely to be arrested and go through the system e.g. chivalry factor, Pollak, shows how males are more likely to feature in the OCS than females;  feminism – sexual assault and domestic abuse – the police often have little involvement or success in these types of crimes and thus according to the OCS they are rarely committed – in reality the picture is very different;  criminalisation of the working class – Marxism – the police are agents of the state and so ignore corporate, state and green crime in favour of the street crime committed by the working classes – the OCS therefore shows crime to be a working class problem;  surveillance – police surveillance operations can result in more criminals being caught and a surge in the numbers in the OCS;  police racism – institutional racism within the police force may lead to increased levels of stop and search for ethnic minority individuals as well as higher arrest and prosecution rates – this will then distort the picture of crime in the OCS;  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 sub-cultures can be linked to crime and deviance. 8 Possible answers:  Merton – a possible response to status frustration is the development of new goals which may lead to a sub-culture emerging with different norms and values to those within wider society e.g. deviant anti-school sub- cultures;  gaining status – crime and deviance in sub-cultures can be a way of gaining status (Cohen) when status cannot be gained by legitimate means;  Cloward and Ohlin – illegitimate opportunity structure – in some working class communities criminal sub-cultures exist with successful role models so young men may choose crime as a career;  conflict sub-culture – violence and gang warfare may be chosen by some individuals as a way to make money;  retreatist sub-culture – drug addiction can be chosen by some individuals when they are unable to be successful either legitimately or illegitimately – drug use and dealing are closely linked with crime and deviance;  Miller – focal concerns – his research saw the behaviour and lifestyles of working class males (a sub-culture) as being closely linked to crime and deviance;  youth sub-cultures – these are often involved in criminal and delinquent behaviour e.g. the Skins, Punks, Chavs etc.;  juvenile gangs – these have recently caused the public much concern through activities such as knife and gun 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 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 can effective socialisation prevent crime? 15 Possible answers: Arguments for:  primary socialisation – in the early years the family has a huge influence over a child’s norms and values and can thus bring them up to understand what is right and wrong, so preventing crime (functionalism);  inadequate socialisation – the New Right (Murray) believes that poor parenting is closely linked to offending, this can be avoided through effective family socialisation in the nuclear family;  feral children – e.g. Oxana/Genie show the damage that ineffective socialisation can do to children – this emphasises the importance of effective socialisation in bringing up well-rounded, non-criminal children;  education – the hidden curriculum and formal control in schools ensures students conform to authority. Marxists say they carry this into wider society and continue to do as they are told, thus preventing crime;  media – the media shows the consequences of criminality and demonises many criminals and types of crime – this deters individuals from committing crime themselves;  religion – this teaches positive norms and values such as kindness, compassion and helping others, the antithesis of criminal behaviour – a religious upbringing can therefore prevent crime;  peer group – if the peer group is conformist and does not commit crime then an individual is unlikely to do so – most peer groups are conformist;  workplace – employees who commit criminal acts will not be employed in certain jobs and can be sacked form their job of a crime is committed;  any other reasonable response. Arguments against:  individualism – no socialisation process can prevent crime as every individual can make their own decisions about whether to offend;  resistance and rebellion – socialisation teaches individuals the acceptable norms and values of society but cannot ensure that people conform to this therefore crime and deviance can and does occur;  social class – Miller focal concerns – his research shows that the norms and values of working class males are closely linked to criminal behaviour, therefore their socialisation may encourage crime;  poverty – a lack of money and resources may push someone to commit crime, regardless of their socialisation (Marxism);  gender – Messerschmidt believes that males are socialised to be masculine which is linked to criminal behaviour – the norms and values of hegemonic masculinity are closely linked to criminality;  ethnicity – some ethnic/religious groups may have been socialised into different norms and values to wider society and may indulge in behaviour that society defines as criminal;  consumer society – this causes relative deprivation for many which may lead to crime and deviance, socialisation won’t prevent this as consumerism is at the heart of most society’s core values;  formal social control – socialisation is not strict enough to prevent crime. The only agents that can do this are the formal ones such as the courts and prison system; 3(e)  Matza – drift theory – this theory shows that most young people do drift into crime in their adolescence regardless of their socialisation, showing that socialisation cannot prevent 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 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 0495/23 May/June 2022

4 Many sociologists believe that changes in the media have led to less stereotyped media content. Changes can be linked to patterns of ownership, media diversification and interactivity. However, not everyone is positive about the media; other sociologists discuss the digital divide, biased content and ‘distortion’ as issues of concern. (a) What is meant by the term ‘distortion’? [2] (b) Describe two examples of diversification in the media. [4] (c) Explain how the digital divide can disadvantage some people. [6] (d) Explain why some sociologists may be concerned about media which is owned by the state. [8] (e) To what extent are media representations still stereotypical? [15]

35 marks

Mark scheme: 4(a) What is meant by the term ‘distortion’? 2 One mark for a partial definition, e.g. not telling the truth. Two marks for a clear definition, e.g. where media content, e.g. the news, is biased or inaccurate. 4(b) Describe two examples of diversification in the media. 4 Possible responses: • News Corporation – began with Rupert Murdoch and family owning several Australian newspapers but now he has expanded the business and diversified into other areas of the media as well; • Virgin – this is a major media corporation but also runs trains, planes and has other non-media profitable interests too; • Disney – has expanded from its origins and is now a huge, global business, owning theme parks, film production, TV broadcasting, retail outlets and extensive merchandise; • Samsung – well known for smartphone production but also operates in military hardware, apartments, ships and a theme park; • Sony – has interests in gaming, devices, music, network services and pictures/film; • Media companies may expand to different areas of the industry e.g. as well as making movies they also produce advertising and online media content; • 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 digital divide can disadvantage some people. 6 Possible responses: • internet usage – many older people do not use or feel confident in using the internet and therefore they miss out on the entertainment, information and communication that it offers; • social media and networking – older people use this far less than younger people therefore do not have the global reach of a younger person – this may disadvantage them in the job market e.g. by not using ‘LinkedIn’ they lack social networks; • cost – having digital devices and being able to access the internet can be expensive, so poorer people typically use them less – this disadvantages them in terms of access to knowledge, culture and employment advantages; • location – there is a global divide when it comes to digital access meaning those in the developing world do not have the same range of opportunities as those in more developed countries; • gender –sometimes women do not have the same access to digital media as men – this maintains inequalities; 4(c) • social networking – digital technologies offer opportunities for social networking which can increase social capital (Bourdieu) – those that have extensive social networks may have more social capital than those that do not which may bring many advantages in life e.g. for the young and the wealthy; • education – so much education and teacher set homework tasks now rely upon access to the internet and to ICT – this typically disadvantages those in the lower social classes and can be a reason for differences in educational achievement; • employment – older people are sometimes referred to as ‘digital immigrants’ and younger people as ‘digital natives’ – as ICT becomes so much more embedded into all areas of social life it becomes a factor in determining who is employed – rising rates of unemployment for men in their 50’s for example; • cultural capital – Bourdieu – although once associated with books and visits to physical places, cultural capital and the access to information can now also be gained online meaning that those who do not have internet access are disadvantaged; • 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 some sociologists may be concerned about media which 8 is owned by the state. Possible responses: • democracy – countries with media owned by the state are typically less likely to be politically democratic and therefore the government can use its ownership to influence people’s views/opinions; • public service media – despite this being meant to adopt a stance of ‘due impartiality’, it is believed that a media owned by the state will favour the government line in its content and reporting e.g. 1926 General Strike in UK when the BBC supported the government against the strikers; • propaganda – media owned by the state has been accused of giving a one-sided, untrue version of events without allowing people access to alternative views e.g. Hitler and Nazi Germany; • censorship – media owned by the state may heavily censor what is and is not allowed to be broadcast which can affect the audiences’ world view, e.g. North Korea where most citizens do not have access to the internet and those that do are closely monitored and/or allowed only to use the country’s national intranet; • manipulation – sometimes the state may hide a particular view or ideology within the guise of entertainment making it particularly easy to ‘fool’ the audience e.g. Soviet propaganda films; • Marxism – this perspective believes that media owned by the government is used to control the masses into a false state of consciousness whereby they blindly accept the inequalities within which they live as fair and just; • 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 are media representations still stereotypical? 15 Possible responses: Arguments for: • Marxism – the media is a tool of the state and therefore will represent particular social groups or issues in a stereotyped way if it serves their interests e.g. representations of the powerful higher classes and the work-shy lower classes; • feminism – feminists still believe that women and men are represented stereotypically within the media e.g. women as passive, men as active, in order to support the wider patriarchal structures in society; • news values – these are still dominant in news reporting across the media and often rely upon stereotypes to get their narrative ideas and conflict across simply and quickly to the audience, particularly in the tabloid press; • male gaze – Mulvey – her research shows that females continue to be presented in the media in a sexualised way and narratives continue to be told from the perspective of the (dominant) man; • white gaze – new media theories talk about the ethnocentrism of the media industry whereby minority ethnic groups are often stereotyped, perhaps due to the domination of white directors, investors and producers; • binary opposition – often used in the representation of many social groups in the media e.g. men v women, white v black, young v old, etc. – this is all very stereotyped (Strauss, O’Shaughnessy); • under-representation – of females in lead roles, of older women in the media, of the disabled, of minority ethnic groups etc. leads to continued stereotypical representations; • narrow range of roles – this stereotype still remains in the media e.g. women either as mothers, ditsy, sexualised blondes, hard-nosed career women or fraught ‘trying to have it all’ wives; • Meehan’s study of women on TV – only 10 character types were found in her study for the representation of women on TV compared to far greater numbers for men; • hegemonic masculinity – Connell – males are still often seen in the dominant, hero/provider role e.g. Hollywood heroes; • age – stereotypes of young (rebels, criminals, lazy) and old (grumpy, frail, dependent) abound in the media and can sometimes be linked to the creation of folk devils e.g. Fawbert’s study on ‘the hoodies’, Cohen’s mods and rockers; • any other reasonable response. 4(e) Arguments against: • legislation – laws now support equality for all e.g. the Equality Act, anti- discrimination legislation etc. – therefore the media are under pressure to avoid misrepresentations of social groups; • new media – internet-based media is now so prolific that audience forums and user generated content is normal – this allows the audience to create non-stereotypical and challenge stereotypical representations themselves through forums, websites etc.; • pluralism – the media gives the audience what it wants and if non- stereotypical content is desired then this will be what the media does to ensure it continues to make maximum profits; • narrowcasting and specialist media content – this is a huge part of today’s media world and allows for alternative representations that avoid stereotypes to exist e.g. Asian Network, Pride magazine, bhangra music etc.; • film industry – the rise of global industries such as Nollywood and Bollywood, alongside independent film directors adopting a social realist style e.g., Ken Loach means that stereotypical representations are decreasing; • diverse gender identities – the fragmentation of stereotypical identities in society has transferred into the media industry e.g. Connell talks about the co-existence of multiple versions of masculinity today – all of these can be seen in the media today e.g. marginalised; • feminism – new role models exist for females in today’s media that have broken away from traditional stereotypical representations e.g. female detectives (Killing Eve), female leads (The Bridge), female villains (Luther), successful career women (Karen Brady) etc.; • age – new representations are being seen that challenge traditional stereotypes e.g. the children in the Harry Potter franchise, Hollywood movie ‘Red’, YouTube stars like the Pasta Grannies and bands such as The Rolling Stones; • disability – more positive representations of disability are being seen which are far less stereotyped e.g. the Para-Olympic Games coverage by the media and the rise of disabled actors in film and TV; • 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 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

3 Crime rates are measured in different ways by sociologists and governments. Two examples of how crime can be measured are official crime statistics and self-report studies. As well as looking at what types of crimes are committed, the measurements can also include which social groups commit recorded crimes or are victims of crimes. (a) What is meant by the term ‘official crime statistics’? [2] (b) Describe two punishments for crime in modern industrial societies. [4] (c) Explain how crimes can be committed online. [6] (d) Explain why crime rates for some ethnic groups are higher than for others. [8] (e) To what extent can self-report studies provide an accurate measurement of crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘official crime statistics’? 2 One mark for partial definition, e.g. how many people commit crime; Two marks for clear definition, e.g. government figures on the numbers of crimes committed and the offenders. 3(b) Describe two punishments for crime in modern industrial societies. 4 Possible answers:  incarceration −prisons are used to lock criminals away and to remove their freedom;  death penalty − in some MIS’s the most serious crimes can be punished by death e.g. USA;  community sentencing − being required to give something back to the community against whom the criminal offended e.g. litter picking;  electronic tagging − being monitored by the formal agencies and having personal freedoms restricted as punishment for crime e.g. curfews;  ostracism − being shunned and ignored within a community because of the crime committed;  exile − being sent away from the community due to the crime committed;  fines − criminals must pay a monetary sum in order to ‘pay for’ their crime;  rehabilitation − counselling or psychological or addiction services may be a compulsory part of a criminal’s programme of rehabilitation and punishment;  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 crimes can be committed online. 6 Possible answers:  cybercrimes − crimes involving the use of new technologies − these are often the digital equivalent of crimes that existed previously e.g. online frauds and scams;  new technology specific crimes − new crimes have been created with the advent of digital technology e.g. catfishing, phishing etc.;  online crimes can be committed by individuals, groups, organisations or by the state;  targeting victims through their computer − e.g. infecting PCs or networks or security systems with a virus;  easy to get away with as difficult to police − cybercrimes are notoriously difficult to police and control e.g. the criminals may have far more advanced technological understanding than the formal agents and so find committing online crimes easy;  global − cybercrimes tend to cross borders and are thus global in scale e.g. ‘sweetheart scams’, fraud etc.;  illegal file sharing − with media now being both digital and global, it has become much easier to infringe copyright and to download/stream/file share illegally;  organised crime − this is typically coordinated through the internet e.g. human trafficking, drug dealing etc.;  cyberterrorism − the internet is used for widespread, deliberate attacks on computers and computer networks e.g. hacking of government sites;  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 crime rates for some ethnic groups are higher than for 8 others. Possible answers:  labelling theory − Becker − some ethnic groups are stereotyped as ‘criminal’ and are thus targeted by the police − they are therefore more likely to be caught;  institutional racism − if society and/or organisations are inherently racist, then some ethnic groups will not have the same opportunities as others and will be treated more harshly by the formal agents e.g. the McPherson Report UK;  demographics − most crime is committed by young people; some ethnic groups have a higher proportion of young people than the majority group so more crime would be expected of them;  resistance − if racialised social inequalities exist within a society then some minority ethnic groups are likely to feel disillusioned with society and turn to crime as a form of resistance;  gangs − gangs tend to form along racial lines; those ethnic groups most heavily involved in gang lifestyles are most likely to commit crimes;  relative deprivation − Lea and Young − when minority ethnic groups share the same values and aspirations as wider society but have fewer legitimate means to achieve them, these groups may feel marginalised and so turn to crime in order to achieve these goals illegally;  greater economic success − those ethnic groups who have economic capital within a society are least likely to commit crime;  socialisation and community involvement − those ethnic groups who have strong bonds of attachment (Hirschi) to their community/religion/ family are least likely to commit crime;  status frustration − Cohen − those ethnic groups with lower educational qualifications who have not achieved well in education are most likely to turn to crime to get status in a different way;  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. 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 can self−report studies provide an accurate 15 measurement of crime? Possible answers: Arguments for:  confidential − as self−report studies (SRS) are carried out confidentially, respondents may be more likely to tell the truth as they do not worry about being exposed as a criminal;  dark figure − SRSs can find out about crimes that do not feature in the official crime statistics (OCS) and so can produce a more valid understanding of crimes committed;  who are the criminals − SRSs can challenge the notion of the ‘typical offender’ as their results demonstrate that all social groups commit crime e.g. greater numbers of female and middle class criminals are revealed in SRSs than in the OCS so giving a more accurate picture of crime;  the use of self–report data is now well established in the study of crime and deviance − such as sexual deviance, problem drinking, and mental disorders. It is thought to offer useful additional information to provide a more accurate measurement;  self−report studies try to overcome the socially constructed nature of the official crime statistics by considering unreported and unrecorded crimes in their research to reach a more accurate conclusion;  quantitative data − the ‘tick list’ format of SRSs allows for a large sample to be questioned and for patterns and trends in criminality to be easily identified and compared in order to improve accuracy of understanding;  victimless crimes − self−report studies can investigate victimless crimes e.g. illegal drugs, prostitution, which will not be revealed in official measures of crime and so produces a more accurate picture of crime;  longitudinal − SRSs can be longitudinal in nature, allowing researchers to document criminal behaviour over time and to more accurately understand criminality than a snapshot picture provided by official sources;  any other reasonable response. Arguments against:  not admitting to crimes − there is no guarantee that respondents answering SRSs will tell the truth, this could compromise their validity;  over−exaggerating criminality − as SRSs are sometimes done in a group environment there is a risk that respondents may exaggerate the crimes they have committed to impress their peers, so reducing accuracy;  memory − SRSs rely on participant’s memories which may not be accurate; 3(e)  sample − many SRSs are carried out on young people which is not representative of all criminals and therefore cannot be generalised − white−collar crimes, for example, are not covered − this isn’t an accurate picture of crime;  relevance − some SRSs ask about trivial crimes e.g. travelling on public transport without a ticket, this does not really provide researchers with an accurate picture of crime;  lack of reliability − responses to statements may depend upon the social characteristics of the researcher if completed via an interview, meaning the data could be unreliable and inaccurate in terms of the picture of crime presented;  victim surveys − asking the victims of crime what crimes they have been victims of is likely to be more valid than asking the offenders as there is less incentive to lie/mislead;  official crime statistics − as these are carried out by trained, formal and trustworthy agencies these should be the most accurate picture of crime;  combination − methodological pluralism − no one method provides ‘the most accurate’ picture of crime, it depends on what crimes you are investigating and what you want to find out about − perhaps combining measurements will provide the most accurate measurement;  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. 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 0495/21 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

3 Different measurements of crime show the patterns of who commits crime and the types of crime committed. Sociologists look at the data to try and determine why some people commit crime, for example why age is a relevant factor. In some communities criminals experience ostracism. The variety of crimes committed can make enforcement of the law and deterring criminals difficult. (a) What is meant by the term ‘ostracism’? [2] (b) Describe two examples of how criminal behaviour can be deterred. [4] (c) Explain how the police enforce the law. [6] (d) Explain why victim surveys show different patterns of crime than official crime statistics. [8] (e) To what extent is age 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 ‘ostracism’? 2 One mark for partial definition, e.g. being sent away; Two marks for clear definition, e.g. punishment that involves an individual being excluded from their community, can be physical or emotional. 3(b) Describe two examples of how criminal behaviour can be deterred. 4 Possible answers:  public shaming − this can be physically e.g. public executions or through the media − showing the negative consequences of criminality can deter others from committing it;  prison − harsh environments, loss of family connections and a lack of freedom aim to deter others from offending;  exile − sending offenders out of the community sends a clear message to others that criminal behaviour will not be tolerated;  fines − making offenders pay for the crimes they have committed ensures that there are consequences for criminal actions and so deters others;  community sentencing − offenders are often forced to wear a ‘uniform’ whilst completing community work making it quite humiliating and meaning other people are quickly discouraged;  electronic tagging − keeping offenders under surveillance and monitoring their movements limits freedom and deters both the offender and others from committing crimes;  informally − people do not want to let family and friends down and therefore the fear of doing so acts as a deterrent to criminal behaviour;  media representations – the media is often a norm referencing tool and so can show the negative consequences of crime, so deterring deviant behaviour, e.g. moral panics;  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 the police enforce the law. 6 Possible answers:  power of arrest − the police have the legal power to arrest suspects and to question and investigate them;  community policing − police can work with communities, being a trusted part of the area, to keep neighbourhoods safe;  military policing − police can be an ‘invading force’, brought in when social order is necessary e.g. riots;  armed police − police can use weapons to ensure that the law is upheld and to deter criminal behaviour in the public;  police presence − the presence of the police on patrol is a visible sign of law and order and prevents much offending;  police targeting − the police will focus on particular social groups and areas as they believe this is where crime will happen e.g. inner city areas, young males etc.;  stop and search − the police have the power to stop and search people suspected of crimes − this prevents much crime from occurring;  Marxism − repressive state apparatus − the police act on behalf of the ruling class, ensuring that the lower social classes are ‘kept in their place’ and under control;  surveillance − the law can be enforced through surveillance operations e.g. CCTV, undercover operations, telephone monitoring, digital tracking devices 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. 3(d) Explain why victim surveys show different patterns of crime than 8 official crime statistics. Possible answers:  unreported crimes − victim surveys are able to reveal crimes that were never reported to the police in their data and so may show different patterns;  unrecorded crimes − victim surveys can reveal information about crimes that the police did not record/investigate and so look very different to the OCS;  asking victims − victims can be asked about the characteristics of offenders even when no prosecutions were brought, this can challenge patterns in the OCS e.g. that females and the middle classes commit more crime than is thought;  sample − whilst the OCS are national, victim surveys can focus on specific areas and neighbourhoods which may have different patterns of crime to the average e.g. Lea and Young − Left Realism − Islington survey (local victim surveys);  type of crime − victim surveys can concentrate on specific types of crimes in order to better understand the patterns of crime e.g. sexual crimes notoriously under−reported in the OCS (Feminism, Walklate);  memory − as victim surveys rely on the respondents’ memories, the patterns of crime shown may be faulty which is not the case with the OCS;  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 is age the most important factor in determining whether 15 an individual commits crime? Possible answers: Arguments for:  official crime statistics show that young people are most likely to commit crime and elderly people least likely;  status crimes − some crimes committed by young people are only criminal offences because of the offenders age e.g. underage alcohol consumption;  Matza − drift theory − he believes low level crime is a normal part of a young person’s life, a phase they will drift out of later;  postmodernism − crime is committed for thrills and excitement, ‘the buzz’, this is desired by many young people;  status frustration − Cohen − his research showed that many young people who had not achieved well at school and therefore did not have high status turned to crime as a way to achieve this;  marginalisation − Lea and Young’s research showed that young people were most likely to feel marginalised within society and relatively deprived, therefore they were most likely to turn to crime;  gang culture − gang membership is disproportionately young − as they commit a lot of crime then it is not surprising that crime is linked to youth;  elderly people − ageing populations − in societies where the population is ageing, rates of crime amongst the elderly are seen to be rising e.g. Japan;  lack of responsibilities − crimes may be more likely to be committed by young people because they do not have the same responsibilities as older people therefore the consequences are not as severe;  peer pressure − young people are often influenced to engage in criminal acts by their peer group (conformity);  labelling theory − Becker − the media and the police have an idea of the ‘typical delinquent’ (Cicourel) and this is used to construct moral panics and police targets for offending − these tend to be young people;  any other reasonable response. Arguments against:  intersection of social factors − many sociologists believe it is impossible to pinpoint one factor that is influential in the crime rate, multiple factors typically work together not just ‘age’ alone;  social class − regardless of the age of the offender, sociological research shows that it is those people from the lower social classes who are most likely to offend;  gender − official crime rates show that males are far more likely than females to offend, regardless of age;  ethnicity − minority ethnic groups are often portrayed as offenders, this is not about age;  lack of status − any person experiencing a lack of status is likely to turn to crime as a means to achieve it, not just particular age groups;  deprivation − Marxists believe that it is a lack of economic capital that is the main reason why instrumental crimes are committed, not age; 3(e)  inadequate socialisation − The New Right see poor socialisation in the family as the explanation for criminal behaviour amongst the underclass, this is not age specific;  individualism − many sociologists believe that crime is an individual’s choice and cannot be explained by social factors such as age (Postmodernism);  organised crime groups − these are often linked to drug dealing and to human trafficking and are typically controlled by adults − not youths which may contradict the idea of youth being the most prolific offenders;  white−collar crime − most crimes committed in or for the workplace are done by adults − the same is true for state crimes − nothing to do with youth and age, it’s about power and position (Marxism);  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. 3(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 May/June 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

3 Official crime statistics reveal a clear trend that most crimes are committed by males. Some sociologists claim it may be due to different gender socialisation. Other sociologists blame factors such as material deprivation and involvement in criminal sub-cultures. However, a criticism of the official crime statistics is that they do not show the true extent of all crimes committed. For example, white-collar crime often goes unreported. (a) What is meant by the term ‘material deprivation’? [2] (b) Describe two criminal sub-cultures. [4] (c) Explain how formal agencies of social control deal with crime. [6] (d) Explain why white-collar crime often goes unreported. [8] (e) To what extent does gender socialisation explain why females commit less crime than males? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘material deprivation’? 2 One mark for a partial definition, e.g. being poor. Two marks for a clear definition, e.g. being short of the material goods needed and wanted in society. 3(b) Describe two criminal sub-cultures. 4 Possible answers: • youth sub-cultures e.g. mods, rockers, punks, skinheads – taking drugs, violence, anti-social behaviour, etc.; • organised criminal sub-cultures – Sutherland – criminal behaviour is highly organised to maximise profits e.g. the Mafia; • gangs – a sub-culture based on a strict hierarchy that may be involved in drug dealing, human trafficking, violence, etc.; • retreatist sub-cultures – drug and/or alcohol addicts, often involved in crime to fund their addictions; • conflict sub-cultures – Cloward and Ohlin’s illegitimate opportunity structures and turf wars involving criminal sub-cultures; • underclass sub-cultures – Murray – children socialised into deviant norms and values form criminal sub-cultures; • criminal groups that operate online such as hacking groups often issue ransom threats against individuals, businesses or even the government e.g. the group Anonymous; • 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 formal agencies of social control deal with crime. 6 Possible answers: • police – suspected criminals are targeted and areas are monitored in order to deter and prevent crime; • police arrest – the police have the power of arrest and so can detain suspected criminals for investigation, thus dealing with crime; • courts – sentencing – in dealing with crime they decide upon innocence or guilt and then decide upon the appropriate sentence for the crime; • government – can alter existing laws and introduce new legislation in order to deal with a crime problem or a new form of crime; • surveillance – CCTV and police cameras may be used to monitor behaviour and to deter criminality; • punishment – negative sanctions can be imposed in order to ensure that crime is dealt with effectively e.g. prison, fines, corporal punishment; • prisons – incarceration – lock people away and remove their freedom and contact with family to prevent re-offending and so deal with crime; • prisons – crime within prisons can be dealt with through additional time added to sentences, solitary confinement, loss of privileges, etc.; • community sentencing – offenders have to give back to the community in some way (e.g. cleaning graffiti) and so learn from their mistakes – this deals with the problem of crime; • death penalty – the most severe crimes in some countries will be dealt with by the death penalty; • rehabilitation – counselling, addiction services, education and training may be offered through the criminal justice system to try and reduce offending and deal with the crime problem; • 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 white-collar crime often goes unreported. 8 Possible answers: • victims not aware – if the victims are not aware a crime has been committed then it will not be reported e.g. online fraud; • mutually beneficial – many white-collar crimes benefit the organisation as well as the individual and therefore are unlikely to be reported; • reputation – companies do not want to gain a bad reputation and therefore may choose to hide the crimes being committed in order to protect themselves from police scrutiny; • dealt with internally – white collar crimes are often dealt with internally by the organisation rather than reporting to the police; • normalisation – there are some areas of work where fraud and theft are normal e.g. tax evasion, fiddling expenses, and so such crimes will not be reported; • stereotypes – most white-collar criminals do not fit the stereotype of the ‘typical offender’ (Cicourel) and so are not suspected of committing crimes, making the reporting much less likely to occur; • power and status – those committing the crimes may be in powerful positions and therefore people may be reluctant to report them/the crime for fear of reprisals; • 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 gender socialisation explain why females commit 15 less crime than males? Possible answers: Arguments for: • Oakley – differential gender socialisation – processes such as canalisation and manipulation teach girls to be caring, gentle and maternal and males to be aggressive and active – much more similar to criminality – therefore females commit less crime; • male norms and values learnt through socialisation – these are often closely associated with criminal behaviour (Miller) e.g, toughness, unemotional, aggressive – this is the result of socialisation and explains the lower levels of offending for females than males; • family ideology – feminism – girls are socialised to believe that their role is to be family/home centred and to involve children – this is not compatible with criminality and so explains their lower levels of offending; • bedroom culture – McRobbie – females spend a lot more time than males in the private sphere and therefore are far less likely to be involved in criminality as they are socialised to see the home as their domain, whereas males, socialised to spend more time in the public sphere, are likely to commit more crime; • functionalism – sex-role theory (Parsons) – by being socialised to perform the expressive role females are gentle and caring, the opposite of criminals – the reverse is true for males in the instrumental role and so explains their criminality; • masculinity – feminists claim crime rates may be higher for males because there is pressure on them to act in a hegemonic masculine way from socialisation in the family and peer group, being criminal is an example of this and so explains their higher levels of offending unlike females who are socialised into more compliant femininity; • cult of femininity – feminists believe girls are socialised into an ideology of beauty and appearance, often through the media – this feminine identity where you are judged on your looks not your actions is less likely to lead to crime; • parental role models – boys see father committing crimes so imitate that themselves, whereas this isn’t the case for girls; • peer group – female peer groups are typically more conformist whereas male peer groups may exert peer pressure and socialise boys to commit crime e.g. criminal sub-cultures, gangs, anti-schools sub-cultures, etc.; • media role models – many criminal male role models can be found in the media, where committing crime and the successful lifestyle it brings is glamorised and de-stigmatised – this may socialise boys to accept criminal norms and values whereas role models for girls are less likely to be deviant; • media representations – the media creates ideals of males and females in society and whilst males may be seen in dangerous, criminal roles this is rarely the case for females – so teaching both genders their acceptable behaviours in society; • any other reasonable response. 3(e) Arguments against: • biological – males have more testosterone and a bigger physical build than females and so are more naturally inclined to criminality; • social control – Heidensohn – females have less freedom when they are young than males and so have less opportunities to commit crime; • ladettes – Jackson – her research shows how females are starting to adopt more masculine norms and values as society becomes more equal and so are committing more crimes; • rising female crime rates – the statistics show that female crime is rising as women move into the workplace and are subjected to financial pressures which goes against gender socialisation theory; • chivalry thesis – Pollak – perhaps females have always committed more crime than was realised, but they have got away with it because they do not fit the stereotype of a criminal and can manipulate the system with their femininity; • opportunity – females are less likely to be at work then males and so have less opportunities to commit crime e.g. white-collar; • public spaces – in some cultures females are more controlled in public spaces than males and so do not have the freedom to commit crime that a male does have; • material deprivation – shoplifting is a crime closely linked to females which implies that financial reasons may explain why some females commit crime, regardless of their socialisation; • strain theory – Merton – females may suffer less strain to anomie than males as they are not seen as the conventional breadwinner and thus this, rather than gender socialisation, may explain their lower levels of offending; • status frustration – Cohen – this subcultural theory suggests young working-class males are frustrated by their low status in society and thus turn to crime – nothing to do with gender socialisation; • Murray – inadequate socialisation – this New Right theory does consider socialisation important in determining whether an individual commits crime – boys living in female headed single parent families without male role models may turn to crime due to a lack of discipline and moral guidance; • expressive crimes – are often associated with females and are thought to be fueled by emotions/pre-menstrual syndrome, etc., not linked to gender socialisation; • 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. 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 Oct/Nov 2023

2 Education differs across the world and there are many different types of schools. Formal education is very different to informal education. Sociologists debate what affects educational achievement, for example home factors and deferred gratification. (a) What is meant by the term ‘deferred gratification’? [2] (b) Describe two examples of formal education. [4] (c) Explain how comprehensive schools function. [6] (d) Explain why IQ tests can be criticised. [8] (e) To what extent are home factors the main influence on educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘deferred gratification’? 2 One mark for partial definition e.g. wanting to get to University. Two marks for clear definition e.g. having long-term aims in life and being willing to postpone immediate rewards in order to achieve these. 2(b) Describe two examples of formal education. 4 Possible answers:  setting – formal education takes place in classrooms inside schools (institutions or schools created for the purpose of learning);  content – learners are taught set, agreed content from a syllabus;  roles – there are clearly defined roles of teachers and learners within formal education;  assessment – standardised testing is used to judge candidate performance e.g. national examinations;  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 comprehensive schools function. 6 Possible answers:  non-selective – entry to a comprehensive school is open to all children of that secondary school age, regardless of ability;  local area – comprehensive schools were said to encourage social mixing as all children in a local area would be educated together resulting in a strong, cohesive community spirit;  free – comprehensive schools are paid for and run by the government meaning no one is prevented from attending because of financial hardship;  life chances – comprehensive schools offered all students the chance to succeed in their qualifications and so improve their life chances through upward social mobility – very few students leave comprehensive schools without any qualifications;  replaced tripartite system – introduced in 1960’s in the UK and replaced the ‘three school system’ based on ability and testing that was thought to label children unfairly aged 11;  meritocratic – comprehensive schools are thought to be a fairer system of schooling where all children are given equal opportunities and chances of success through studying the same subjects and curriculum, judging everyone on an equal footing via universal standards;  working class children – comprehensive schools are thought to particularly benefit working class children who are the least likely to be able to get into grammar schools due to material and cultural 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. 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 IQ tests can be criticised. 8 Possible answers:  environment – it may be that the environment and home a child has been brought up in affects intelligence – thus high test results may indicate a more nurturing and academic background rather than higher intelligence per se;  narrow range of skills tested – how intelligence is defined in IQ tests is thought to be very narrow, other types of intelligence exist which the tests do not measure = reduced accuracy;  writers’ assumptions – IQ tests are written by members of the educated, higher social classes who inevitably build their own cultural assumptions and values into the questions – those from different cultures and those without cultural capital will thus find the test more challenging;  snapshot scores – IQ tests represent just one moment in time whereas intelligence develops through a person’s education or lifetime which means test results may not be accurate;  performance factors – how well a person does in an IQ test can be affected by anxiety/nerves and illness which leads to questions being asked about the validity of the results;  practice – the more someone takes IQ tests, the higher scores they tend to get – this suggests that the test does not necessarily measure intelligence, but how well practised in the style of questioning someone is;  success in later life – some people who get high IQ scores do not succeed in later life and vice versa, suggesting that there are flaws in how the tests measure human intelligence;  impact on student – receiving a low score from an IQ test may negatively impact upon a student’s self-esteem and may result in a self-fulfilling prophecy as they feel labelled as ‘unintelligent’;  material factors – if IQ tests are used as part of a selection process for schools e.g. private schools and grammar schools, then parents will pay for tutors to help their child understand and access the types of questions found on the IQ test. Maybe it therefore measures how much money a person has rather than intelligence?  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 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 home factors the main influence on educational 15 achievement? Possible answers: Arguments for:  material factors – the amount of money a student’s family has is a home factor that affects achievement e.g. being able to afford educational resources, having a quiet place to study etc.;  part-time work – children from poorer families are more likely to have a part-time job to help support them in their education, this may detract from the time they can spend on their studies and so lead to less educational success;  cultural deprivation – research indicates that a culture of fatalism and immediate gratification is found in working class homes and this negatively affects educational achievement (opposite in higher class homes where a culture of deferred gratification leads to better educational success);  parental role models – an absence of parental role models who have been successful in education may lead to imitation from the children and a cycle of underachievement;  parental values – children of parents who value education typically achieve higher than those who don’t, e.g. engagement with the school through parents evenings etc.;  cultural capital – Bourdieu – middle class families have more of this than the working class which advantages the higher social classes when it comes to educational success e.g. visits to museums, the theatre and galleries, having books at home etc.;  ethnicity – research shows that different ethnic groups perform differently at school which suggests that home factors and the value placed upon education has a part to play here e.g. Archer’s research on the success of Chinese children in school;  gendered socialisation and social control – research shows that girls and boys are brought up differently and that this home factor may affect educational achievement e.g. girls are encouraged to read independently and quietly, boys are not;  language codes – Bernstein – middle class children are more likely to use and be familiar with the elaborated code (the style of language and grammar used in schools and in exams) whereas working class children are more familiar with the restricted code – this home factor advantages higher class children;  language at home – if the language of school is not the language used at home, as is the case for many ethnic minority children, then it is harder to do well at school, to communicate effectively and to understand exam questions;  any other reasonable response. 2(e) Arguments against:  type of school – the type of school attended is thought to be a bigger influence on achievement than home factors, e.g. private schools typically get the best examination results;  teacher expectations – teachers make assumptions about a child’s ability and behaviour based on social factors and stereotypes and the labelling that can follow from this is likely to be more influential when it comes to educational achievement than home factors (Becker, Ball, Rosenthal and Jacobson etc.);  setting and streaming – this creates ‘winners and losers’ in education and can lead to a self-fulfilling prophecy amongst students. This can be more influential on educational achievement than home factors;  pupil sub-cultures – the sub-culture a student finds themselves in, e.g. pro or anti-school, may have a huge effect on educational achievement - more so than home factors e.g. Willis ‘The Lads’;  gender – patriarchal ideologies and/or the culture of masculinity may be the main reason for gendered differences in education, not home factors;  ethnicity – ethnic minorities typically do less well than the ethnic majority when it comes to educational achievement, suggesting it maybe ethnicity rather than home factors that explains differences in educational achievement;  school factors – Rutter et al discovered from their research that it is how a school is organised that has the greatest influence over educational achievement, not home factors, e.g. teacher preparation, school culture of reward and success etc.;  any other reasonable response. 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 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

3 There are many different types of crime, for example cybercrime and urban crime. Sociologists debate why some social groups commit more crime than others and some believe that policing is biased. Measurements of crime such as victim surveys reveal that a dark figure of crime exists. (a) What is meant by the term ‘cybercrime’? [2] (b) Describe two features of the dark figure of crime. [4] (c) Explain how the findings from victim surveys may not be accurate. [6] (d) Explain why inadequate socialisation can be linked to crime. [8] (e) To what extent is policing biased? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘cybercrime’? 2 One mark for partial definition e.g. online fraud. Two marks for clear definition e.g. crimes involving the use of new technologies like the internet. 3(b) Describe two features of the dark figure of crime. 4 Possible answers:  unreported crimes – not all crimes are reported to the police by the public due to fear of reprisals by the perpetrators e.g. in communities where crime is rife;  unreported crimes – not all crimes are reported to the police by the public because the criminals are friends or family members and this leads to conflicted loyalties;  unrecorded crimes – the police do not record all crimes that are reported to them due to police discretion and pressure on the police to ‘clear up’ crimes (coughing and cuffing);  sexual crimes – these are notoriously underreported due to victim embarrassment and a culture whereby sexual crimes rarely result in a conviction;  recognition of a crime taking place – often people are unsure if they have actually been the victim of crime e.g. online crimes/scams therefore they are never reported;  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 the findings from victim surveys may not be accurate. 6 Possible answers:  memory – victim surveys rely on respondent’s memories which may be faulty – this reduces their validity;  cannot cover all types of crimes – they do not usually cover victimless crimes e.g. drug use, crimes against children and crimes against organisations. Therefore, they only give a partial picture of the victims of crimes;  national picture – most victim surveys are completed using respondents from all over a nation – this does not show the impact or seriousness of crime in localised areas of a country;  quantitative data – the most common type of victim surveys are large scale and produce quantitative data e.g. the CSEW or BCS – these cannot explore the responses or feelings of victims to crime;  local victim surveys – these are carried out in a specific local area and therefore cannot be representative of the wider population so making generalisations impossible e.g. the Islington survey;  feminist victim surveys – e.g. Walklate – these can be criticised for focusing only on sexual crimes and not considering the impact of other kinds of crimes on victims;  underreported crimes – some types of crimes e.g. sexual crimes, are still thought to be underreported in victim surveys due to people not wanting to talk to strangers about such an intimate, personal experience;  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 inadequate socialisation can be linked to crime. 8 Possible answers:  decline in the nuclear family – New Right sociologists claim that since the nuclear family has started to decline so socialisation in families has become less effective in terms of inculcating the necessary moral values and this has led to increases in crime;  single-parent families – Murray claims the lack of a male role model to discipline children has led to inadequate socialisation of boys in families and to increased levels of male crime;  decline in marriage – as cohabitation and other alternatives to marriage have become more normalised, some sociologists claim that socialisation has become inadequate as the family is seen to be less stable and certain – this leads to crime;  underclass values – Murray claims that the formation of the underclass who inadequately socialise their children to be work shy, feckless and welfare dependent has led to increases in crime as they desire material items but are unwilling to work to get them;  official crime statistics – these indicate high rates of offending from families with so-called ‘inadequate socialisation’ i.e. the poor and those from single parent families;  longitudinal studies – these typically show a link between poor parenting and/or children living in care (inadequate socialisation) and criminal offending;  Hirschi – functionalist Hirschi claims that offending occurs in those individuals who have weak bonds of attachment i.e. those who have been inadequately socialised;  illegitimate opportunity structure – Cloward and Ohlin - their research shows that crime flourishes in areas where it is normalised suggesting that the socialisation process is inadequate as it makes crime seem an acceptable ‘career’;  feral children – research indicates that children who are not adequately socialised can become feral and act in immoral ways such as committing crime;  any other reasonable response. 3(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 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 is policing biased? 15 Possible answers: Arguments for:  police discretion – the police can decide whether to arrest someone and what to charge them with. This is often based on stereotypical assumptions of who the criminal is (Cicourel, ‘Typical Delinquent’);  police targeting – the police have biased ideas about where crime will take place (urban, deprived areas) and deploy resources accordingly – this means the lower social classes are more likely to be caught committing crime than the higher classes;  stop and search rates – these are much higher for some social groups than others e.g. high rates for the young, the poor and ethnic minorities, showing how policing is biased;  type of crime – the police are subject to pressure to crack down on crime and get good clear up rates – this means they tend to focus their attention on the crimes that are relatively easy to solve, meaning business and white-collar crime is not particularly targeted – this of course demonstrates bias;  Marxism – the police are seen to be a tool for the ruling class, they ignore elite/state/corporate crimes and instead repress the working class into a state of submission and conformity – police are part of the repressive state apparatus and are therefore biased;  feminism – this theory says policing favours men over women when it comes to the extremely low arrest, investigation and conviction rates for sexual crimes e.g. rape, harassment;  chivalry factor – Pollak – this theory suggests that the police are biased in favour of females, believing them to be incapable of serious crime due to the long-standing stereotypes of passive femininity;  moral panics – the media sensationalises some crimes and creates folk devils of who the criminals are, e.g. young, black males – this diverts attention away from the real criminals (the upper class) and creates stereotypes for the public;  selective law enforcement – actions of the working class are criminalised and so the ruling class are less likely to have their criminal actions defined as such, e.g. the police focus on street crime rather than corporate crime and so are biased;  corporate crime - Tombs and Whyte – only 5% of workplace crimes involving breaking laws on safety at work that result in serious injury or death are investigated by the police. This compares to an investigation rate of over 90% for crimes involving serious injury outside of the workplace;  ethnicity – investigations into police racism and prejudice has shown that some ethnic minority groups are over-policed. This was demonstrated in the London riots of 2011 and in recent global BLM protests and examples of police brutality;  any other reasonable response. 3(e) Arguments against:  official crime statistics – the police simply act upon the information they are given by the official records which shows that some social groups e.g. the ruling class do not commit much crime (functionalism);  police wear body cameras/CCTV – surveillance is used to ensure the police act fairly and therefore prevents cases of bias;  police themselves are being prosecuted for wrongdoings – if members of the police commit crimes they are now arrested, charged and often prosecuted, showing that policing is not biased e.g. Sarah Everard murder case;  individuals not the institution – every profession will contain biased individuals, e.g. racists, but this does not mean that the police force itself as an institution is biased;  harm – white-collar crimes are less likely to cause harm to the victim and therefore it is only right that the police focus their attention on street crimes, this is what the public want as it’s a source of fear. This is not bias, it’s responding to public demand;  area – the police are not deliberately targeting certain areas, they are acting on information that tells them where crime is most likely to be committed – this, not selective law enforcement and bias, is why they are found in deprived rather than higher class areas;  ethnicity – the police have been accused of over-policing ethnic minorities however records and witness statements suggest that some ethnic minorities are more likely to be criminal therefore the police are simply doing their job e.g. focus on black knife crime in the UK;  corporate criminals – when information is forthcoming the police can and do investigate large corporations and powerful groups and ensure that the criminals are arrested and charged, e.g. 2022 members of the UK Conservative party charged with breaking Covid-19 rules;  social movements – the police back changes in society that see the focus of policing shifting e.g. #metoo saw the arrests of powerful male sex-crime perpetrators and demonstrates that policing is not biased;  regulation and the law – the police are agents for the law and ensure it is followed fairly; were they to police in an unfair way then they would be subject to arrest and prosecution themselves;  police personnel – the police have responded to criticisms of their actions by trying to ensure greater representation amongst their ranks from all social groups in order to create a fairer police force e.g. recruitment drives of ethnic minority and female police officers to remove bias;  any other reasonable response. 3(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

3 All societies try to control and prevent crime but self-report studies and official crime statistics show that crime is still a problem in society. Sociologists debate the factors that explain why crime is committed, such as ethnicity. Law enforcement agencies aim to make people conform. However, deviancy amplification still occurs. (a) What is meant by the term ‘self-report studies’? [2] (b) Describe two ways law enforcement agencies make people conform. [4] (c) Explain how deviancy amplification can occur. [6] (d) Explain why sociologists criticise the accuracy of official crime statistics. [8] (e) To what extent is ethnicity a factor in explaining why some people commit crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘self-report studies’? 2 One mark for partial definition e.g. asking about crime. Two marks for clear definition e.g. research that asks people what crimes or deviant acts they have committed. 3(b) Describe two ways law enforcement agencies make people conform. 4 Possible answers:  police – allowed to carry weapons and use force if necessary, in order to achieve conformity;  Marxism – repressive state apparatus – police are often used to control protests and demonstrations e.g. BLM/environmental protests and so achieve conformity;  surveillance – monitoring behaviour in order to ensure conformity e.g. CCTV, trackers, cyber-technology etc.;  police targeting – focusing on a particular group of people, believing them to be more criminal, in order to prevent crime and ensure people conform;  police presence – this can cause fear in people thus making them conform;  courts – sentence offenders based on their crime and send a clear message to others about what will happen if they break the law e.g. loss of liberty/a fine etc.;  deterrence – seeing a police officer often puts people off from committing a crime or long sentences from the courts reported in the media similarly deter offending;  zero tolerance – the police/the authorities/the courts can take action against even minor acts of deviance to send out the message that no criminal or deviant behaviour will be tolerated e.g. NYC/London riots – Wilson’s ‘broken windows’ ideas;  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 deviancy amplification can occur. 6 Possible answers:  master status – being negatively labelled can give someone a master status that overrides all others, e.g. criminal – this therefore leads to more deviance as it is how the labelled person perceives themselves and thus acts;  self-fulfilling prophecy – how people view themselves is largely derived from the view others have of them – this can cause individuals perceived as deviant to behave in this way;  public labelling – being labelled as deviant can lead to rejection, loss of family and friends and so encourage further deviance with similarly negatively labelled individuals;  deviant career – constant negative labelling may result in an individual’s self-identity changing, leading them to join an organised criminal group with shared norms and values that justify the deviant behaviour e.g. gangs – thus more deviancy occurs;  stigma – some social groups or individuals become so badly thought of by others that they become stigmatised (seen by others as different in a negative way) – this may then lead to anger and resentment by the stigmatised group and so more deviance occurs;  media stereotyping – the media stereotype certain social groups as deviant meaning society starts to think of and treat them warily – this may cause anger in the stereotyped groups that leads to deviance amplification;  moral panics – these create folk devils who may then be discriminated against in society meaning that deviance amplification is the inevitable end result as legitimate means for success start to become more difficult;  police targeting – the police believe some social groups to be more deviant than others and so target them – this can often lead to frustration and resistance in the targeted group which may lead to higher levels of deviance occurring e.g. Young’s ‘The Drug-Takers’;  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 sociologists criticise the accuracy of official crime 8 statistics. Possible answers:  hidden crimes – not all crimes are recognised as crimes and thus will never enter the official crime statistics e.g. many white-collar crimes – this decreases the accuracy;  reporting – a crime has to be reported to the police before it can reach the statistics, not all are e.g. a crime that involves family members/fear of repercussions etc which compromises the accuracy of the official crime statistics;  sexual crimes – feminists report that these are notoriously under-reported and thus the official picture is highly inaccurate (as proven by victim studies e.g. Walklate);  community distrust of the police – in some communities e.g. ethnic minorities, deprived estates, people do not trust the police and therefore are unlikely to report crimes to them meaning that crime statistics for these areas are unlikely to be accurate;  corporate crimes – these rarely reach the official crime statistics as they are committed by large, wealthy and powerful institutions who bypass the law through manipulation and corruption – hence compromising the accuracy of the statistics;  police recording of crimes – the police have the discretion to decide which crimes they record and who they arrest which means many reported crimes never make the official crime statistics = less accurate;  pressure on police – forces are often under pressure to achieve good clear-up rates so may use processes such as ‘coughing and cuffing’ to manipulate the figures = a less accurate picture of crime;  self-report studies – evidence from these shows that significant numbers of crimes are committed by women and members of the middle classes – this questions the accuracy of the official crime statistics;  victim surveys – these can uncover those unreported crimes and therefore allows sociologists to question the accuracy of the official statistics e.g. the CSEW/BCS/localised victim surveys e.g. Islington/Merseyside show different patterns of criminality and victimisation to the OCS;  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 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 is ethnicity a factor in explaining why some people 15 commit crime? Possible answers: Arguments for:  official crime statistics show that some minority ethnic groups seem to commit disproportionately more crime than the ethnic majority, implying that ethnicity is a factor in explaining crime;  prison statistics – ethnic minorities are incarcerated at a far greater rate than non-ethnic minorities which means they have been found guilty and convicted of crimes – this implies ethnicity is a factor to explain crime;  police figures – police in London claim that rates of street crime are much higher for young, male Afro-Caribbeans than from other ethnic groups, this implies that ethnicity is a factor to explain crime;  resistance to racism – research into ethnic deviant subcultures has revealed that much crime is committed as a response to living in a racist society e.g. urban riots, BLM protests and thus is a relevant factor;  racial discrimination – ethnic minorities may become disillusioned with racial discrimination and prejudice in society that effectively blocks their chances of legitimate success and thus they turn to crime instead – ethnicity is therefore a factor to explain crime;  marginalisation and relative deprivation – Lea and Young – where ethnic minority groups share the same values and aspirations as the rest of society but the normal routes to achieving these goals are blocked, e.g. success in education, alongside feelings of ‘not belonging’, their response may be crime = a relevant factor;  victim surveys – many of these reveal high numbers of crimes committed by ethnic minorities, suggesting ethnicity is a factor that explains crime;  any other reasonable response. Arguments against:  young people – most crime is committed by young people and ethnic minorities tend to have a higher proportion of young people than the majority group so more crime would be expected from them – age not ethnicity being the crucial factor;  policing practices – if the police target certain offences and/or areas and stop and search people from some ethnic groups more than others (as the evidence suggests) then it is to be expected that more crime in these ethnic groups would be uncovered – this does not show that ethnicity is a factor to explain crime;  police racism – institutional racism in the police force may explain why so many ethnic minorities are arrested, searched and convicted of crimes rather than ethnicity in itself being the causal factor;  masculinity – the pressure to be masculine (Messerschmidt) and/or to fulfil the breadwinner role means that gender may be a more relevant factor to explain crime than ethnicity;  age – the search for thrills and excitement may explain the large proportion of young offenders, perhaps being a better explanation for crime than solely ethnicity; 3(e)  social class – material deprivation and poverty may be the most likely explanations for crime, not ethnicity (more successful ethnic minority groups are not likely to be criminal) – Marxism;  cultural deprivation – a lifestyle that does not value law and order or working hard may encourage criminal and deviant behaviour – this may better explain crime than ethnicity e.g. inadequate socialisation;  intersectionality – it is likely that different factors combine to determine whether an individual commits crime, not just ethnicity – individuals are all likely to have different reasons, there is no one factor;  victim surveys that report that ‘most’ offenders are ethnic minority may be biased, people may be more likely to report crimes committed by ethnic minorities because of racial prejudice therefore ethnicity is not a relevant factor;  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. 3(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

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

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

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

3 Official crime statistics show how much crime has been committed in society. There are different explanations for why some social groups commit more crime than others. Masculinity is one sociological explanation. Informal and formal agencies of social control prevent deviant behaviour and can make individuals conform. Some sociologists argue that more rehabilitation is needed. (a) What is meant by the term ‘rehabilitation’? [2] (b) Describe two limitations of official crime statistics. [4] (c) Explain how informal agencies of social control can make individuals conform. [6] (d) Explain why community sentencing is an effective way of dealing with crime. [8] (e) To what extent is masculinity the best explanation for crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘rehabilitation’? 2 One mark for partial definition e.g. counselling services/addiction programmes/re–socialisation. Two marks for clear definition e.g. work or education to help offenders realise they were wrong to commit a crime/when offenders are encouraged to change their norms and values in order to conform to society’s expectations. 3(b) Describe two limitations of official crime statistics. 4 Possible answers: • dark figure of crime – sociological research demonstrates that there is a large figure of crime that is not officially known about and so does not feature in the OCS making this measure incomplete; • unreported crime – crimes not reported to the police will not feature in the OCS (e.g. a private affair, too embarrassed, afraid of repercussions etc.) making them inaccurate; • unrecorded crime – the police do not record all crimes reported to them and so these crimes do not appear in the OCS e.g. crime categorised as a family matter making them inaccurate; • victimless crimes – crimes without an obvious victim will not feature in the OCS e.g. drug taking, status crimes making them inaccurate; • white-collar crime – non-official measures of crime show that this type of crime is frequently not reported or recorded and so rarely appears in the OCS (Marxism) making them incomplete; • police discretion – police forces and officers often focus on different crimes to one another meaning that reliability may be low, e.g. one force cracks down on drug dealing and targets and prosecutes offenders whilst another targets and prosecutes shoplifting – there is thus little comparability; • institutional racism – stop and searches done by the police disproportionately feature ethnic minorities so the OCS are biased and ethnic minorities are thus over-represented in the OCS; • quantitative data – statistics are only numbers and therefore do not show reasons for crimes being committed or the impact upon victims they lack validity; • 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 informal agencies of social control can make individuals 6 conform. Possible answers: • personalisation – there is often a personal relationship between the individual and the informal agent that makes it more difficult to be deviant, e.g. family; • sanctions – negative comments, ridicule, disapproving looks etc. can all be used by informal agencies in order to discourage deviance; • rewards – praise, treats, presents etc. can all be used by the informal agencies in order to encourage conformity; • internalisation – the informal agencies aim to get individuals to internalise society’s accepted norms and values so that they self-regulate their thoughts and actions and thus become conformist, even when alone; • family use techniques such as canalisation and manipulation (Oakley feminism) to encourage gendered socialisation, norms and behaviour; • peers use techniques such as peer pressure in order to persuade individuals to conform to the peer group’s norms and values, e.g. gangs; • media use techniques such as imitation and role modelling to persuade individuals to act and think in a particular way, e.g. beauty standards and ideals; • education uses the hidden curriculum and hierarchies to encourage conformity, e.g. the gendered curriculum/hierarchy; • workplace uses fear of losing your job, social exclusion and alienation (Marxism) to keep the workforce passive and conformist to the ruling class elite; • religion uses narratives, rewards and sanctions to encourage conformity and to discourage deviance e.g. the belief in heaven and hell, religious teachings 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. 3(d) Explain why community sentencing is an effective way of dealing with 8 crime. Possible answers: • loss of personal freedom – taking away a person’s ability to control their own actions is seen as a punishment and thus the fear of losing this freedom means that most people conform to the rules or do not deviate enough to get community sentencing – deterrence; • tagging – monitoring an individual’s movements through electronic surveillance ensures that the offender cannot commit further crimes and therefore keeps the public safe; • curfews – imposing restrictions on an individual’s movements is a good way of preventing them from entering certain areas or going out at particular times, this can often prevent crimes happening; • community service – it makes offenders give something directly back to the community that they have committed crimes against and is therefore an effective way of trying to make amends; • skills building – community sentencing can often be a way for offenders to build their skill set and so improve self-confidence and self-motivation, e.g. through teamwork, communication skills, punctuality etc. – this will reduce future likelihood of offending; • sanctions – if the specific regulations and requirements of the community sentence are not followed then the offender will face further, more serious sanctions to ensure conformity – most offenders will therefore conform in order to avoid these; • job opportunities – much community sentencing involves offenders completing unpaid work; this may be painting, joinery, caring etc. and can often increase the networks needed to open up future employment possibilities – having a job is likely to reduce the chances of further re- offending; • humiliation/shame – it can often be a public punishment, e.g. offenders in public wearing a ‘uniform’ deters others/the offender from committing further crime and humiliates the offender; • rehabilitation – community sentencing makes offenders realise there are consequences for their actions, thus making it an effective way to deal with crime and prevent further re-offending; • fair system of punishment – the punishment fits the crime, i.e. if you vandalise a park you will be made to clean that park, this means offenders and others in the community can see a clear link between offending and punishment which is likely to prevent further 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. 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 is masculinity the best explanation for crime? 15 Possible answers: FOR: • asserting masculinity – men show they are men in different ways such as working hard and providing for their family but some may turn to crime to compensate for their inability to support a family as breadwinner (Mac an Ghaill, crisis in masculinity); • postmodernism – Katz, Lyng, edgework – adventurous and risk-taking behaviour, e.g. joy-riding, stealing, football hooliganism are ways a man’s masculinity may lead to crime; • aggression – assault, domestic violence etc. are ways some men show their masculinity and are all criminal/deviant; • doing masculinity – Messerschmidt – some males turn to crime if they are unable to demonstrate their masculinity through other, legitimate means; • white-collar crime – within their employment men are more likely to commit such crimes due to masculinity as the crime may be motivated by money or needing to fulfil the provider role for their family; • status frustration – Cohen – having a status as masculine is important to young males and if this status cannot be achieved legitimately, e.g. at school or work, then males may try to achieve it through crime instead; • gang crime – to be successful in a gang and climb the hierarchy gang members often need to prove their masculinity through initiation ceremonies and rites of passage – these are often criminal, e.g. assault; • Miller’s focal concerns – working class men – behaving in an overtly masculine way is seen as a norm for working class males and this culture often leads them into crime; • Hyper-masculinity – Sewell – a subculture of black masculinity provides peer support which makes up for the boys’ sense of rejection by their perhaps absent fathers, and for the sense of racism and injustice they feel from wider society which often results in criminal behaviour, e.g. resistance to authority/racism; • toxic masculinity – through media representations, the male gaze (Mulvey) – using maleness in a criminal way to assert authority and maintain power is seen to be legitimised; • masculine gender role strain theory – the strain for males to be masculine (avoiding emotions and vulnerability) can explain acts of criminal violence committed by males – this is often seen as the only way they can show hegemonic masculinity; • sexual crime – feminists claim that men use sexual crimes to reinforce and maintain their power in both private and public spheres and that their masculinity is central to this law-breaking behaviour – patriarchal terrorism; • any other reasonable response. AGAINST: • diversity – what it means to be masculine today has diversified and therefore masculinity per se cannot explain crime as it is not a universal concept, e.g. Connell marginalised/complicit masculinities; 3(e) • female crime – self report studies indicate that relatively large numbers of females commit crimes, despite often not appearing in the official crime statistics – this cannot be explained by masculinity; • Marxism – relative deprivation may be a more reasonable explanation for instrumental crime than masculinity; • racism – discrimination and racial injustice may be a more useful explanation for crime than masculinity and would perhaps help to explain the high conviction rates of young, black males; • postmodernism – crime is seen to be exciting and fun therefore when it is committed this is not about proving one’s masculinity but instead about enjoyment; • Matza drift theory – Matza explains why so many young people commit crimes (most of which do not appear in the official crime statistics) believing it is about experimentation and the transition into adulthood not masculinity; • labelling theory – Becker – crime may be better explained by labelling than masculinity, e.g. high stop and search rates for ethnic minorities, police stereotypes, police targeting etc.; • functionalism – crime is not caused by masculinity but by the need in society to deter others from crime through degradation ceremonies acting as a warning function to others; • inadequate socialisation – Murray, New Right – not being adequately socialised into society’s norms and values better explains crime than masculinity does, e.g. single parent families/the underclass; • changing male roles – males are no longer expected to be breadwinners and providers – many men are househusbands or have female partners who are the main breadwinner therefore committing crime to fulfil the masculine role no longer makes sense; • intersectionality – one factor alone, e.g. masculinity, can rarely explain why a crime has been committed – typically there are more complex factors at play than this; • 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. 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 Oct/Nov 2024

3 Sociologists use different measurements of crime. These measurements show that males commit more crime than females. There are many deterrents to crime. Sociologists debate whether formal or informal social control is more effective at preventing crime. (a) What is meant by the term ‘deterrent’? [2] (b) Describe two measurements of crime used by sociologists. [4] (c) Explain how stereotyping can affect policing. [6] (d) Explain why males commit more crime than females. [8] (e) To what extent is formal social control more effective than informal social control at preventing crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘deterrent’? 2 One mark for a partial definition e.g. put you off crime; Two marks for a clear definition e.g. when a punishment is intended to stop the offender or others from committing an offence. 3(b) Describe two measurements of crime used by sociologists. 4 Possible answers: • official statistics – crimes recorded by the police and processed through the criminal justice system; • court records – total number of convictions for different offences and records of the social characteristics of offenders; • self-report studies – research that asks people what crimes or deviant acts they have committed; • victim surveys – research that asks people what crimes they have been victims of e.g. Crime Survey of England and Wales; • local victim surveys – e.g. Islington survey – asking people what crimes they have been victims of but focusing only on a specified local area to understand the impact of crime there; • feminist victim surveys – e.g. Walklate’s research – asking women about what crimes they have been victims of, looking specifically at domestic and sexual crimes and the fear of crime, using a qualitative methodology; • 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 stereotyping can affect policing. 6 Possible answers: • moral panics – the stereotypes in moral panics affect policing as there is pressure from the public to crack down on certain crimes and criminals, e.g. Fawbert, ‘the hoodies’, Cohen ‘mods and rockers’; • police targeting – the police typically target areas where they believe crime to be found and these assumptions are typically based on stereotypes, often generated by the media e.g. inner-city areas, areas of deprivation etc.; 3(c) • stop and search rates – research shows that young black males are far more likely than any other social group to be stopped and searched by the police, showing that policing has been affected by ethnic stereotyping; • institutional racism – in the UK the McPherson Report and the Casey Report claimed that the police were racist and that racist labels and stereotypes affected every decision made; • distrust of the police – over-policing of certain areas and social groups based on negative stereotypes can result in entire communities forming a distrust of the police; • military policing – in areas stereotyped as ‘difficult’ the police will typically resort to military policing, often breeding further resentment and division; • white-collar crime – these rarely come to the attention of the police because the criminals are not negatively stereotyped and thus rarely fall under the police radar (Marxism); • police discretion – the police decide whether to arrest an individual and what to charge an offender with. Studies show this tends to be affected by stereotypes based on factors such as class, age, gender and ethnicity; • police cuffing – statistics can be manipulated by the police in order to create a good impression and make crimes ‘disappear’. This is most commonly done when the offender does not fit the typical offender stereotype (the crime may be downgraded or recorded as a false report); • police coughing – when an offender fits the stereotype of an offender the police often use pressure to improve their clear up rate e.g. encouraging the offender to admit to further crimes as well; • rioting – riots are often caused by resistance to alleged police unfairness based on stereotypes e.g. the London riots 2011 started because of allegations of police racism; • BLM – the political movement erupted due to accusations of police brutality and institutional racism, alleging the police operated using racial profiling and racist stereotypes and assumptions of offenders; • chivalry factor – Pollak – the police may not believe that a female could be a serious criminal as she does not fit the stereotype, therefore women are more likely to be released without charge or charged with a lesser offence; • double deviance – Heidensohn – studies show that when a woman has committed a heinous crime the police will be tougher on her than with more stereotypically feminine women e.g. Myra Hindley; • typical delinquent – Cicourel – this study shows that the police have a stereotypical image in their heads of who the offenders are most likely to be and that this affects their arrest rate and responses to crime, e.g. male, black, young, poor; • 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. 3(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. 3(d) Explain why males commit more crime than females. 8 Possible answers: • socialisation – Oakley – boys and girls are still socialised differently, leading males to be more aggressive and assertive and females to be more passive – it is not surprising then that males commit more crime; • social control – males are typically less controlled by parents and thus are more likely to be in the public spaces where crime can occur, compared to girls in their ‘bedroom culture’ (McRobbie); • opportunity – in a patriarchal world, males still have more opportunities to commit crime than females e.g. white-collar and corporate crime require individuals to be in the workplace – more likely to be males than females; • asserting masculinity – the need for males to ‘prove’ their hegemonic masculinity in an increasingly feminised world has led many sociologists to believe that crime is an extension of the quest for male dominance, e.g. violence, sexual assault, domestic abuse etc.; • risk-taking behaviour – postmodernists believe the normal behaviour of males is closely aligned to criminality and their love for adventure and risk often leads them to transgress (Edgework); • gang culture – gangs are male dominated and in many areas/countries are seen as a viable career for males – illegitimate opportunity structures (Cloward and Ohlin); • male role models – stars and celebrities that influence young males are often linked to drugs, violence, misogyny etc. and this can cause males to imitate their crimes; • status frustration – Cohen’s study showed that boys suffered from this with high rates of male unemployment and the decline of manual work, they turned to crime to compensate and gain status; • instrumental role – the stereotype still abounds that men should be the provider and breadwinner in the family – if they are unable to live up to the demands of this role they may turn to instrumental crime instead; • biology – boys are physically stronger and have more testosterone which many researchers believe leads to them being naturally more criminal than females; • educational qualifications – boys do less well at school than girls so are often unable to access the top jobs with high pay and so turn to crime to compensate; • any other reasonable response. Band 0 [0 marks] No creditworthy response. 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 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. 3(e) To what extent is formal social control more effective than informal 15 social control at preventing crime? Possible answers: FOR • police – power of arrest, deterrence, patrols etc. all effectively control individuals and society in order to make us conform to the rules and so prevent crime; • prison – individuals lose their liberty and have severe restrictions on freedom in order to ensure compliance through the ‘fear factor’ that prevents crime; • government – they set the laws and give authority to the formal agents that makes us conform – these legally approved powers are highly effective e.g. pandemic restrictions; • armed forces – they use force and weapons in order to make us conform to the laws and so prevent crime, they are also often brought in to support the police in times of anomie e.g. riots, social unrest etc.; • courts – their power of sentencing means they can control and change our lives thus making us conform and not commit crime; • school sanctions – Marxists see schools as micro versions of society therefore the formal sanctions used to control indoctrinate us for when we leave school and so prevent crime; • workplace sanctions – the fear of losing our jobs or being demoted makes us conform to the system and not commit workplace crime e.g. stealing from shops, white-collar crime etc.; • segregation – deviants are increasingly removed from the community on order to prevent crime e.g. detention centres, isolation units, prisons etc.; • surveillance – our behaviour is closely monitored daily to increase public safety and to prevent crime; • medical interventions – the state is increasingly allowed to intervene in 3(e) human lives in order to prevent crime e.g. sectioning patients, castration, medication etc.; • capital and corporal punishment – the fear of losing your life or being beaten is used in many countries to prevent crime, serving as a warning function to society (functionalism); • religious laws – e.g. Shariah law – sometimes religion becomes a formal part of the law and thus is central in preventing crime; • authority and power – all of the formal methods of social control are backed by the law and thus have more authority than informal methods – this may well make them more effective at preventing crime; • any other reasonable response. AGAINST: • primary socialisation – functionalists believe that the best way to prevent crime is through effective socialisation in the nuclear family therefore informal methods are more effective than formal; • New Right – Murray believes that crime is caused through underclass values and a lack of discipline in society, stigmatising lone parents and their children and ensuring father figures are present to discipline children is how crime is prevented i.e. informally; • education – the hidden curriculum is seen by Marxists as a key method of control as it is crucial for ensuring social conformity and therefore preventing crime; • media – reporting criminal behaviour in the media informs people about behaviour that will be punished and reinforces shared norms and values – this is far more effective at preventing crime than formal methods; • religion – religious norms and values outlaw crime and thus is a very effective way to prevent crime e.g. The Ten Commandments; • peers – young people are heavily influenced by peer pressure therefore positive peer groups are the best way to prevent crime from happening e.g. pro-school subcultures; • role models – young people are fully immersed in digital and social media (postmodernism) and are heavily influenced by celebrities and influencers– using such figures to prevent crime will be far more effective than using formal methods; • recidivism – the high rates of re-offending in most societies show that formal methods do not prevent crime; • preventative rather than reactive – schemes that prevent crime from happening can only be effective if they are informal as the formal agents and methods do not really take place unless criminal behaviour has already occurred; • personal relationships – feelings of guilt and not wanting to let someone down (informal) are thought by many to be far more effective at preventing crime than the impersonal measures used by formal agents; • community/youth schemes and interventions – these informal methods are favoured by many sociologists as the best way to prevent crime – through raising young people’s self-esteem, giving them a positive focus (e.g. sport) and a sense of belonging; • any other reasonable response. 3(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 Oct/Nov 2024

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) police targeting [2] (ii) retribution. [2] (b) State two agencies of formal social control. [2] (c) Describe three examples of global crime. [6] (d) Explain three limitations of the Marxist view of crime. [6] (e) Discuss the view that punishment reduces crime. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that victim surveys are the best way to measure 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 police targeting. 2 Award one mark for a partial definition, e.g. stop and search. Award two marks for a clear definition, e.g. when the police focus on a particular group of people, believing that they are more likely to be involved in criminal behaviour than others. 3(a)(ii) Define the term retribution. 2 Award one mark for a partial definition, e.g. taking revenge. Award two marks for a clear definition, e.g. punishments intended as a means of revenge for wrong doing. 3(b) Give two agencies of formal social control. 2 Award one mark for each correct agency (up to a maximum of two). Possible responses: • police; • courts/judiciary/judge/magistrate; • armed forces; • government; • penal system/prison; • any other reasonable response. 3(c) Describe three examples of global 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: • illegal trade by international criminal organisations – drugs and weapon dealing; • people trafficking – the moving and selling of people from low-income countries to wealthier countries for asylum or for work; • sex trafficking – the moving and selling of people, usually females, from low-income countries to wealthier ones for sex work; • selling body organs – the global transportation of human body parts from low-income countries to wealthier ones; • global financial crime – money earned illegally is laundered through legitimate businesses and banks, erasing all traces of the original criminality as the money is moved and ‘cleaned’; • organised global gangs – widespread criminal involvement in organised violent crime from groups such as the Mafia in Italy, the Triads of Hong Kong and the Yakuza of Japan; • animal trafficking – the global trade in protected species of animals and their body parts, e.g. elephant tusks; • green crime – for example deforestation and illegal logging by Western companies in the Amazon rainforest for financial gain and profit; • cybercrime – new technologies and the internet allow digital crime to be committed on a global scale, for example drug trafficking, the dark web, internet scams, hacking, cyberterrorism, cyberbullying etc.; • terrorism – acts of terror typically impact globally, e.g. Neo-Nazi global groups, ISIS global groups etc.; • any other reasonable response. 3(d) Explain three limitations of the Marxist 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: • laws – some laws are clearly in everyone’s interest, not just the ruling class, e.g. murder, theft etc., which contradicts the Marxists view that laws act in the interests of the ruling class; • capitalism – Marxists see this system as criminogenic but crime still exists in non-capitalist societies as well as some capitalist societies, such as Switzerland, having very low levels of crime; • social class – Marxists say that it is social class inequalities that cause crime, however this ignores equally important social factors such as age, gender and ethnicity as well as the intersection of these social factors as causes for crime; • reality of crime – the Marxist view portrays the working class as victims of their circumstances but this has been criticised for ignoring the reality of crimes committed by working class offenders and the harm caused by them to victims. Left Realists such as Young discuss the real problem of working class crime; • selective law enforcement – increasingly white-collar and corporate crimes are being prosecuted and lengthy sentences handed out, challenging the Marxist view; • feminism – too much emphasis on social class meaning that issues involving gender are ignored; • any other reasonable response. 3(e) Discuss the view that punishment reduces crime. 8 Use Table A to mark answers to this question. Possible responses: • deterrence – putting people off committing crime and stopping offenders from re-offending is a key aim of punishment; this is done through making them aware of the consequences of crime e.g. loss of freedom, through harsh sentencing etc.; • retribution – making the punishment fit the crime and so executing justice is a key aim for punishment; this makes the offender suffer for what they have done, e.g. ‘an eye for an eye’ and the fear of this kind of punishment will reduce offending and so reduce crime; • incapacitation – preventing the offender from committing more crimes is a key aim of punishment, e.g. imprisonment, banning them from an area, giving them a curfew etc. The death penalty is the most extreme form of incapacitation. All of these measures will reduce crime; • rehabilitation – aims to prevent the offender from committing further crimes by changing their attitudes and behaviour e.g. opportunities for education, training and counselling inside prisons that make employment more likely on release. This will result in long-term reductions in crime; • restorative justice – a form of rehabilitation that involves meetings between the offender and their victim so the offender can be made aware of the impact of their crime on the victim. This has proven successful in reducing reoffending rates as the offender realises the consequences of their actions and so does not reoffend (this reduces crime); • protection of citizens – making society safer and thus protecting citizens from harm is a key aim for any punishment. Increasing surveillance, e.g. CCTV or digital tracking, protects citizens and makes it harder to get away with the crime. This reduces the likelihood of crime occurring in these areas/to these individuals; • informal methods – all informal agencies of social control operate under the understanding that by using negative sanctions bad behaviour will decrease. So, for example, being shunned by the family or peer group due to one’s criminality is an unpleasant thought and is therefore likely to reduce crime from occurring; • any other reasonable response. 3(f) Evaluate the view that victim surveys are the best way to measure 14 crime. Use Table B to mark answers to this question. Possible responses for: • unreported crime – they show crimes that have not been reported to or recorded by the police, so revealing more of the dark figure of crime; • trends – they can reveal more accurate patterns and trends in crime and victimisation than the official crime statistics; • accurate picture – because victims are unlikely to have a vested interest in talking about crime, they are likely to show the most accurate picture of crime available to sociologists; • up to date and regular – victim surveys ask people about the crimes they have been a victim of in the past year thus the picture provided is up to date and regularly revisited, allowing for changes to be seen; • national – some victim surveys are large-scale and carried out at a national level, e.g. the CSEW, this allows for a full picture of crime to be created that is representative of a country and so can be generalised from; • local – some victim surveys are carried out at a local level e.g. Islington Survey, this allows an in-depth picture of crime in a local area to be discovered and local concerns can then be addressed through crime prevention strategies; • misconceptions – another strength of victim surveys is that they can reveal misconceptions about crime, often created through sensationalist media reporting, e.g. Lahore 2017 – this victim survey revealed that despite residents’ fears over crime in their city, they were actually less likely to be victims of crime than people living in other comparable global cities; • feminist – sexual crimes and domestic abuse can be the focus of victim surveys and can reveal the extent of crime against women and children, a notoriously under-reported and recorded area of crime; • any other reasonable response. Possible responses against: • lack of validity – some crimes, e.g. sexual crimes, may still be under- reported in victim surveys due to feelings of shame and embarrassment therefore the picture is still not accurate; • lie/exaggerate – there is no way of checking the validity of what respondents say in a victim survey as it is not based on official records therefore the picture created may be very invalid; • memory – victim surveys rely on what a respondent can remember about the last year and therefore are often inaccurate due to forgetting when a crime occurred/miscalculating/over-estimating etc.; • victimless crimes – victim surveys cannot uncover information about victimless crimes, e.g. drug use, therefore there are gaps in the data; • children – victim surveys often do not include those under the age of 16 in their findings therefore crimes against children (a vulnerable group) are frequently not included which leaves a big gap in the data; 3(f) • awareness of crime – not everyone is aware that they have been a victim of crime and therefore they will not report this crime in their responses, e.g. victims of fraud, hacking, identity theft etc. are often unaware that they have been a victim; • local/feminist surveys – these often use a small sample in a local area and therefore cannot claim to be as representative as the official crime statistics. This means they cannot be generalised from; • any other reasonable response.

This question in 0495/23 May/June 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