How do we learn our identity? 2.1.1 (a). Society as a product of social construction — Paper 2 — IGCSE Sociology 0495 topical questions

Question 1

The empty-nest family is now a common family form in modern industrial societies, although with high levels of poverty and unemployment thi…

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Question Answer Marks The empty-nest family is now a common family form in modern industrial societies, although with high levels of poverty and unemployment this is not the case for every family. There are many types of family that exist today, but some sociologists believe that it is the nuclear family that is most beneficial for both individuals and society. 1(a) What is meant by the term ‘empty-nest family’? 2 One mark for partial definition, e.g. just parents at home. Two marks for clear definition, e.g. parents living at home together after their children have left home and moved out. 1(b) Describe two alternatives to marriage. 4 Possible answers: • cohabitation – living together without being married; • singlehood – choosing to remain single; • civil partnerships; • communal living i.e. on a commune living apart together • 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 feminism has changed family roles. 6 Candidates may refer to the role of women in the family, the role of men and the role of children in their responses. Possible answers: • fall in the marriage rate – Feminists believe this may be due to women realising marriage is a patriarchal institution and not wanting this conjugal role; • increase in the divorce rate – if women are not happy in their marriage then they can leave, meaning a change in role; • lone parent families have become more commonplace and acceptable, meaning lone parenthood is a viable option for women today, changing their family role; • shared conjugal roles – men and women have a more equitable partnership within the house; • dual worker families – women today are often encouraged to work in paid employment and therefore this is a typical role for them in many families; 1(c) • househusbands – in some families women are the breadwinners and the men perform the domestic duties – changing traditional roles; • children have a more democratic position in the family today and are able to make decisions and have a voice, their role has changed considerably; • 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 feminism has changed family roles and may talk about e.g. ‘families being more equal’. 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 feminism has changed family roles. Sociological terms and concepts should be expected e.g. ‘Feminism has given women greater power and authority in all walks of life and this has translated into changes in the roles they typically play in the family. For example, many women are dual workers and some are breadwinners for the family.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 1(d) Explain why some sociologists believe that children are best raised in 8 nuclear families. Candidates may engage theoretically with the work of Functionalist and/or New Right sociologists. Possible answers: • functionalists see the nuclear family as the cornerstone of society, providing essential functions for its members i.e. socialisation and social control; • The New Right argue that family types other than the nuclear are not capable of fulfilling the essential functions; • fatherless families are seen by some sociologists to be bad for children as they lack the discipline and role modelling of a father figure; • women going out to work has been argued by some to be a negative feature as it removes women from their 'natural' nurturing role and reduces their ability to engage in primary socialisation; • a stable mother and father family structure allows children to be well brought up and to replicate this model themselves as adults; • other reasonable response. 1(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why children are best raised in nuclear families. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘mum can look after them’ 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 children are best raised in nuclear families. Responses may be underdeveloped and lacking in range. e.g. ‘Children are best brought up in nuclear families because all the essential functions can then be performed.’ ‘The nuclear family socialises the children effectively and ensures they learn society's norms and values’ 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 children are best raised in nuclear families and will be well developed and explained. e.g. ‘Functionalists believe that it is only the nuclear family that can effective it provide the family's essential functions and thus bring children up to be fully functioning, moral adults. The New Right think that alternatives to the nuclear family are damaging to society and are leading to manifold social problems such as crime, teenage pregnancy and welfare dependency’. 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 does social class affect family life? 15 Candidates may discuss the effects of social class generally on family life or may focus on one specific social class in order to generate their points. Depending on the social class being referred to will determine whether they believe the effects are positive or negative. Possible answers: For: • extended families are most likely to be found amongst the working class; • smaller family sizes are more likely the higher your social class; • those from a higher social class will have more economic capital (money) therefore are able to do more trips and visits and buy more material possessions for the children; • cultural capital is affected by social class and so means that experiences in the family will be very different i.e. visits to libraries, museums, the theatre etc.; • in the higher social classes more equal conjugal roles are likely to be found between men and women; • financial issues in the lower social classes, may lead to arguments and stress in the family thus negatively affecting family life; • other reasonable response. Against: • ethnicity is more influential than social class in terms of affecting family life; • gender is more influential than social class in terms of affecting family life; • the type of family that the children are raised in is more influential than social class; • families cannot be generalised, individual choices and diversity will mean family life is very different for everyone – regardless of social class; • social class is not the only variable in a family – the structure, conjugal roles etc. make one working class family very different to another; • feminism means that equality for women transcends class lines; age of parents is more influential than social class; • religious background may be more influential than social class; • postmodernist view that social factors such as social class no longer affect family life i.e. blurring class lines; • other reasonable response 1(e) Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which social class affects family life. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. E.g. Working class families don't have much money. Higher class families do lots of trips to the theatre. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. social class refers to how much money and status a person has, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which social class affects family life. 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. Children from higher class families have more opportunities to travel and to visit places than others. Working class families are often extended in structure so there is lots of family support available 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 social class affects family life. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. despite social class being influential on family life in terms of the gendered division of labour, the age of the parents is just as important in determining the roles that family members play. 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 social class affects family life. 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. 1(e) Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of social class affecting the family, citing some of the examples given.

Question 2

Families are becoming increasingly diverse, for some even monogamy is not the norm. Other changes are also happening within the family, for…

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Question Answer Marks Families are becoming increasingly diverse, for some even monogamy is not the norm. Other changes are also happening within the family, for example an increase in symmetry. However, some sociologists still argue that the nuclear family form is the most common today. 1(a) What is meant by the term ‘monogamy’? 2 One mark for partial definition, e.g. being faithful. Two marks for clear definition, e.g. being married to one person at a time. 1(b) Describe two examples of symmetry in the family. 4 Possible answers: • shared/joint conjugal roles; • equal power relations between each partner e.g. joint decision making; • a democratic relationship between adults and children; both partners being employed in paid work; • both partners taking an equal role in domestic work; both partners taking an equal role in childcare; • legal and employment changes allow for symmetry in the family; joint ownership e.g. of the house/car etc.; • influences of feminism e.g. the unacceptability of domestic violence; 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 industrialisation affects family life. 6 Possible answers: • growth of nuclear families; decline of the extended family; • other institutions perform the functions once performed by the family; • geographically mobile families may mean less day to day contact with extended kin; • growth of the modified extended family; • both partners engage in paid work outside the home; • change to symmetrical role structure – things become more joint; other reasonable response. Some candidates may reference urbanisation in their responses – this should be credited. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how industrialisation affects family life and may talk about e.g. ‘working in the city’. 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 industrialisation affects family life. Sociological terms and concepts should be expected e.g. ‘Industrialisation results in families having to live apart from one another as they have to be geographically mobile in order to look for work.’ 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 there are so many alternatives to marriage in 8 modern industrial societies. Possible answers: • secularisation means that religious ceremonies i.e. marriage are less valued and expected than they used to be; • homosexuality is more common and accepted and therefore alternatives to traditional marriage need to be found i.e. civil partnerships; • cohabitation is seen by many as the norm – for some this is a pre-cursor to marriage, for others it is a lifetime relationship of choice; • singlehood is a viable option for individuals today and is no longer stigmatised. Women can now financially provide for themselves and no longer need a man; • changing norms, values and attitudes means that marriage is a choice not a necessity; • rising divorce rates put many people off getting married; • single parent families are on the rise, either as a result of never being married or from a relationship breakdown; • marriage today is expensive and for many people it is not seen to be worth the money; • many people no longer see marriage as being for life therefore alternatives become more appealing; other reasonable response. Candidates may refer to localised examples in their response, these are fine to credit. The key factor is that candidates are demonstrating awareness of why marriage is not the only option for adults in modern industrial societies. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why there are so many alternatives to marriage today. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘marriage is expensive today’ 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 there are so many alternatives to marriage today. Responses may be underdeveloped and lacking in range. e.g. ‘Marriage rates are falling because divorce rates are so high and these deter people from marriage.’ 'Relationships today are far more diverse than in the past i.e. homosexuality, therefore alternatives to marriage are needed’ 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 there are so many alternatives to marriage today and will be well developed and explained. e.g. ‘Marriage rates are in decline due largely to people living in secular societies. This means the sanctity of marriage is less valued than it used to be and people are choosing instead to cohabit or to live alone. This is no longer stigmatised and thus is a viable option for individuals’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is the nuclear family the norm today? 15 Possible answers: For: • urbanisation means that families need to be small in order to be geographically mobile i.e. nuclear; • as feminism has led to working women being the norm so family size has had to shrink in order to facilitate this process; • contraception is now widely available giving individuals the opportunities to control the size of their family and to keep it small if they wish to; • functionalists and the New Right believe that the nuclear family is the best structure to perform the essential functions; • symmetry within families is now far more expected and this lends itself best to the nuclear family structure; • financial pressures mean that large families are no longer viable in a lot of communities and societies (children as an economic cost); • it is no longer essential to have children to look after you when you are older due to other institutions also performing the essential functions, meaning that large families are no longer necessary; • other reasonable response. Against: • in some cultures and ethnic groups, extended families are still the norm e.g. South Asian; • there is greater diversity today in the type of family that people choose to be part of, meaning that nuclear families are just one of many possible options; • growth of the single parent family; • increasing numbers of people choosing to live alone or to live with a partner but to have no children – children are now a lifestyle choice; • high levels of divorce rates means that blended and reconstituted families of all types and structures are increasingly commonplace; • alternatives to the family such as communes and friendship groups mean that the nuclear family may not be the norm in society; 1(e) • homosexual relationships are more accepted and commonplace and yet do not fit many sociologists definitions of a nuclear family, even if the couple are married and have dependent children; • increasing levels of cohabitation in society; • changing social attitudes to what we mean by a family leads to the decline of the nuclear family and the rise of other family forms – these may be caused by secularisation in society; • other reasonable response. Candidates may look at family structure and types in a generic way or may focus on a more localised picture. 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 nuclear family is the norm today. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. typical families are small today. Contraception means people can control the size of their family. 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 nuclear family is an adult man and an adult woman who are married or cohabiting with dependent children, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the nuclear family is the norm today. 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. Families need to be geographically mobile today and so the nuclear family is best. Children are seen as an economic burden and so most people do not have many when they get married 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. 1(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which the nuclear family is the norm today. 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 many people choosing to live in nuclear families this depends upon the culture and ethnic group of the individual concerned. Or increased rates of divorce, homosexuality, singlehood and the formation of reconstituted families means that traditional family structures such as the nuclear family have had to change. 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 nuclear family is the norm today. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the nuclear family is the norm today, citing some of the examples given.

Question 3

Students today are taught in a diverse range of schools and may study traditional academic subjects as well as vocationalism. Some sociolog…

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2(a) What is meant by the term ‘vocationalism’? 2 One mark for partial definition, e.g. learning about work. Two marks for clear definition, e.g. a type of education that prepares people for work and/or trains them for specific careers. 2(b) Describe two ways that teacher labelling can affect a student's 4 educational achievement. Possible answers: • negatively i.e. the self-fulfilling prophecy; • labelling may lead to the student being placed in a lower/higher set or stream; • positively i.e. the halo effect or self-negating prophecy; • labelling may lead to the formation of a pro-school subculture; • labelling may lead to the formation of an anti-school subculture; • labelling may lead to the student socialising with a particular peer group; • labelling can lead to a master status for the student as a low/high achiever; • labelling may lead to teachers stereotyping groups of students negatively or positively e.g. ethnic minorities/gender/social class; • labelling may lead to worse results for the student; • labelling may lead to better results for the student; • 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 the differences in language at home and at school 6 can affect educational achievement. Possible answers: • the language used in school is likely to be the official/formal language of the country whereas that used at home may be more informal – this may cause a culture clash; • ethnic minorities may not have the language of the school as their first language and thus find it hard to engage with the school curriculum and to access assessments and examinations; • the language used in schools is likely to be the elaborate code which may favour middle class students rather than lower class students who are more likely to use the restricted code; • using the same language at home as that used in school is likely to be beneficial in terms of a student's educational achievement; • bilingualism can have a positive effect on educational achievement due to the ability to code switch easily; • language use is part of cultural capital – the more of this a student has the better they are likely to do in terms of achievement; • the prevalence and increased usage of text language may affect educational achievement; • other reasonable response. Candidates may refer to the use of a different language to that used at school or to language codes in their answer. Alternatively a combination of them both may be discussed. Candidates may choose to focus their answers around issues or ethnicity, social class or gender or a combination of these factors. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how language used at home and school can influence educational achievement and may talk about e.g. ‘ethnic minorities speaking a different language’. 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 the language used at school and home can influence educational achievement. Sociological terms and concepts should be expected e.g. ‘Schools are commonly thought to be middle class institutions where the elaborate code is used. Those students who also use this code at home have an advantage when it comes to school life and thus are likely to do better than those who are used to the restricted code being used at home.’ 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 schools are an important part of secondary 8 socialisation. Possible answers: • informal education outside of the classroom takes place at school e.g. children learning the importance of punctuality or following instructions; • schools teach children social expectations – what is expected of them in society and the consequences of not conforming; • schools use formal and informal methods of social control via positive and negative sanctions to reinforce social norms and values with children; • Marxists believe that a particular world view is disseminated through schools that enables the powerful to justify and maintain their position in society; • functionalists believe that the teaching of shared norms and values promotes social cohesion; • the hidden curriculum teaches students their place in society and what is expected of them; • feminists believe that schools socialise children into a set of patriarchal norms, values and expectations; • peer groups within schools are an important part of secondary socialisation e.g. youth culture, fitting in, peer pressure, communication etc; • other reasonable response. Candidates may approach the question theoretically i.e. by referencing Marxism and/or feminism and/or functionalism or in a more general way using concepts and/or examples as evidence. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why schools are thought to be an important part of secondary socialisation. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘they teach children how to behave’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 2(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why schools are thought to be an important part of secondary socialisation. Responses may be underdeveloped and lacking in range. e.g. ‘The informal education learnt in schools teaches students what is expected of them in society and their social status' 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 schools are thought to be an important part of secondary socialisation and will be well developed and explained. e.g. ‘Theorists have very different views on the role schools play in the socialisation process. Marxists believe that through the hidden curriculum upper class values and privileges are maintained as children effectively learn their place. Functionalists believe norms and values are learnt, ensuring the smooth running of society. Whilst feminists think that schools are another institution that works to ensure the continuation of male power and privilege’. 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 is social mobility affected by the type of school 15 an individual attends? Possible answers: For: • the upper classes have typically attended elite private schools allowing them access to the top universities; • single sex schools often get good examination results which can lead to positions of power and privilege in society; • private schools are dominated by those in positions of power and attendance at this type of school allows these privileged positions to be maintained; • private schools encourage the continuation of the old boys network meaning that certain types of people continue to occupy the high status positions in society; • private schools provide individuals with cultural capital, thus giving them huge benefits in society and allowing them to access and maintain their privileged positions; • comprehensive schools are equally open to all therefore allowing opportunities for social mobility; • the hidden curriculum in schools encourages students to accept their position in society and to maintain the status quo (Marxism); • some schools offer compensatory education which can positively affect social mobility; • other reasonable response. 2(e) Against: • functionalists believe that the education system is meritocratic and that anyone who works hard will be successful in the qualifications they gain and the position they achieve in society; • feminists believe that it is the patriarchy in the education system that determines a person's position on the social ladder, not the school they attend; • people can be successful in society regardless of the type of school attended; • not everybody who attends private school are from the upper classes, scholarships and bursaries exist to support all students in the pursuit of educational success encouraging and allowing social mobility; • setting and streaming may be more influential for opportunities of social mobility than the type of school attended; • teacher labelling and stereotyping may be more important in determining social mobility opportunities than the type of school attended; • the peer group a person belongs to is thought to play a huge part in determining their level of achievement in education and thus their social position in society; • the comprehensive system encourages students of all social backgrounds to mix and study together, decreasing rigid class-based social stratification and allowing for social mobility; • other reasonable response. Candidates should consider how positions in society are affected by the type of school an individual attends. This should then be evaluated by consideration of the idea that the type of school attended has no bearing upon social mobility. It is likely that social class will be discussed in candidates' answers. 2(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which social mobility is affected by the type of school an individual attends. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. 'Going to the top schools gets you the top jobs'. ‘you need to earn a lot of money to afford private education'. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. social mobility is where people can move up or down the social ladder, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which social mobility is affected by the type of school an individual attends. 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. 'Going to private school means you can make contacts that help you be successful in society too. 'If you go to a top public school like Eton you are likely to also go to a top University' 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 social mobility is affected by the type of school an individual attends. 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 fact that those with the most powerful positions in society have typically attended exclusive private schools, living in a meritocracy means that anyone can be successful'. 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. 2(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which social mobility is affected by the type of school an individual attends. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of social mobility and types of schools, citing some of the examples given.

Question 4

Sociologists debate the functions that families perform today. Diversity in family types, such as the growth of the boomerang family, have …

Accepted Answer

Question Answer Marks Sociologists debate the functions that families perform today. Diversity in family types, such as the growth of the boomerang family, have affected the functions that families perform. Social class and ethnicity also affect family life. 1(a) What is meant by the term ‘boomerang family’? 2 One mark for partial definition, adult children and parents. Two marks for clear definition, a family where adult children have left home but then return. 1(b) Describe two ways ethnicity can affect family life. 4 Possible answers: • extended families may be more common in Asian families; • single parent/matrifocal families may be more common in Afro Caribbean families; • traditional gender roles in the family may be more likely in some ethnicities; • arranged marriages may be associated with some ethnic groups more than others; • other reasonable response. Candidates may consider the structure of the family, family roles or family relationships within their answer. All are fine to credit. 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 trends in marriage have changed over time. 6 Possible answers: • a general fall in the number of marriages; • rise in second and subsequent marriages; • a rise in the divorce rate; • a rise in the number of people choosing to cohabit rather than marry; • a rise in the number of people choosing not to marry; • a growing proportion of marriages are now remarriages; same sex marriage became legalised and has grown; growth in civil partnerships; • growth in conversions from civil partnerships to same sex marriages; other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the concept of marriage trends and may talk about ‘a lot of people get divorced’. 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 trends in marriage have changed over time. Sociological terms and concepts should be expected ‘as expectations of marriage get higher so the number of marriages fall. Changing gender roles and aspirations of women means that they no longer rely on a man for financial support and thus have less need to marry.’ 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 feminists believe marriage benefits males more than 8 females. Possible answers: • gender roles in marriage may be segregated meaning that males and females have very different roles to play; • males may have more power and control within the marriage than females – patriarchy; • females may be more likely to stay at home and perform the domestic caring role which limits their employment options outside of the home; • domestic roles are perceived to be of less importance than employment roles meaning that there may be a disparity in the power relations within the marriage; • marriage is thought by some to be a patriarchal institution; • marriage can sometimes lead to issues of domestic violence and abuse; • some marriages may be arranged/forced; • women may suffer from a dual or a triple burden within marriage; female role as carer is low status, long hours and unpaid – patriarchy; other reasonable response. Candidates may look at issues such as emotions, paid work, domestic work, childcare and power in their responses. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why feminists believe marriage benefits males more than females. A tendency to description is likely. Responses may be short and undeveloped, ‘women do more housework’ 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 feminists believe marriage benefits males more than females. Responses may be underdeveloped and lacking in range. ‘Women may find themselves working in paid employment as well as being responsible for domestic work.’ ‘Men continue to make the more important decisions in the household e.g. finances’ 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. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why feminists believe marriage benefits males more than females and will be well developed and explained. ‘Many think that marriage is still a patriarchal institution that does not give women the same opportunities and roles as men. Even when both perform different roles in the household, there is typically more prestige attached to the roles performed by men’. 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 has the family in modern industrial societies lost its 15 essential functions? Possible answers: For: • nuclear families are less likely to successfully perform essential functions than extended families according to writers such as Leach who feels the nuclear family is under great levels of stress and conflict; • families may be seen as dysfunctional due to the extent of violence and abuse e.g. the dark side of the family; • the New Right believe modern day families are unable to successfully perform family functions due to the decline of two parent families and women going out to work; • feminists believe that the family is patriarchal and so is not functional for women; • other institutions such as schools, hospitals, welfare state and child minders may now perform many of the functions that were once the domain of the family; • other reasonable response. Against: • reproduction – societies need new generations of children to survive therefore having children within a committed relationship is encouraged; • socialisation – children need to learn society's norms and values and the family transmits these between generations; • social control – sanctions are used to ensure that children conform to recognised norms and values of society; • care of children – families nurture and look after children; • regulation of sexual behaviour – families reinforce rules about acceptable sexual behaviour; • other reasonable response. Candidates should show awareness of the different functions that the family is thought to perform and of the ways that these are being taken over by other institutions and are changing. A discussion focusing on the dysfunctional nature of some families may also be seen. 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 family in MIS's has lost its essential functions. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Families don't always work as they should do. Schools perform a lot of the functions that families used 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, functions are the things that the family does, in the question. 1(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the family in MIS's has lost its essential functions. 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 Other institutions have taken over many of the functions once performed by the family. With men and women both now typically working, families have less time to focus on essential functions than they did previously 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 family in MIS's has lost its essential functions. 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 other institutions performing many functions e.g. the welfare state helping out financially, the family is still central to the socialisation and social control processes. Or increased rates of divorce, remarriage and the formation of reconstituted families means that how families carry out the essential functions have had to change. 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 family in MIS's has lost its essential functions. 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 losing and changing family functions, citing some of the examples given.

Question 5

Family life today is characterised by diversity. Many different types of family now exist, including the cereal packet family. Sociologists…

Accepted Answer

Question Answer Marks 1 Family life today is characterised by diversity. Many different types of family now exist, including the cereal packet family. Sociologists do not always agree, on how positive family life actually is for all of its members. 1(a) What is meant by the term ‘cereal packet family’? 2 The stereotypical nuclear family with traditional gender roles, often shown in TV advertisements. One mark for partial definition, e.g. nuclear family. Two marks for clear definition, e.g. mother, father and children with traditional gender roles. 1(b) Describe two types of marriage. 4 Candidates will be expected to describe two types of marriage. Possible answers: • Monogamy – being married to one person at a time. • Polygamy – being married to more than one person at the same time. • Serial monogamy – when someone has more than one marriage partner during their life, but only one at a time. • Polygyny – when a man has more than one wife at the same time. • Polyandry – when a woman has more than one husband at the same time. • Empty shell marriage – a married couple continue to live together but without love or affection. • Arranged marriage – a marriage which is arranged by the parents of the marriage partners/a union between two families. • Forced marriage – a marriage in which one or more of the partners is married without his/her consent. • Same sex marriage – a marriage between two people of the same sex, now legal in many countries. • 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). 1(c) Explain how secularisation has affected family life. 6 Candidates need to show an understanding of what is meant by the term ‘secularisation’ (whereby religion has become less important in people’s day-to-day life) and be able to apply this to the institution of the family. Possible answers: • Decrease in the marriage rate • Decrease in the birth rate • Increased rates of divorce • Increasing tendency towards cohabitation • Increased levels of singlehood and childlessness • Decline in traditional gender roles in the family/patriarchy • Increased acceptance of civil partnerships/gay marriages etc. • Increasing rates of remarriage • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of the concept of secularisation affecting the family and may talk about, e.g. ‘less pressure to get married’. 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) A clear and accurate explanation, showing good sociological knowledge and understanding of the relationship between secularisation and family life. Sociological terms and concepts should be expected e.g. ‘The declining importance of religion in modern industrial societies has meant that alternatives to marriage are becoming more accepted. There is less pressure to stay in a relationship that is not fulfilling for both partners i.e. patriarchal and therefore more diversity in family life.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 1(d) Explain why family life is not always good for its members. 8 Candidates should show awareness of the various reasons some sociologists would give to explain why family life is not always good for its members. Candidates are likely to use a wide range of different points that reflect their different cultural experiences and these should be credited wherever relevant. The ‘dark side of the family’ is likely to be discussed. Possible answers: • Functionalists talk about family functions – these may not always be fulfilled due to bad behaviour, neglect, abuse, divorce etc. • Dysfunctional families – alcoholism, drug abuse, mental health problems etc. • Domestic violence – Dobash and Dobash:– feminists believe this may be an extension of male power and authority within marriage and society. • Child/elder abuse and neglect – family life can be a dangerous place for some children/elderly people. Abuse can be sexual, physical, emotional or neglect. • Segregated conjugal roles – many feminist sociologists believe the family oppresses and exploits women through patriarchy, i.e. triple shift/dual burden. • Divorced/separated families – causes upset and distress for family members; • Female abuse i.e. in honour-based societies. • If parents fail to socialise/socially control their children properly, this can lead to many social issues, e.g. crime, addiction, lack of positive role models. • Neglect and lack of socialisation can lead to situations where children are unable to survive in the human world – feral children, e.g. Genie, Oxana. • Other reasonable response. 1(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why family life is not always good. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘lots of arguments’ 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) Answers in this band will show basic sociological knowledge and understanding of why family life is not always good. Responses may be underdeveloped and lacking in range, e.g. ‘Family roles are not always equal and those without power may be exploited.’ or ‘There is a hidden dark side to the family’. 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) Answers in this band will show good sociological knowledge and understanding of why family life is not always good and will be well- developed and explained, e.g. ‘The family is accused by feminists of being a patriarchal institution in which segregated conjugal roles remain the norm.’ 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 has industrialisation decreased the importance of the 15 extended family? Candidates should show awareness of a range of different arguments that illustrate how the process of industrialisation has decreased the importance of the extended family. They should also consider points that refute this idea. There is likely to be a focus on how family types have changed over time. The diverse definition of what we now mean by an extended family is also likely to be discussed. Possible answers: For • Best fit thesis – an extended family suited the needs of a pre- industrial society whereas a privatised nuclear one is best for the modern industrial family. • Functionalists, i.e. Parsons, believe that family functions have now been taken over by the state and so an extended family is no longer necessary – structural differentiation. • Industrial society needs a geographically mobile workforce and this would be difficult with an extended family. • Urbanisation meant a move to the cities for a large number of people and this would have proved difficult and expensive with an extended family. • Only functions now left for the family to perform are primary socialisation and the stabilisation of adult personalities, therefore the extended family is less important. • Laslett – industrialisation brought about the formation of smaller family structures. • Modern industrial societies are thought to be meritocratic, therefore the extended family has less to offer family members, i.e. through job opportunities. • Increased social mobility means that families often have different status and class positions, as well as different values and attitudes and thus may have little in common. • Growth of the welfare state reduces the need for the extended family in times of difficulty and stress, therefore further weakening the extended family. • Increasing opportunities for women, i.e. in the employment sector, makes extended families more difficult to sustain. • Increasing number of people choosing not to have children, e.g. the increase in DINK families in China due to living in industrial societies. • Other reasonable response. 1(e) Against • Modified, extended families may be more typical than isolated nuclear families in a world where the internet and mass communications makes keeping in touch so easy. • In traditional working class communities, the extended family still remains strong and is an important source of support for families (Willmott and Young). • In the Asian community the extended family is still thought to be very important. • The trend towards an ageing population has led to the development of beanpole families, whereby several generations may live alongside one another. • Anderson found that industrialisation actually led to an increase in extended families and that they remained a source of financial and emotional support during the process of moving to a city. • Increasing support from the state via welfare benefits, child policies, education and key professionals are undeniable, but this does not mean that the extended family cannot also contribute towards these functions as well. • ‘Sandwich generation’ and increasing life expectancy may mean that elderly relatives are living with wider kin for support and care. • Decline of the birth and fertility rate leads to smaller families, not industrialisation; • 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 the extent to which industrialisation has decreased the importance of the extended family. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘You don’t need a big family to look after you anymore’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks), candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘industrialisation is the change in a society to one that is urban and based on more people working in industries rather than agriculture’, in the question. 1(e) Band 2 (5–8) In this band candidates will show some basic knowledge of the extent to which industrialisation has decreased the importance of the extended family. 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 welfare state has taken over many of the functions that the family once performed and so the extended family is no longer needed’. 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 the extent to which industrialisation has decreased the importance of the extended family. 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. ‘whether the extended family has decreased in importance depends on the social group involved. For the working class and Asian community for example, it often remains a very important source of comfort and support’. 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 the extent to which industrialisation has decreased the importance of the extended family. 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 industrialisation has decreased the importance of the extended family, citing some of the examples given. Section B: Education

Question 6

Marriage and family life are not always a positive experience for all individuals. Marital breakdown is increasingly common in modern indus…

Accepted Answer

Question Answer Marks 1 Marriage and family life is not always a positive experience for all individuals. Marital breakdown is increasingly common in modern industrial societies. As an institution, however, the family remains an important part of all societies and performs many different functions for its members. 1(a) What is meant by the term ‘marital breakdown’? 2 When a marriage has broken down so that the couple are no longer living as man and wife. This may result in divorce. One mark for partial definition e.g. getting divorced OR empty shell relationships. Two marks for clear definition: a couple no longer wish to be married and thus end their partnership. 1(b) Describe two consequences for the family of increasing life expectancy. 4 Candidates will be expected to describe two consequences for the family of increasing life expectancy. This may be positive or negative or a combination. Possible answers: • Increasing retirement age may lead to health/stress issues; • More older people living alone – increase in single person households; • Adult children may have to look after their ageing parents which could be stressful and lead to conflict; • Isolation and loneliness amongst older people; • Elder poverty – meaning other family members may have to support them financially; • Younger people may find it harder to find their own home as elderly people occupy theirs for longer; • Sandwich generation – a generation of people, typically in their thirties or forties, responsible both for bringing up their own children and for the care of their ageing parents which can lead to many problems and issues; • Grandparents may play a bigger role in looking after the grandchildren/childcare and supporting their own children; • A return in some families to the extended family structure; • Living with elderly family members allows for the passing on of wisdom to the younger generation; • 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 families ensure children conform to society’s norms and 6 values. Candidates need to show an understanding of what is meant by the term ‘conform’ (fitting in with) and be able to apply this to a society’s norms and values. This may be tackled in a generic way or may be made specific to a particular society. Possible answers: • Primary socialisation; • Informal social control; • Role modelling; • Canalisation and manipulation; • Imitation/copycatting; • Positive sanctions/rewards; • Negative sanctions/punishment; • Religious teachings; • Families sending children to a particular school because they agree with the institutions norms and values; • Other reasonable response. Band 0 (0) No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of the concept of conformity in the family and may talk about, e.g. ‘families being strict’. 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) A clear and accurate explanation, showing good sociological knowledge and understanding of the relationship between conformity and society’s norms and values. Sociological terms and concepts should be expected, e.g. ‘Families may use processes of socialisation to ensure that children fit in with society. For example, when it comes to gender roles toys may be bought that reflect society’s expectations of males and females, a process Oakley called canalisation’. 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 conjugal roles are changing in modern industrial societies. 8 Candidates should show awareness of the various reasons some sociologists would give to explain why conjugal roles are changing in modern industrial societies. Conjugal roles – the domestic roles taken by husbands and wives within the family. • Dual worker families today are the norm and therefore husbands and wives need to share the domestic work in order to make this work; • Feminism has fought for more equality for females in society and this has therefore reduced segregated conjugal roles in the family; • As societies change so norms and values change – this is the case when it comes to the domestic division of labour whereby it is now seen as normal for men and women to share household tasks; • Social attitudes and expectations – men and women are now perceived to be equals and therefore this is mirrored within family conjugal roles; • Legal changes i.e. in employment/equal pay, allow conjugal roles to change as women take on increasing roles external to the family; • Family size is smaller today and therefore there are fewer, if any, children who need looking after – this allows for greater freedom for parents e.g. DINK’s in Japan; • As people live longer grandparents are able to offer help and support to the family and so allow for more symmetrical conjugal roles to develop; • Media representations of males and females help to normalise symmetry in the family e.g. the career woman and the new man; • Males are now expected to be more hands on in the home and with children – this leads to changes in conjugal roles; • Conjugal roles now shared by two people of the same sex; • In lone parent families it may be that the single parent has to take on board all roles of the family; • 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 conjugal roles are changing. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘because things are more equal today’ 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) Answers in this band will show basic sociological knowledge and understanding of why conjugal roles are changing. Responses may be underdeveloped and lacking in range, e.g. ‘Conjugal roles are changing because both men and women today go out to work’, ‘The media helps to change expectations of what it means to be a husband and wife through their gender representations’. 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) Answers in this band will show good sociological knowledge and understanding of why conjugal roles are changing and will be well developed and explained. e.g. ‘Joint conjugal roles are now the norm in MIS’s. This is explained by the impact feminism has had on the roles of women in society meaning that dual worker families are now commonplace. This leads to increased symmetry within the family’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is there a dark side of the family today? 15 Candidates should show awareness of a range of different arguments that illustrate how there can be a dark side of the family today. They should also consider points that refute this idea. The dark side of the family can refer to various negative aspects of family life and all that are relevant should be credited. Possible answers: For • Feminists believe that the family oppress and exploit women – arguments such as triple shift/dual burden, a patriarchal institution etc.; • Dysfunctional families do not socialise children effectively therefore they do not fulfil the essential family functions, such as primary socialisation etc.; • Domestic violence/honour violence – often a hidden part of family life but research shows it to be widespread. This may take the form of sexual abuse, violence and emotional abuse; • Child/elder/sibling abuse and neglect – a family isn’t always a loving place of safety; • High rates of unemployment and poverty place a lot of strain on the family, particularly single parent families; • Alcoholism, drug abuse and mental health issues can all contribute to a negative experience of family life; • Divorce or separation brings a lot of negatives for family members, i.e. short term distress for children, financial insecurity, emotional upset etc.; • Children may be split between two homes, due to a relationship breakdown, and thus lack a clear sense of security and belonging or no longer see one parent; • There may be a lack of freedom for children (helicopter parenting) due to increased levels of parental control e.g. a stifling environment; • Other reasonable response. 1(e) Against • Domestic violence is no longer stigmatised and thus women and men are more likely to speak out and seek help and are supported when doing so; • Legislation and changing attitudes gives vulnerable groups, e.g. children, increased rights and protection in society which improves their experience of family life; • Child-centeredness is now the norm, meaning that children are at the heart of the family; • According to functionalists, families perform several essential functions, such as stabilisation of adult personalities and primary socialisation, which all work well for family members; • Divorce and separation are more frequent today and are thought by many to be best for all family members once a relationship has broken down; • Increasing support from the state via welfare benefits, child policies, education and key professionals means that bringing up children need not be problematic; • The media demonises cases of child/domestic abuse and thus society now sees this as unacceptable – rise of child-centeredness; • Feminists believe that women today have greater equality in family life and have career opportunities that ensure they are no longer oppressed within the family; • Increased diversity in family life allows people to find a family form and situation that works best for them e.g. singlehood, sharing with friends, same sex relationships etc.; • 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 the extent to which there is a dark side of family life today. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-side, e.g. Not everyone is happy in their family as some parents beat their children. 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. ‘dark side of the family’ may refer the negative aspects of family life for adults or children, in the question. 1(e) Band 2 (5–8) In this band candidates will show some basic knowledge of the extent to which there is a dark side of family life today. 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. Domestic violence is a dark side of the family and is not nice for women. Children can also sometimes be abused in the family and feel unloved. Sometimes women have to all the housework and go out to work too 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) Answers in this band will show good sociological knowledge and understanding of the extent to which there is a dark side of the family today. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. Candidates may say that, e.g. despite some families being negative for the members, this is not true of them all and lots of children are socialised to be happy and well-rounded individuals, OR Domestic violence and abuse of women within the family remains a major concern for feminists, such as Dobash and Dobash, who believe that it is a widespread and hidden issue reflecting patriarchal inequalities in wider 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) Answers in this band will show excellent knowledge and understanding of the extent to which there is a dark side of the family today. 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 there is a dark side of the family today, citing some of the examples given. Section B: Education

Question 7

Formal education in the world today takes many forms. For some sociologists it allows people to better their life chances whereas for other…

Accepted Answer

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

Question 8

For some people being a criminal is their master status. This is often associated with young people in sub-cultures. One reason for crimina…

Accepted Answer

3(a) What is meant by the term ‘master status’? 2 A status that overrides all others and becomes the way an individual sees themselves and are seen by others (labelling). One mark for partial definition, e.g. main way you/others think of yourself. Two marks for clear definition, e.g. the social position most people and/or yourself associate you with, e.g. a criminal. 3(b) Describe two examples of white-collar crimes. 4 Candidates will describe two examples of white-collar crimes. A white-collar crime is a crime that middle class people are able to commit because of their occupational position/status. Examiners will need to credit a wide variety of examples here that reflect the diversity of candidates’ experiences. Specific examples may be referred to, e.g. Nick Leeson, but this is not necessary to score the marks. Possible answers: • Fraud and embezzlement; • Tax evasion; • Bribery and corruption in Government and business; • Employees fiddling their expenses; • Professional misconduct; • Insider trading; • 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 sub-cultures can be linked to crime and deviance. 6 Candidates need to demonstrate an understanding of the ways in which sub- cultures can be linked to crime and deviance. They may discuss specific sub- cultures such as Punks/Skins etc. or criminal sub-cultures such as gangs. Either way is fine to credit. Possible answers: • Cohen – in response to status frustration a group may form new norms and values that are different to wider society, e.g. criminal; • Cloward and Ohlin – illegitimate opportunity structure: criminal sub- cultures with successful criminal role models for people to look up to; • Miller – links between the distinct sub-culture of the working class and crime, e.g. focal concerns of being aggressive, resisting authority, excitement etc.; • Marxism and youth sub-cultures, i.e. criminal behaviour of the Skinheads, angry and frustrated at the capitalist society that left them poor and unemployed; • Juvenile gangs – knife and gun crime; marginalised young people use the gang to give them an identity and a status; • Young people in sub-cultures may drift into criminal behaviour – Matza; as a phase or a stage in their life; • Sub-cultures are based around people with similarly distinct norms and values and it is important for members to fit in; this may be a reason for crime and deviance; • Members of sub-cultures may often commit acts of crime and deviance; • Peer pressure can often be found in a sub-culture – the threat of negative sanctions may push some towards crime; • 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 sub-cultures can be linked to crime and deviance. Responses may be short and un- /underdeveloped. Candidates may be confused as to what is meant by sub- cultures. 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. ‘having different ways of thinking to most people in society might lead to crime’. Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how sub-cultures can be linked to crime and deviance. Sociological terms and concepts should be expected. Candidates may refer to skinheads, gangs, criminal subcultures, lack of status, marginalisation, unemployment 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 inadequate socialisation may cause some people to commit 8 crime. Candidates need to identify what is meant by the term ‘inadequate socialisation’ and explain why this may lead some people to crime. Possible answers: • Without the core norms and values of society being taught, some people may not know how they are expected to behave in order to conform and thus turn to crime instead; • The New Right talk about fatherless families failing to socialise their children properly, leaving them without structure and discipline; • Criminal families/environments – if this is the environment they have been brought up in then they are likely to commit crime – criminal role models; • Feral/neglected children miss out on crucial stages and processes of socialisation and thus have not been effectively taught society’s norms and values; • When informal methods of social control are either not present or start to break down, then criminal behaviour becomes more likely to occur; • Culture of masculinity – young males are socialised through several agencies into the need to prove their masculinity; criminal behaviour is one way to do so; • Peer group pressure – young people may be pressured into criminal behaviour and activities by their peer group who become the most dominant agent of socialisation; • Criminal socialisation – young people in certain localities and environments may grow up learning criminal norms and values, i.e. the illegitimate opportunity structure; • 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 inadequate socialisation may cause some people to commit crime. Candidates may not fully understand what is meant by ‘inadequate socialisation’. Responses may be short and undeveloped, e.g. ‘not being taught how to behave properly’. 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 inadequate socialisation may cause some people to commit crime. Candidates may say that e.g. ‘in some environments dominant values are not strong and instead are replaced by a set of criminal values that become the norm’. 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) Answers in this band will show good sociological knowledge and understanding of why inadequate socialisation may cause some people to commit crime and will be well developed and explained. Candidates may discuss single parent families, alternative sets of norms and values, master status, criminal socialisation, role models, illegitimate opportunity structure 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 are policing strategies effective at controlling crime? 15 Candidates need to show an understanding of different policing strategies and consider whether they are effective at controlling crime. Candidates may focus on policing strategies generally or may refer to specific/local examples. Possible answers: For • Police targeting allows the police to focus on those in society most likely to commit crime; • The police can be used to control protests and demonstrations; • As the police can use force and carry weapons they are a visible deterrent to criminals; • As crime and criminals now cross national borders, e.g. cyber-crime, police forces can cooperate and work together to help solve crimes; • Police surveillance is an effective way of monitoring and controlling crime; • Police can be active members of the community and talk about the consequences and effects of crime in a bid to reduce it, e.g. in school/community centres etc.; • Zero tolerance policies of policing can reduce the crime rate, e.g. New York City; • Military style policing is believed by many to effectively control crime, e.g. suppression of riots and unrest; • Police can undertake specialist training to tackle particular crimes, e.g. sexual offences/abuse; • Other reasonable response. 3(e) Against • Policing strategies cannot be that effective or we would not see high crime rates and high levels of anti-social behaviour; • Police activities, such as stop and search rates and targeting, are based on stereotypical assumptions and result in certain social groups being more likely to be arrested than others; this does not control more hidden crime; • The police have been accused of institutional racism; this does not successfully control crime; • The police may still operate with a chivalry thesis, meaning males are much more likely to be arrested than females; • Much police practice is determined by particular Government targets and the need to improve clear up rates, therefore sometimes it is the crimes that are easy to solve that are focused on, with others not being recorded/dealt with; • Marxists believe that the police are another tool of the ruling class, used to oppress the poor and protect the hidden middle class criminals further; • Many sociologists believe that military style policing simply serves to alienate the police from society and effectively reduce the likelihood of crimes being reported; • Interactionists believe that police strategies may sometimes cause deviancy amplification, therefore not successfully controlling crime; • The high dark figure of crime indicates that police strategies are not effective at controlling crime; • Candidates may discuss the importance of other agents of social control in effectively controlling crime rather than it being about policing strategies; • 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 policing strategies are effective at controlling crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. the police get the bad people off the streets. 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. policing strategies are methods used by the police to combat crime, in the question. 3(e) Band 2 (5–8) In this band candidates will show some basic knowledge of whether policing strategies are effective at controlling 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 policing strategies may control crime, i.e. protects the public, targets criminals, riot control 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) Answers in this band will show good sociological knowledge and understanding of whether policing strategies are effective at controlling 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 policing strategies do control crime, but also be aware of some of the arguments against this, i.e. stereotyping, institutional racism, chivalry thesis 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. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether policing strategies are effective at controlling 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 policing strategies are clearly effective at controlling crime, as police can use sophisticated surveillance techniques to monitor and control deviant behaviour. Zero tolerance policies, for example, were proven to be particularly effective at reducing the crime rate. However, most people are aware that the police target particular social groups more than others and thus, for many Marxist sociologists, are simply a tool of the ruling class used to hide middle class crime and criminalise the working class etc. Responses will be two- sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the media influence ideas about crime, citing some of the examples given. Section D: Media

Question 9

Family life today is characterised by diversity. Many different types of family now exist, including the cereal packet family. Sociologists…

Accepted Answer

Question Answer Marks 1 Family life today is characterised by diversity. Many different types of family now exist, including the cereal packet family. Sociologists do not always agree, on how positive family life actually is for all of its members. 1(a) What is meant by the term ‘cereal packet family’? 2 The stereotypical nuclear family with traditional gender roles, often shown in TV advertisements. One mark for partial definition, e.g. nuclear family. Two marks for clear definition, e.g. mother, father and children with traditional gender roles. 1(b) Describe two types of marriage. 4 Candidates will be expected to describe two types of marriage. Possible answers: • Monogamy – being married to one person at a time. • Polygamy – being married to more than one person at the same time. • Serial monogamy – when someone has more than one marriage partner during their life, but only one at a time. • Polygyny – when a man has more than one wife at the same time. • Polyandry – when a woman has more than one husband at the same time. • Empty shell marriage – a married couple continue to live together but without love or affection. • Arranged marriage – a marriage which is arranged by the parents of the marriage partners/a union between two families. • Forced marriage – a marriage in which one or more of the partners is married without his/her consent. • Same sex marriage – a marriage between two people of the same sex, now legal in many countries. • 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). 1(c) Explain how secularisation has affected family life. 6 Candidates need to show an understanding of what is meant by the term ‘secularisation’ (whereby religion has become less important in people’s day-to-day life) and be able to apply this to the institution of the family. Possible answers: • Decrease in the marriage rate • Decrease in the birth rate • Increased rates of divorce • Increasing tendency towards cohabitation • Increased levels of singlehood and childlessness • Decline in traditional gender roles in the family/patriarchy • Increased acceptance of civil partnerships/gay marriages etc. • Increasing rates of remarriage • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of the concept of secularisation affecting the family and may talk about, e.g. ‘less pressure to get married’. 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) A clear and accurate explanation, showing good sociological knowledge and understanding of the relationship between secularisation and family life. Sociological terms and concepts should be expected e.g. ‘The declining importance of religion in modern industrial societies has meant that alternatives to marriage are becoming more accepted. There is less pressure to stay in a relationship that is not fulfilling for both partners i.e. patriarchal and therefore more diversity in family life.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 1(d) Explain why family life is not always good for its members. 8 Candidates should show awareness of the various reasons some sociologists would give to explain why family life is not always good for its members. Candidates are likely to use a wide range of different points that reflect their different cultural experiences and these should be credited wherever relevant. The ‘dark side of the family’ is likely to be discussed. Possible answers: • Functionalists talk about family functions – these may not always be fulfilled due to bad behaviour, neglect, abuse, divorce etc. • Dysfunctional families – alcoholism, drug abuse, mental health problems etc. • Domestic violence – Dobash and Dobash:– feminists believe this may be an extension of male power and authority within marriage and society. • Child/elder abuse and neglect – family life can be a dangerous place for some children/elderly people. Abuse can be sexual, physical, emotional or neglect. • Segregated conjugal roles – many feminist sociologists believe the family oppresses and exploits women through patriarchy, i.e. triple shift/dual burden. • Divorced/separated families – causes upset and distress for family members; • Female abuse i.e. in honour-based societies. • If parents fail to socialise/socially control their children properly, this can lead to many social issues, e.g. crime, addiction, lack of positive role models. • Neglect and lack of socialisation can lead to situations where children are unable to survive in the human world – feral children, e.g. Genie, Oxana. • Other reasonable response. 1(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why family life is not always good. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘lots of arguments’ 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) Answers in this band will show basic sociological knowledge and understanding of why family life is not always good. Responses may be underdeveloped and lacking in range, e.g. ‘Family roles are not always equal and those without power may be exploited.’ or ‘There is a hidden dark side to the family’. 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) Answers in this band will show good sociological knowledge and understanding of why family life is not always good and will be well- developed and explained, e.g. ‘The family is accused by feminists of being a patriarchal institution in which segregated conjugal roles remain the norm.’ 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 has industrialisation decreased the importance of the 15 extended family? Candidates should show awareness of a range of different arguments that illustrate how the process of industrialisation has decreased the importance of the extended family. They should also consider points that refute this idea. There is likely to be a focus on how family types have changed over time. The diverse definition of what we now mean by an extended family is also likely to be discussed. Possible answers: For • Best fit thesis – an extended family suited the needs of a pre- industrial society whereas a privatised nuclear one is best for the modern industrial family. • Functionalists, i.e. Parsons, believe that family functions have now been taken over by the state and so an extended family is no longer necessary – structural differentiation. • Industrial society needs a geographically mobile workforce and this would be difficult with an extended family. • Urbanisation meant a move to the cities for a large number of people and this would have proved difficult and expensive with an extended family. • Only functions now left for the family to perform are primary socialisation and the stabilisation of adult personalities, therefore the extended family is less important. • Laslett – industrialisation brought about the formation of smaller family structures. • Modern industrial societies are thought to be meritocratic, therefore the extended family has less to offer family members, i.e. through job opportunities. • Increased social mobility means that families often have different status and class positions, as well as different values and attitudes and thus may have little in common. • Growth of the welfare state reduces the need for the extended family in times of difficulty and stress, therefore further weakening the extended family. • Increasing opportunities for women, i.e. in the employment sector, makes extended families more difficult to sustain. • Increasing number of people choosing not to have children, e.g. the increase in DINK families in China due to living in industrial societies. • Other reasonable response. 1(e) Against • Modified, extended families may be more typical than isolated nuclear families in a world where the internet and mass communications makes keeping in touch so easy. • In traditional working class communities, the extended family still remains strong and is an important source of support for families (Willmott and Young). • In the Asian community the extended family is still thought to be very important. • The trend towards an ageing population has led to the development of beanpole families, whereby several generations may live alongside one another. • Anderson found that industrialisation actually led to an increase in extended families and that they remained a source of financial and emotional support during the process of moving to a city. • Increasing support from the state via welfare benefits, child policies, education and key professionals are undeniable, but this does not mean that the extended family cannot also contribute towards these functions as well. • ‘Sandwich generation’ and increasing life expectancy may mean that elderly relatives are living with wider kin for support and care. • Decline of the birth and fertility rate leads to smaller families, not industrialisation; • 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 the extent to which industrialisation has decreased the importance of the extended family. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘You don’t need a big family to look after you anymore’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks), candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘industrialisation is the change in a society to one that is urban and based on more people working in industries rather than agriculture’, in the question. 1(e) Band 2 (5–8) In this band candidates will show some basic knowledge of the extent to which industrialisation has decreased the importance of the extended family. 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 welfare state has taken over many of the functions that the family once performed and so the extended family is no longer needed’. 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 the extent to which industrialisation has decreased the importance of the extended family. 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. ‘whether the extended family has decreased in importance depends on the social group involved. For the working class and Asian community for example, it often remains a very important source of comfort and support’. 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 the extent to which industrialisation has decreased the importance of the extended family. 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 industrialisation has decreased the importance of the extended family, citing some of the examples given. Section B: Education

Question 10

Marriage today is often no longer for life and it is not valued by everybody in society. For some, serial monogamy has become the norm, par…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘serial monogamy’? 2 One mark for partial definition, e.g. getting divorced and remarried. Two marks for clear definition, e.g. a person has more than one marriage partner in their lifetime but is only ever married to one person at a time. 1(b) Describe two different types of family. 4 There are many different types of families that could be referred to by candidates. This list is just a guide and other correct family types should be credited. Possible answers: • nuclear family – an adult male and female living together with dependent children; • extended family – a nuclear family living with other relatives e.g. grandparents (vertical) or aunts and uncles (horizontal); • single parent family – one parent and their dependent children living together; • reconstituted family – a new family created by remarriage after a divorce or a death i.e. step families; • 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 feminists view nuclear families. 6 Possible answers: • feminists see the nuclear family as a patriarchal institution that benefits men; • nuclear families reinforce traditional gender roles where the male is the breadwinner and the female the housewife resulting in a more privileged position for the man; • nuclear families result in women performing a triple shift – having to go to work, look after the house and provide emotional support for the family. Men do not have to do this; • nuclear families allow men to make the important decisions and so to have more power and status; • girls and boys are believed to be socialised differently in the nuclear family through processes such as manipulation and canalisation (Ann Oakley) resulting in different and unequal gender roles in later life; • feminists believe there are different measures of social control in nuclear families for girls and boys meaning that boys are given more freedom and opportunities; • some feminists see the nuclear family as a 'pressure cooker' that has to cope with male frustrations in the workplace – this may lead to domestic abuse and the dark side of the family; • 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 Feminists view the nuclear family and may talk about e.g. the nuclear family is bad for women. 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 of how Feminists view the nuclear family. Sociological terms and concepts should be expected e.g. Feminists believe the nuclear family is patriarchal as it oppresses and exploits women through, for example, the triple shift. 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 longer life expectancy can have negative consequences 8 for the nuclear family. Possible answers: • financial pressures – having to look after elderly relatives for a long time brings monetary strains and worries to the nuclear family; • there may be a greater burden for adult children who have to look after their ageing parents in a nuclear family with no support from extended family members; • if the elderly relatives cannot be looked after in the home then there will be both financial and emotional stresses involved in placing them into residential care homes, etc.; • if people are living longer then they have an increasingly long period of time to finance after retirement – will savings and pensions be enough to do this? If not then increased stress and pressure for the nuclear family; • greater levels of loneliness and depression amongst an ageing population who may feel isolated from their families and society – members of the nuclear family feel guilty over this; • longer life expectancy may mean some nuclear families having to consider a return to the extended family (where different generations of the same family live together) – this will bring with it issues involving space, care, privacy and money; • the sandwich/pivot generation – women in the nuclear family may feel pressure to look after both the young and old; • lack of space and time in the nuclear family means that having to also consider the needs of elderly relatives may not be possible; • 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 there may be negative consequences for the nuclear family of longer life expectancy. A tendency to description is likely. Responses may be short and undeveloped, e.g. Old people will need looking after 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] 8 Answers in this band will show basic sociological knowledge and understanding of why there may be negative consequences for the nuclear family of longer life expectancy. Responses may be underdeveloped and lacking in range, e.g. An ageing population may be a burden to the nuclear families that have to look after them. OR With people living longer, there will be financial pressures involved for the nuclear family as the elderly relatives will be retired, 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 there may be negative consequences for the nuclear family of longer life expectancy and will be well developed and explained, e.g. Families will find an ageing population difficult to deal with because the duty of care will have to fall either to the state or the adult children. With the privatisation of the nuclear family, homes and expectations are not set up for extended family living which may need to be accommodated. This is likely to increase levels of stress for the family. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent are alternatives to the family making marriage less 15 important? Candidates should be clear what is meant by ‘alternatives to the family’ and discuss how the existence of these has affected the importance of marriage (e.g. communes, singlehood, friends as family, etc.). They could also consider arguments that marriage still remains important for individuals and/or society. Alternatively they may argue that it is other factors, not alternatives to the family, that have made marriage less important e.g. media. Possible answers: FOR: • marriage rates are falling whilst levels of divorce are high suggesting that marriage is no longer seen as important; • secularisation means that marriage is no longer as valued or as expected; • the existence of communes may suggest that marriage is less important as this is where groups of individuals choose to live together in a community; • in many modern industrial societies there is growth in the number of one-person households i.e. singlehood. This may show how this lifestyle choice is reducing the importance of marriage; • in post-modern societies people have much more choice over how to live their lives meaning marriage is just one of many choices available to them; • there has been an increase in the number of households made up of non-related individuals i.e. the idea of ‘friends as family’ and shared households. This may suggest a decline in the importance of marriage; • cross-cultural examples such as tribes show how marriage is not the norm everywhere e.g. The Nayar tribe; • other reasonable response. 1(e) AGAINST: 15 • whilst first marriage rates may have dropped, remarriages are frequently seen showing how marriage remains important; • divorce rates may be high but often this leads to ‘serial monogamy’ demonstrating that marriage is still considered important; • in religious societies and communities marriage remains highly valued and a social norm – alternatives to the family aren't allowed in some societies; • agencies of socialisation still typically teach that marriage is the norm; • many alternatives to marriage i.e. cohabitation are not life-long choices meaning that they are often the step before marriage takes place; • in post-modern societies characterised by diversity, marriage can sit alongside other alternatives as a choice that people can make – this doesn't mean it isn't important; • legal changes to the institution of marriage are happening in many modern industrial societies meaning that marriage is available to and wanted by more people i.e. homosexual marriages; • it isn’t alternatives to the family that is making marriage less important but other social factors instead i.e. media influences; • it may be a fear of marriage that is putting people off i.e. it is too expensive today; • 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 alternatives to the family are reducing the importance of marriage. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. A lot of people choose not to get married anymore. Lower in the band (1–2 marks) expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms in the question, e.g. marriage is the legal binding of two people together. 1(e) Band 2 [5–8 marks] 15 In this band candidates will show some basic knowledge of the extent to which alternatives to the family are reducing the importance of marriage. 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. A lot of people choose to live with their friends when they become adults and do not get married. OR In some societies there are things called communes where everyone lives together instead of getting married, 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 alternatives to the family are reducing the importance of marriage. 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 diversity and choice in society over how people live their lives, marriage is still highly valued. OR Increased rates of divorce and secularisation may indicate a decline in the importance of marriage but alternatives to it such as cohabitation and singlehood are often just phases in a person's life rather than a life-long choice. 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 alternatives to the family are reducing the importance of marriage. 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 alternatives to the family are reducing the importance of marriage, citing some of the examples given.

Question 11

Education affects an individual's life chances. Many views have been put forward to explain why different social groups experience differen…

Accepted Answer

2(a) What is meant by the term ‘material deprivation’? 2 One mark for partial definition, e.g. being poor. Two marks for clear definition, e.g. not having the money needed to buy items that can help children succeed in education. 2(b) Describe two examples of ethnocentrism in education. 4 ETHNOCENTRISM – treating the culture of the majority group as being more important than minority cultures. Possible answers: • teaching of history – ethnic minorities may learn nothing about their own people's experiences; • images of ethnic minorities in textbooks may be rarely seen or very stereotyped; • teaching of English (or the nation's main language) may focus on literature from that country only; • language teaching – there may be no recognition of ethnic minority languages and no way of accessing the curriculum through those languages; • there may be a lack of ethnic minority teachers in schools sending out the message that the ethnic minority culture is of a lower status/importance; • a lack of cultural understanding in uniform/food e.g. canteen not catering for ethnic minority needs; • teachers treating ethnic minority students differently to the majority e.g. placing them in lower sets/streams because they feel they are less intelligent or less likely to do well; • teacher stereotypes and attitudes towards ethnic minority students may lead to them being thought about as less intelligent or important than the ethnic majority; • 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 education is an agency of socialisation. 6 Possible answers: • agency of secondary socialisation that teaches and reinforces social expectations, norms and values; • comprehensive education brings people from different backgrounds and ethnicities together and promotes and teaches tolerance and understanding; • teaches children to respect authority and that there are consequences for not doing so e.g. through the use of sanctions; • teaches shared values which makes children feel a sense of belonging and community; • teaching a national identity through, for example, singing the national anthem and learning about the country's history, culture and traditions promotes social cohesion; • teaching gender roles through the hidden curriculum e.g. teacher expectations/subject choice; • teaching children their position in the hierarchy through things such as testing, setting and streaming; • Marxists believe it socialises children to accept the capitalist system as normal; • feminists believe it socialises children to accept patriarchy as normal; • peers within schools can socialise individuals i.e. through sub- cultures/peer pressure; • 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 education is an agency of socialisation and may talk about e.g. learning to do what others tell you to. 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 education is an agency of socialisation. Sociological terms and concepts should be expected e.g. Education is a secondary agent of socialisation that teaches expected gender roles through the hidden curriculum and teacher expectations. 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 education can improve life chances. 8 Possible answers: • if there is equality of opportunity in education then everyone has the same chance of succeeding meaning life chances for all can be improved; • if education is meritocratic then natural ability, hard work and effort will be rewarded by improved life chances if an individual does well in education; • functionalists believe that those from underprivileged backgrounds can improve their life chances through education by becoming upwardly socially mobile as education can lead to a ‘good job’; • in the service sector economy 'good' jobs are often characterised by qualifications – education offers these to individuals from all social backgrounds e.g. comprehensive education; • educational success and the associated cultural capital is highly valued in Western societies and thus is a tool available to climb the social ladder; • comprehensive education is available to all, allowing everyone the chance to succeed in education and to become upwardly socially mobile regardless of background; • educating girls in some societies greatly increases their life chances i.e. through employment opportunities; • Marxist view – that private education and the old boys' network affect life chances positively for the higher classes (and negatively for the lower classes); • 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 education can improve life chances. A tendency to description is likely. Responses may be short and undeveloped, e.g. qualifications get you better jobs 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 education can improve life chances. Responses may be underdeveloped and lacking in range, e.g. By succeeding in education an individual can climb the social ladder and be successful. OR Comprehensive education is free and equally available to all meaning that if a person works and tries hard they can improve their life chances 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 education can improve life chances and will be well developed and explained, e.g. Functionalists believe that we live in a meritocracy and that those with talent who work hard in education will be rewarded by achieving a good job and climbing the social ladder. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent are material factors the most important influence on educational achievement? Candidates may discuss general points about material factors which may link to home and/or school. Cultural factors may also be considered. They may also choose to focus on specific social groups (such as ethnic minorities, different social classes) linking their educational success or failure to material factors. Possible answers: FOR • those with money can afford private education where results are good, those without cannot; • some schools do not have adequate funds to buy important resources; • those with more money can afford private tutoring/additional resources to aid study, those less well-off cannot; • material factors will determine where a person lives – attending a disadvantaged school in a poor area may not offer as good an education as that in a more wealthy environment; • many ethnic minority pupils are from a working class/rural/poor background and so may lack the quiet space needed at home to study; • poorer families are unlikely to be able to provide children with a healthy diet full of fresh food, this is thought to affect educational achievement; • students from poorer backgrounds may have to combine studying with working part time – this can have a detrimental effect on educational achievement; • having access to money may determine whether a child can or cannot afford to stay in education e.g. at college, university, etc.; • other reasonable response. AGAINST: • material factors may not determine educational success – it’s how hard a person tries and the efforts they make (functionalist view); • cultural factors may be more influential, such as how much education is valued by parents and how much encouragement there is to achieve; • Bourdieu and cultural capital (Marxism) – higher class students who have this are advantaged in education and tend to achieve better as a result; 2(e) • a person's gender may be more important than material factors in 15 determining their educational success i.e. in most Western societies girls outperform boys; • teacher expectations and labelling may be a big influence on achievement – this may lead to the self-fulfilling prophecy or the halo effect taking place; • the set/stream a pupil is placed in at school is thought by many to have a big influence over educational achievement; • pupil sub-cultures may be very important in determining educational success – whether a pupil belongs to a pro or anti school one, for example – peer group pressure; • the ethnocentric curriculum and lack of ethnic minority teacher role models are thought by many to explain the educational underachievement of many ethnic minorities; • 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 material factors are the most important influence on educational success. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided, e.g. If you don't have much money then you can't afford to go to a good school. OR Private tutors are expensive. 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. material factors are about how much money you have, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether material factors are the most important influence on educational success. 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. private schools cost a lot of money and get better results than state schools 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. 2(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge of whether material factors are the most important influence on 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 material factors being important in allowing some students to buy extra revision resources and hire a private tutor to help boost their grades, the set or stream a pupil is placed in and the expectations that the teacher has of him/her may affect achievement more. 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 material factors are the most important influence on 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 material factors influencing achievement, citing some of the examples given.

Question 12

Family roles are changing in modern industrial societies. Examples of these changes include a movement away from segregated conjugal roles …

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘segregated conjugal roles’? 2 One mark for partial definition, e.g. women do all the housework. Two marks for clear definition, e.g. husband and wife have very different roles and interests within the family. 1(b) Describe two functions of the family in traditional societies. 4 Possible answers: • reproduction – societies must produce generations of children in order to survive – marriage and family life encourages this; • socialisation – through primary socialisation children learn the norms and values of their society. This allows the transmission of culture from one generation to the next; • social control – controlling the behaviour of children through sanctions so that they conform to expected norms; • care of children/the elderly/the ill – children need to be fed and clothed, the ill nurtured and the elderly sheltered; • status – families provide status for children by involving them in different social networks and interpersonal relationships; • regulation of sexual behaviour – family life encourages sexually approved relationships; • 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 children have more power in family life today than in the 6 past. Possible answers: • many laws and regulations are now in place to protect children which gives them more power; • corporal punishment and physical reprimands by parents are no longer allowed in many societies and countries which may give children more power; • the UN rights for children documentation has been signed by many countries, giving children the right to say what they think about decisions affecting them and for them to be listened to; • the roles of children today have changed i.e. they are valued members of the family; • children have been socialised to have opinions and it has therefore become the norm for them to do so in family life and in education; • child-centredness – children are at the heart of many families in modern industrial societies today and their needs and wants are often prioritised by parents; • with the increase in boomerang families and with many adult ‘children’ not being able to afford to buy their own home, the financial and emotional support they bring to their parents provides them with much power in the family; • 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 children have more power in the family today than in the past and may talk about e.g. Children are protected by laws. 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 children today have more power in the family than in the past. Sociological terms and concepts should be expected e.g. Social attitudes have changed regarding the role of children. They are now expected and allowed to have a voice and in many societies we now see family life as being child-centred – children’s wants and needs may be put before adults. 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 fertility rate is decreasing in modern industrial 8 societies. FERTILITY RATE – the number of births per woman in the population. Possible answers: • children in modern industrial societies have become an economic cost rather than a benefit due to the prolonged period of time they must spend in education; • mortality rates for children are now low meaning that families have less need to have large amounts of children; • children are no longer seen as essential for looking after you when you are old as the state has provision for this; • contraception is widely available and is typically free – this means that women can control the number of children that they have; • women have greater opportunities today in the workplace and do not want these to be compromised by having children; • modern industrial societies require families to be geographically mobile – smaller, nuclear families makes this easier to do; • having children is no longer a social norm so there may be less pressure from family and society to have them – DINK families, for example; • greater acceptance of homosexual relationships and alternatives to the family means that children may be less likely to be part of this set up; • consumer culture and child-centredness have made raising kids in MIS very expensive; • postmodernism – choice characterises the lives of many men and women today meaning that children are not a necessity anymore; • feminism – women’s ability to break free from patriarchal controls means that many are rejecting the idea of children as they see them as a restriction or are having fewer children, maybe only one, and choosing to live as a single parent family; • 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 there is a falling fertility rate. A tendency to description is likely. Responses may be short and undeveloped, e.g. Children today cost a lot of money stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark) expect one weak point. Higher in the band (2–3 marks) candidates may offer more than one weak point. 1(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why there is a falling fertility rate. Responses may be underdeveloped and lacking in range, e.g. The fertility rate is falling because women now have greater power and choice in society. Many choose to focus on their careers and thus have either none or few children in order to support this decision. OR Privatised family life is now the norm and this means that there is often a lack of extended family and community around to help with childcare. Consequently, adults decide to have fewer children in order that they can be geographically mobile and support themselves, 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 there is a falling fertility rate and will be well-developed and explained, e.g. Feminism has promoted the rights of women and has concluded that having children is a major factor in why women have less power and status both in society and in the family. Consequently many women use contraception in order to control whether they have children or not and, if so, how many. This has led to the concepts of ‘DINK’s’ being used by sociologists to explain this rise in dual income, no children families. 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 does culture affect family life? 15 Candidates should discuss various ways that culture may affect family life. They may choose to do this generically in terms of a way of life, or to focus their discussion on specific ethnic groups or religion more widely. They could also consider the idea in evaluation that culture may not be a great influence on family life after all and that perhaps other social factors such as class and gender have more impact. Class culture, however, could perhaps be used as an argument for by some candidates as well. Possible answers: FOR: • culture is closely linked with religion and so determines a family’s norms and values. For example, Muslim families will value prayer and halal foods whereas non-Muslim families will not; • arranged marriages are still common and popular amongst many Asian families – this is not true for other cultures; • forced marriages are seen as the norm amongst many Middle Eastern families – these may not be accepted by other cultures; • large proportions of Afro-Caribbean families are headed by single mothers – this is not true for other cultures; • feminists frequently accuse families of being patriarchal whereas in many Afro-Caribbean families the opposite is true and they are matrifocal instead; • extended families are far more common amongst Asian families than most other cultures; • gender roles in the family are often linked with culture i.e. they are typically very traditional and domestic in traveller/gypsy families; • class culture – working class families may be extended, maintaining close contact with wider kin whereas middle class families may be geographically dispersed and so more modified extended instead, keeping in touch via technology; • other reasonable response. 1(e) AGAINST: • in post-modern societies, culture has little relevance in terms of family life as this is down to individual choices and decisions; • social class may be a more important factor than culture in terms of family life e.g. wealthier families typically pay others to do domestic work for them; • gender may be more important than culture in terms of family life e.g. conjugal roles are still segregated in many societies and women typically have to perform the triple shift; • age may be more important than culture in terms of family life e.g. different generations have different interests and lifestyles and these will determine how a family is organised, not culture; • categorising families and individuals into broad cultures such as ‘Asian’ and ‘white’ is of little use as this merely provides a generalised and stereotypical picture of family life that is often untrue; • secularisation has led to a decline in religious values and beliefs therefore meaning religious cultures no longer have such an influence on family life; • 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 culture affects family life. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. Culture means families are different to each other OR Asian families are bigger. 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. culture is a person’s ethnicity and religion, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether culture affects family life. 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. Culture affects family life because single mothers are found a lot in Afro-Caribbean families but are not common in Asian families. OR Whilst some cultures, white British for example, typically live in small families such as nuclear, extended families are still common amongst Asian families, 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 whether culture affects family life. 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 culture being a relevant factor for many families, a lot of ethnic minority families have adapted to the norms and values of the country they live in and so adopt a rather more hybrid approach to family life. This may be shown through the food they eat, dress codes and customs. OR Culture is an important factor to consider when looking at family life. In South Asian families, for example, divorce rates are very low and arranged marriages organised by experienced and caring family members are thought to be a key reason for this. In Western societies, however, arranged marriages are not valued and divorce rates are 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 whether culture affects family life. 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 culture affecting family life, citing some of the examples given.

Question 13

Many sociologists believe it is school factors rather than home factors that determine how well an individual does in education. Social con…

Accepted Answer

2(a) What is meant by the term ‘elaborated code’? 2 One mark for partial definition, e.g. talking posh. Two marks for clear definition, e.g. a formal, detailed type of language required in examinations and the education system. 2(b) Describe two ways that schools can affect educational achievement. 4 Candidates may choose to answer the question by referring to general ways or may choose to focus on particular types of schools to make their points. Possible answers: • private schools are thought to have better facilities, smaller class sizes and better teachers than state schools; • the hidden and/or ethnocentric curriculum in schools may affect educational achievement; • teacher labelling in schools may lead to either a self-fulfilling prophecy or the halo effect; • setting and streaming in schools may affect educational achievement; • the use of the elaborated code in schools may benefit or hinder some students i.e. ethnic minorities/the working class; • schools are where some subcultures form i.e. anti-school/pro- school and so this may affect educational achievement; • attending a poor school in a deprived area may negatively affect educational achievement; • comprehensive schools are open to all students and functionalists believe are part of the meritocratic system meaning they allow all students to achieve their potential; • 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 members of anti-school sub-cultures are different to other 6 students in schools. Answers may focus on general characteristics of anti-school sub-cultures or may choose to discuss specific anti-school sub-cultures that they have studied. Possible answers: • they may display hyper masculinity – exaggerating male qualities such as toughness; • may be formed through resistance to a perceived injustice i.e. racism; • may be characterised by students who do not value education and therefore do not aspire to achieve academically; • status frustration – students in anti-school sub-cultures may be looking for status that they don’t get in mainstream society; • high rates of truancy and absenteeism; • behaviour that does not conform to school expectations i.e. being cheeky to the teacher, not completing work, etc.; • often being openly racist and/or sexist; • being involved in delinquency and crime both in and outside school; • despising pupils who work and try hard at school; • Willis, ‘The Lads’, working class boys who rebelled against the school and wanted to ‘have a laugh’; • they do not respect authority or conform to school rules or expectations; • 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 members of anti-school sub-cultures are different to most students in school and may talk about e.g. They don’t follow the rules OR They truant from school. 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 members of anti-school sub-cultures are different to most students in school. Sociological terms and concepts should be expected e.g. Members of anti-school sub-cultures are typically characterised by being male, working class and from an ethnic minority. They may join these small groups as a result of teachers labelling them as failures, so as a form of resistance. Many suffer from status frustration in wider society. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 2(d) Explain why home factors can affect educational achievement. 8 Candidates may talk generally about home factors or may link these specifically with educational achievement according to gender, ethnicity, social class, etc. Possible answers: • material factors such as money, number of rooms in a house, poor diet, etc.; • cultural factors such as how much education is valued, cultural deprivation e.g. not having books at home; • linguistic codes from the home such as speaking elaborated or restricted codes or a different first language to the majority; • cultural capital (or lack of it) – knowledge, books, classical music, etc.; • gender – differential socialisation/social control, etc., i.e. the bedroom culture – McRobbie and Garber; • social class – living in a deprived area with low aspirations at home; • ethnicity – speaking a different language at home than that used in school, parents not being able to help with homework, liaise with teachers, etc.; • the community and peer group an individual is a part of depending on their home may affect educational achievement e.g. gangs; • 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 home factors can affect educational achievement. A tendency to description is likely. Responses may be short and undeveloped, e.g. Not having your own bedroom to study quietly in stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark) expect one weak point. Higher in the band (2–3 marks) candidates may offer more than one weak point. 2(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why home factors can affect educational achievement. Responses may be underdeveloped and lacking in range, e.g. If parents at home do not value education then it is unlikely that they will push their children to succeed and do well meaning that the children may under-perform at school, 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 home factors can affect educational achievement and will be well-developed and explained, e.g. Girls and boys are often socialised very differently and this may affect educational achievement. Girls are canalised to be passive and often form a bedroom culture where studying is both highly valued and the norm. Boys, on the other hand, will spend more time outside of the home with their peer group and will be less likely to value studying at school. 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 is education a successful agency of social control? 15 Candidates are likely to discuss both agencies and processes of social control in their answer although this is not essential. The ability of education to use both informal and formal methods of control may be discussed. Possible answers: FOR: • negative sanctions e.g. detentions are used ensuring students conform; • positive sanctions such as rewards and praise are used to encourage students to work and try hard; • teachers can use formal measures to control and discipline students – these may be physical or instructive; • norms and values conveyed through the hidden curriculum present certain behaviours as normal and others as wrong – this socialisation controls both behaviour and thoughts; • the peer group can be a way of controlling pupils in school i.e. through peer pressure and sanctions; • setting and streaming can control students through determining how intelligent they are thought to be and therefore their access to educational opportunities and stretch and challenge; • feminism – they see education as a form of patriarchal control e.g. through gendered subject choice; • Marxism – education promotes ruling class ideologies and normalises the inequalities in capitalism as fair and just; • functionalism – social control is an essential function of the education system, leading to social order and cohesion; • other reasonable response. AGAINST: • too deterministic – students can reject the core norms and values of school i.e. through an anti-school subculture; • schools increasingly encourage critical thinking and freedom of thought through their coverage of topical and often controversial issues; • students do not have to live up to teacher labelling – they can also reject it and determine their own path – a self-negating prophecy; • now that physical and corporal punishment is outlawed in many countries, the ability of schools to control their pupils is limited; • primary agents of social control may be more effective as they spend longer with children and are with them from an earlier age; • other agencies of secondary socialisation (e.g. media, workplace) may be more effective or just as effective as a means of social control; • 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 whether education is a successful agency of social control. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. Education teaches children discipline and respect. If students misbehave in school then they get punished. 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. Agencies of social control are the things like the family that tell us what to do, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether education is a successful agency of social control. 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. Schools use punishments such as detentions and letters home to teach children that there are consequences to bad behaviour, 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. 2(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of whether education is a successful agency of social control. 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 education using negative sanctions to ensure students conform, primary agents such as the family may be more effective at social control as they are with the individual for longer and from an earlier age. 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 education is a successful agency of social control. 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 education being a successful agent of social control, citing some of the examples given.

Question 14

Not everyone lives in a family or believes that families perform important functions in society. In fact, some sociologists see the family …

Accepted Answer

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

Question 15

In modern industrial societies many different types of schools exist, for example private schools. All types of schools function to help st…

Accepted Answer

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

Question 16

Sociologists debate how the audience is affected by the content of the media. Some believe the uses and gratifications model is the most ac…

Accepted Answer

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

Question 17

Alternatives to marriage, such as civil partnerships, mean the family continues to change. Different cultures have different norms so famil…

Accepted Answer

1(a) What is meant by the term ‘civil partnerships’? One mark for partial definition, e.g. ‘a gay marriage’. Two marks for clear definition, e.g. ‘a relationship between two people usually of the same sex that has been formally registered’. 2 1(b) Describe two ways feminists think the family is patriarchal. Possible answers: • Men make the majority of the important household decisions e.g. financial decisions, females are less powerful; • The expressive female role in the family means that the woman is expected to look after the man, male has the instrumental role and earns the money; • Women still carry out the majority of the housework and domestic chores in the family, regardless of whether they have paid employment, men do not; • Domestic violence occurs in some families and it is typically a male perpetrator and a female victim; • Women are expected to perform the nurturing role in the family, putting their own needs second to their husband’s and children’s; • Triple shift – women are said to have to do paid work, housework and emotional work – they are said to suffer from the dual burden; • Gender role socialisation is still very segregated – males are raised into a different role to females e.g. canalisation and manipulation which is said to benefit men later in life in terms of jobs, income and status; • Inheritance in the family usually goes to a male heir showing more power and status ascribed to the male than the woman; • Other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 1(c) Explain how family life can vary cross-culturally. Possible answers: • Different forms of marriage e.g. monogamy, polygamy etc.; • Different types of marriage in different cultures e.g. arranged, love-based, same-sex etc.; • Different gender roles in different cultures e.g. segregated (traditional), joint (modern) etc.; • Children’s/grandparents’ roles in the family are different in different cultures e.g. child-centredness; • Different family types in different cultures e.g. extended, single parent, nuclear, matrifocal etc.; • Specific examples in different cultures e.g. prevalence of extended families in Asian culture, single parent Afro-Caribbean families, one child policy in China etc.; • Performing of different functions in different families in different cultures e.g. socialisation, social control etc.; • Family members in Western societies are likely to live in different types of family through their life course due to increased family diversity, less likely in more traditional cultures; • Class cultures e.g. working class families are associated with extended families and segregated conjugal roles; • Other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the concept of cross-cultural variations and how they affect family life and may talk about e.g. ‘different roles for men and women’. 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 relationship between cross– cultural differences and the effects on family life. Sociological terms and concepts should be expected e.g. ‘in tribal cultures, polygamy within families is a norm whereas in modern industrial societies this would be both frowned upon and illegal. Here, instead, serial monogamy is the norm.’ 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 1(d) Explain why there is a growth of joint conjugal roles in modern industrial societies. Possible answers: • Dual worker families are the norm meaning that conjugal roles have to be shared; • Role of feminism – women are more aware of their status and rights in society and in the family so demand a change from patriarchy; • Equal rights legislation – allows women to participate equally in the workplace which affects the role that they play within the family; • Changing nature of masculinity – it has become more acceptable for men to be involved in domestic work and childcare as new men and househusbands, for example; • Role of the state – provision for childcare, education and financial support means that women are no longer required to stay at home; • Changing norms, values and attitudes – women are seen to have the same rights and opportunities as men; • Changing nature of relationships and families/households – the decline of the nuclear family has seen the emergence of different types of families that are often more equal in their form e.g. gay families, living with friends, communes, etc.; • As nuclear families became privatised, couples organised their lives around the family home rather than the community and work, meaning a more equal partnership became necessary; • Media representations of marriage relationships have changed resulting in a global spread of more equal norms and values through digital communication; • Labour saving devices in the home – make the home more attractive to men and the workplace more attractive to women as housework is less of a chore; • Decline of extended families in MISs means that wider kin have less influence over husband and wife and are unable to pressure them into traditional conjugal roles; • Other reasonable response. Band 0 [0 marks] No creditworthy response. 8 Question Answer Marks 1(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why conjugal roles are becoming more joint in modern industrial societies. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘women don’t just want to do housework anymore’ 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 conjugal roles are becoming more joint in modern industrial societies. Responses may be underdeveloped and lacking in range, e.g. ‘We see more joint conjugal role relationships because of the rise of feminism. There are a lot more women working today.’ 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 conjugal roles are becoming more joint in modern industrial societies and will be well developed and explained, e.g. ‘There are more examples of joint conjugal roles in families because the definitions of femininity and masculinity are changing. It is now no longer unusual for a women to be in full time paid work and therefore to share household tasks and responsibilities with her partner. Similarly, male roles are also changing and the rises in male identities, such as the new man and the househusband, make male involvement in the domestic sphere more of a norm.’ They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 1(e) To what extent are grandparents important to the family today? Possible answers: FOR: • With an ageing population and increased life expectancy, grandparents are living longer and actively ageing meaning they can play a crucial part in family life; • Many grandparents perform childcare duties for families with dual worker parents or a single parent; • Many grandparents pass on their advice and wisdom to their children and are seen as the matriarchs and patriarchs of the family; • Financial assistance is given by many grandparents to their families via economic support; • Grandparents may live with their children (part of an extended family) and so are a centrally important part of family life; • Grandparents are seen to give extensive emotional and moral support, particularly with giving their daughters advice about motherhood and childcare; • Grandparents can use new media to keep in touch with and support their wider kin despite not necessarily living close by which can make their role important; • With increasing numbers of single parent families, grandparents often are very important as they are actively involved in the nurturing of the children; • With beanpole families grandparents may live with their children and grandchildren and be heavily involved in socialisation/social control, etc.; • With more dual worker parents and working women, grandparents are often vital in supporting the needs of parents and children through unpaid childcare; • Grandparents can act as role models to their grandchildren and therefore have a very important role to play in family life; • Other reasonable response. 15 Question Answer Marks 1(e) AGAINST: • As women have children later in life or not at all, the need for grandparents to play an active role is diminishing; • Privatised nuclear families mean that grandparents are unlikely to play a pivotal role in family life anymore; • The state (social institutions) now performs many of the functions needed in a family if both parents are working – not the grandparents; • Pensioner poverty in some societies means that it is unlikely for grandparents to be able to help out their families financially, reducing their importance; • Increased retirement age/ageing population in many societies means that it is unlikely that grandparents are in a position to help families out as they are too busy with their own lives; • With rising divorce rates, an increase in reconstituted families and social changes such as industrialisation and urbanisation, many grandparents do not see their grandchildren regularly and thus do not play an important role in family life; • How important the role of grandparents is in family life depends upon the culture, individual context and society of the family in question – you can’t generalise; • The generation gap may mean that grandparents input to family life is not perceived to be important as they are seen to be ‘out of touch’; • 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 grandparents are important to the family today. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘Grandparents lend families money’ or ‘Children are sometimes looked after by grandparents’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Question Answer Marks 1(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which grandparents are important to the family today. 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. ‘A lot of families have parents that both work so grandparents are often used to look after the children’ or ‘Grandparents offer advice and support to their children’. 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 grandparents are important to the family today. 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 grandparents still being a strong source of emotional support in the family, because most families are now privatised and nuclear, their influence and importance is diminishing’. 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 grandparents play an increasingly important role in the family today. 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 grandparents being important to the family today, citing some of the examples given.

Question 18

In modern industrial societies many different types of schools exist, for example private schools. All types of schools function to help st…

Accepted Answer

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

Question 19

Sociologists debate how the audience is affected by the content of the media. Some believe the uses and gratifications model is the most ac…

Accepted Answer

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

Question 20

Traditionally, the nuclear family was thought to be important for a successful marriage and a happy family life. It was the norm and an exp…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘nuclear family’. 2 One mark for partial definition e.g. married with children Two marks for clear definition e.g. man and woman who are married or living together with dependent children 1(b) Describe two ways conjugal roles have changed over time. 4 Possible answers: • move from segregated to joint conjugal roles; • men less likely to be the sole breadwinner and provider for the family; • working women means that women are less likely to take sole responsibility for the expressive role; • men are more likely to be involved in childcare and domestic responsibilities e.g. the new man; • diversity in family types means that what we understand by conjugal roles may need to change e.g. single parent families where one parent performs all the roles/same sex families 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) 1(c) Explain how social class can affect marriage and family life. 6 Candidates may talk about marriage, family life or both. These are all fine to credit. Possible answers: • in the UK the extended family structure was typically associated with the working class; • lower class families are typically more likely to have segregated conjugal roles; • middle class, educated women are more likely to remain single and not to have children or to have smaller families e.g. just one child; • because divorce is now cheaper and easier, more lower class people are filing for divorce; • symmetry within family life is more likely today within the middle classes where women are working in a career and expect equality; • child-centredness is commonly associated with the higher classes rather than the lower; • family size tends to be bigger in the lower social classes; • middle class children in China often make substantial contributions to their parents’ living expenses; • the higher classes can afford to pay for others to be involved in their family life e.g. housework, nannies etc.; • lower class children are less likely to go to school/remain in education and are often working to provide for their family; • 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 ‘families are often bigger in the lower social classes.’ 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. ‘family life can be diverse when we look at financial issues linked to class. Those from the higher social classes are able to employ non family members to get involved in family tasks/the domestic role and duties such as childcare, housework and emotional support’. 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 reconstituted families are becoming more common in 8 modern industrial societies. Candidates should discuss the various reasons why reconstituted families are becoming more common in modern industrial societies. (reconstituted = step families) Possible answers: • secularisation – the decline of religion means that divorce is more common in many societies, leading to increased reconstituted families; • remarriage rates are increasing which is leading to increases in the numbers of reconstituted families; • divorce is cheaper, quicker and easier than ever before meaning that it is more likely for reconstituted families to form; • feminism – women are not prepared to accept unhappy marriages anymore and so are more likely to leave and to enter a different, better relationship, hence forming a reconstituted family; • changing norms, values and attitudes means that people believe in the right to be happy (often promoted through the media) and so have higher expectations of marriage, leading to more reconstituted families; • decline of the extended family structure in many societies means there is less pressure to stay in an unhappy marriage which can lead to more reconstituted families forming; • 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. ‘people don’t want to stay in unhappy marriages anymore so divorce and form step families’. 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 the question. Responses may be underdeveloped and lacking in range e.g. ‘divorce rates are rising as it is much easier and cheaper to do this, meaning people can leave unhappy marriages and eventually remarry and form reconstituted families’. At the bottom of the band candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of the question., e.g. ‘Many societies are now secular meaning that there is less pressure to stay in an unhappy marriage. This leads to increasing divorce rates, particularly by women, who will look for different, better relationships. This is further encouraged by feminism and so increased numbers of reconstituted families start to form’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is family life today based on gender inequalities? 15 Candidates should show awareness of the ways that family life is based on gender inequalities and may discuss feminism/patriarchy here. They should also consider in evaluation how gender inequalities are now disappearing in the family and/or that other inequalities characterise family life instead of gender. Possible answers: For: • differential socialisation – Oakley’s study of canalisation and manipulation demonstrated how children learn their different gender roles that can then lead to gender inequalities; • feminists believe the family is a patriarchal institution that benefits men due to its gender inequalities and gendered power imbalance; • polygyny allows men to have multiple wives in some cultures – this reduces the importance and status of women; • functionalists believe that instrumental roles for men and expressive roles for women offer the best solution for successful family life – many people believe this leads to gender inequalities as men are seen to have more power and status than women; • many families today (particularly in traditional societies or the working class) still operate with segregated conjugal roles whereby men have more power than women; • in modern industrial societies where conjugal roles tend to be more joint, women still find themselves doing more of the laborious and dull domestic tasks = not equal; • women today often suffer from the dual or triple burden, juggling paid and domestic work in a way that men don’t have to; • Pahl/Edgell – men typically make the financial and more important decisions in the home; • men are still seen to be the primary breadwinner and protector of the family, giving him more power than the woman; • the dark side of the family – women remain the hidden victims of domestic abuse; • women typically work part time so that they can combine paid work with household responsibilities = less pay and status than men; • the perceived greater importance of the male role means that a family is more likely to move to a new area/country for a man’s promotion than for a woman’s promotion; • other reasonable response. 1(e) Against: • Willmott and Young, the symmetrical family – joint conjugal roles are said by many to characterise family life today, not inequalities; • socialisation of children today tends to be far more equal and less gender stereotypical; • single parent families are typically headed by women, removing any gender inequalities; • same sex families and alternatives to the family (communes, friends etc.) all challenge the idea of family life being characterised by gender inequalities; • men are now far more involved in childcare and domestic tasks than ever before due to the rise of the career woman, the new man and the househusband; • privatised nuclear families are frequently seen and typically involve both partners and children being responsible for the household tasks; • inequalities in the family may not be based on gender but on other social characteristics such as age/ethnicity/culture/social class instead; • in a postmodern world, gender roles are being eradicated as we live in a ‘pick and mix’ society where identities can be constructed and negotiated at will, they are no longer fixed; • 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. ‘women do most of the housework and childcare’. 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 in the question, inequalities are when things aren’t fair. 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. ‘family life today is not equal. Men do DIY work and gardening whereas women look after the children, do the housework and make sure everyone is happy’. 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 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, ‘despite criticisms from some feminists about continued inequalities based on gender in family life, it cannot be denied that roles are far more equal than they were previously. This may well depend upon factors such as culture, ethnicity and class but men’s role in family life is far greater than it was in the past and women are no longer solely responsible for the home. They have careers too, for example’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which family life today is based upon gender inequalities. 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 life today being characterised by gender inequalities, citing some of the examples given.

Question 21

Some sociologists view education and the official curriculum as essential to improving an individual’s life chances. Other sociologists bel…

Accepted Answer

2(a) What is meant by the term ‘official curriculum’. 2 One mark for partial definition e.g. subjects studied Two marks for clear definition e.g. the subjects and lessons studied at school and their content 2(b) Describe two features of the hidden curriculum. 4 Possible answers: • competitive sports and testing – sends out the message that doing better than others is valued in society; • learning the importance of punctuality in school, preparing you for later working life; • through school uniform requirements, students learn expectations for dress codes e.g. at work; • abiding by school rules – you have to do as you’re told by those in authority regardless of whether you agree; • schools are hierarchies – students learn their place in the hierarchy and the associated norms with this status position; • functionalists – hidden curriculum gives the skills and attitudes necessary for the smooth running of society, social order; • Marxists – hidden curriculum maintains the control of the working class by the bourgeoisie; • feminists – students learn the expectations associated with their gender and their future gender roles; • respect and manners and reinforced to students through the hidden curriculum; • values and morals of society are taught and reinforced through the hidden curriculum; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two) 2(c) Explain how schools have tried to improve the educational 6 achievement of ethnic minority students. Candidates may talk about ethnic minority students in general terms or may focus on specific ethnic groups in their answer. Either way is fine to credit. Possible answers: • anti-racism programmes – teachers have been trained in equal opportunities and the need to change their expectations and stereotypes of ethnic minority students; • legislation now exists to ensure that ethnic minority students get a ‘fair deal’ in education; • curriculums are far less ethnocentric in nature today and thus ethnic minority students are far more likely to engage and be successful; • representations of ethnic minority students in textbooks are more regular and frequent meaning that education is seen to be something for everyone; • positive discrimination – schools can place ethnic minority students into higher sets and introduce compensatory education programmes/intervention in order to try and improve performance; • recruitment of more ethnic minority teachers can help ethnic minority students to see that education is something that they can be successful in – positive role modelling; • 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 ‘not being racist and treating ethnic minority students equally’. 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. ‘positive discrimination can be used to try and improve the educational achievement of ethnic minority students. This can involve additional tuition, a non-ethnocentric curriculum, placing EM students into higher sets and bringing in motivational speakers’. 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 sanctions are used in schools. 8 Candidates should show awareness of the various reasons why sanctions (positive rewards and/or negative punishments may be discussed) are used in schools. Possible answers: • negative sanctions such as detentions are used in schools in order to promote conformity; • punishments in schools are used to teach individuals that certain behaviours are ‘wrong’ and should not be repeated; • positive sanctions such as treat trips are used in schools to encourage students to engage in and repeat socially encouraged behaviour; • functionalists believe sanctions in schools are necessary as one of the functions of education is social control – to produce social stability; • feminists believe sanctions are used in schools to maintain patriarchy in terms of gender roles and gender expectations in behaviour and attitudes; • Marxists believe sanctions are used in schools to allow the promotion of the belief that it is ‘natural’ to conform to the wishes of those in positions of authority and power; • sanctions in schools could be seen to be an extension of the power of the state to ideologically control individuals (Marxism) through the promotion of socially approved attitudes, beliefs and behaviour that benefit the ruling class; • Marxists believe sanctions in schools allow the promotion of the capitalist ideology as something that is fair and just; • prizes and rewards are used as positive sanctions in order to raise attainment; • 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. ‘to punish students’. 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 sanctions are used in schools. Responses may be underdeveloped and lacking in range e.g. ‘sanctions can be punishments or rewards and they make students do what they are told, so acting as a type of social control’. 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 sanctions are used in schools and will be well developed and explained e.g. ‘Sanctions in school ensure conformity to the roles and to those in positions of authority. For functionalists this is a good thing as it socialises us to accept orders from others and so keeps society running smoothly. For Marxists, though, it allows the ruling class to maintain power over the lower class’. 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 is education a major factor in improving an individual’s 15 life chances? Life Chances – the opportunities that individuals have to improve their lives. Candidates should show awareness of the ways that education can improve a person’s life chances and should also consider how life chances are already fixed and cannot be changed by education. Factors to do with ethnicity, gender and social class may be referred to here. Possible answers: For: • functionalists see education as being meritocratic and so by working hard you will be successful and will improve your life chances; • educational qualifications are seen in MIS’s as being vital in order to obtain professional and high status jobs; • higher education is thought to be a major factor in determining the type and level of job a person can obtain – this then can be life changing; • education is thought to lead to social mobility, offering individuals the opportunity to change their social status and lifestyle; • education is free for children in many countries and so opens doors for everybody in terms of increasing life chances; • education may lead to improved and widened social networks which may heighten job opportunities and prospects; • education can lift poor people out of poverty and break the cycle; • education allows for equality of opportunity regardless of a person’s social characteristics (gender/ethnicity/social class); • compensatory education and/or positive discrimination can improve the life chances of disadvantaged groups; • the teaching of the hidden curriculum promotes life skills and ensures that students know the expected norms and values in order to function successfully and so improves life chances; • other reasonable response. Against: • those with more money have better chances of being successful in education than poorer people e.g. through private education, which then affects life chances; • despite girls performing better than boys in education in many societies, when it comes to life chances, males still fare better e.g. the gender pay gap; • ethnic minorities do not do as well in education as the ethnic majority and therefore do not have improved life chances; • Marxists do not believe that education is meritocratic and instead see it as an institution that maintains social inequalities and thus does not change life chances as it is a tool to keep the working class in their place; • feminists believe that patriarchal ideologies are so ingrained in society that educational performance is irrelevant in determining life chances; 2(e) • life chances may be fixed and ascribed by social characteristics and so education cannot affect life chances (ascribed status); • other social agents e.g. the peer group may be more influential than education in terms of improving life chances; • 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. ‘qualifications help you get a good job’. 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. ‘life chances are the opportunities you have to succeed’. 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. ‘education is often free and available to everyone so if you do well in it you have more chances to improve your status’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘whilst functionalists believe that education is a meritocratic system, that allows everyone to better themselves if they work and try hard, it remains the case that most people will remain in the class or status position into which they were born. This shows that education has little effect on life chances’. 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 22

According to official crime statistics an individual’s social characteristics can affect whether they become a criminal. Some sociologists …

Accepted Answer

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

Question 23

Family life is not always a positive experience for individuals. The dark side of family life and empty-shell marriages are two good exampl…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘empty-shell marriage’? 2 One mark for partial definition e.g. they don’t love each other anymore Two marks for clear definition e.g. a married couple continue to live together but without love or affection 1(b) Describe two paternal roles in the family. 4 Candidates may discuss either traditional or new paternal roles or a mixture of both. A paternal role is the part played by the man in the family as a father. Possible answers: • instrumental role as head of the family e.g. the decision maker; • breadwinner / provider role as the one who brings in the income for the family; • emotional / expressive new role – spending time with children and nurturing them; • protector role – the one to look after the rest of the family; • dual / shared roles – gender equality means many family roles are now shared with partner; • disciplinarian role – carries out the social control for the family e.g. of the children; • gender role socialisation – teaching skills and norms to their sons of masculinity; • 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 the extended family exists in different forms today. 6 Possible answers: • vertically extended families – more than two generations, traditional, grandparents; • horizontally extended families – family members of the same generation (e.g. aunts and uncles etc.) as the parents and children; • all the relatives sharing a household, living under one roof, one unit; • several nuclear families living close to one another – typical of the traditional working class in the UK; • modified extended family – relatives who live far apart remaining in close contact with one another often enabled by technological change and the new media; • beanpole family – very ‘tall and thin’ families with few people in each generation, often typical of contemporary Western societies where perhaps grand-parents help with childcare; • 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, for example, big families. 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. ‘Many extended family units still exist today. These can take various forms depending on the culture involved. In Western societies, for example, modified extended families where relatives live far apart but keep in regular contact through improved technology are common’. 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 living alone has become more common for individuals in 8 modern industrial societies. Candidates should show awareness of the various reasons for individuals living alone in MIS’s. Possible answers: • marriage and children are no longer social expectations (e.g. secularisation); • women are typically working therefore have a career and can afford to live alone; • feminism has encouraged females to be independent and to resist patriarchy; • the decline of the extended family means that living alone is more commonplace; • urbanisation and industrialisation leads to individuals leaving their families and communities and starting their own life elsewhere (geographical mobility); • rise in divorce rates leading to increased numbers of single divorcees; • as life expectancy increases so there are increasing numbers of elderly single people still fit and well enough to live alone; • 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 e.g. ‘people don’t have to get married anymore’, 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, 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, ‘Divorce rates are high in most MIS’s which means there is more likelihood of people living alone due to relationship breakdowns’. 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) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of the question. For example, ‘Feminists believe that singlehood is on the increase as women are actively deciding to live alone. They are able to do this due to the rise of career women and equal rights legislation. It may also be resistance to patriarchy’. 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 families functional for individuals and society? 15 Candidates do not need to explicitly discuss both individuals and society separately. Candidates should show awareness of the ways that families can be seen to be functional – functionalist theory is likely to be discussed here. In evaluation, candidates are likely to discuss how families may not be functional and may refer to Marxism and/or feminism whilst doing so. However, theories can be used in both the ‘for’ and ‘against’ sides of the argument e.g. Marxism could be used either ‘for’ or ‘against’. All valid points should therefore be credited in the context of the candidate’s answer. Possible answers: For: • reproduction – societies must produce new generations of children in order to survive, family life encourages children; • socialisation – children need to learn the norms and values of their society through the family; • social control – how the behaviour of children is controlled by the family so that they conform to the norms; • care of children – children need to be fed, clothed and nurtured by families; • status – families provide status for children and involve them in a variety of different relationships; • regulation of sexual behaviour – encouraging children to be born in a socially approved sexual relationship; • nuclear families perform family functions best through clear gender roles; • Marxists believe the family is functional for capitalist society through the transmission of pro-capitalist norms and values; • feminists believe the nuclear family is functional for patriarchal society by giving men a powerful role; • other reasonable response. 1(e) Against: • Leach – demands on nuclear families are too great which leads to conflict within the family and so it is not functional; • dark side of the family – abuse and neglect demonstrate that family life may not always be functional; • Barrett and McIntosh – the ‘anti-social family’ – the nuclear family does not work for many people; • feminists criticise the segregated gender roles in the family (triple shift) and therefore do not see it as functional for individuals (patriarchal); • family diversity means that the nuclear family has declined in numbers and importance meaning that the functions may have also declined; • alternatives to the family such as one-person households and communes challenge the argument that families are functional; • other institutions are now performing the functions once performed by the family (e.g. healthcare in the medical system, education at school etc) so reducing the family’s functions; • 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. For example, ‘Children need a family for food and shelter’. 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, ‘Families are the main agent of socialisation and social control for children so are very important’. 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 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. There will be a two-sided response but this may be unbalanced. For example, ‘Despite a range of convincing functionalist arguments about the positive functions of the family, many sociologists would argue that family life can be negative. Marxists talk about the exploitation of the working classes whilst feminists consider the dark side of the family and factors such as the triple shift that exploit women’. 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 families are functional for individuals and 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 debate in the question, citing some of the examples given.

Question 24

Traditionally, the nuclear family was thought to be important for a successful marriage and a happy family life. It was the norm and an exp…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘nuclear family’. 2 One mark for partial definition e.g. married with children Two marks for clear definition e.g. man and woman who are married or living together with dependent children 1(b) Describe two ways conjugal roles have changed over time. 4 Possible answers: • move from segregated to joint conjugal roles; • men less likely to be the sole breadwinner and provider for the family; • working women means that women are less likely to take sole responsibility for the expressive role; • men are more likely to be involved in childcare and domestic responsibilities e.g. the new man; • diversity in family types means that what we understand by conjugal roles may need to change e.g. single parent families where one parent performs all the roles/same sex families 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) 1(c) Explain how social class can affect marriage and family life. 6 Candidates may talk about marriage, family life or both. These are all fine to credit. Possible answers: • in the UK the extended family structure was typically associated with the working class; • lower class families are typically more likely to have segregated conjugal roles; • middle class, educated women are more likely to remain single and not to have children or to have smaller families e.g. just one child; • because divorce is now cheaper and easier, more lower class people are filing for divorce; • symmetry within family life is more likely today within the middle classes where women are working in a career and expect equality; • child-centredness is commonly associated with the higher classes rather than the lower; • family size tends to be bigger in the lower social classes; • middle class children in China often make substantial contributions to their parents’ living expenses; • the higher classes can afford to pay for others to be involved in their family life e.g. housework, nannies etc.; • lower class children are less likely to go to school/remain in education and are often working to provide for their family; • 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 ‘families are often bigger in the lower social classes.’ 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. ‘family life can be diverse when we look at financial issues linked to class. Those from the higher social classes are able to employ non family members to get involved in family tasks/the domestic role and duties such as childcare, housework and emotional support’. 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 reconstituted families are becoming more common in 8 modern industrial societies. Candidates should discuss the various reasons why reconstituted families are becoming more common in modern industrial societies. (reconstituted = step families) Possible answers: • secularisation – the decline of religion means that divorce is more common in many societies, leading to increased reconstituted families; • remarriage rates are increasing which is leading to increases in the numbers of reconstituted families; • divorce is cheaper, quicker and easier than ever before meaning that it is more likely for reconstituted families to form; • feminism – women are not prepared to accept unhappy marriages anymore and so are more likely to leave and to enter a different, better relationship, hence forming a reconstituted family; • changing norms, values and attitudes means that people believe in the right to be happy (often promoted through the media) and so have higher expectations of marriage, leading to more reconstituted families; • decline of the extended family structure in many societies means there is less pressure to stay in an unhappy marriage which can lead to more reconstituted families forming; • 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. ‘people don’t want to stay in unhappy marriages anymore so divorce and form step families’. 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 the question. Responses may be underdeveloped and lacking in range e.g. ‘divorce rates are rising as it is much easier and cheaper to do this, meaning people can leave unhappy marriages and eventually remarry and form reconstituted families’. At the bottom of the band candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of the question., e.g. ‘Many societies are now secular meaning that there is less pressure to stay in an unhappy marriage. This leads to increasing divorce rates, particularly by women, who will look for different, better relationships. This is further encouraged by feminism and so increased numbers of reconstituted families start to form’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is family life today based on gender inequalities? 15 Candidates should show awareness of the ways that family life is based on gender inequalities and may discuss feminism/patriarchy here. They should also consider in evaluation how gender inequalities are now disappearing in the family and/or that other inequalities characterise family life instead of gender. Possible answers: For: • differential socialisation – Oakley’s study of canalisation and manipulation demonstrated how children learn their different gender roles that can then lead to gender inequalities; • feminists believe the family is a patriarchal institution that benefits men due to its gender inequalities and gendered power imbalance; • polygyny allows men to have multiple wives in some cultures – this reduces the importance and status of women; • functionalists believe that instrumental roles for men and expressive roles for women offer the best solution for successful family life – many people believe this leads to gender inequalities as men are seen to have more power and status than women; • many families today (particularly in traditional societies or the working class) still operate with segregated conjugal roles whereby men have more power than women; • in modern industrial societies where conjugal roles tend to be more joint, women still find themselves doing more of the laborious and dull domestic tasks = not equal; • women today often suffer from the dual or triple burden, juggling paid and domestic work in a way that men don’t have to; • Pahl/Edgell – men typically make the financial and more important decisions in the home; • men are still seen to be the primary breadwinner and protector of the family, giving him more power than the woman; • the dark side of the family – women remain the hidden victims of domestic abuse; • women typically work part time so that they can combine paid work with household responsibilities = less pay and status than men; • the perceived greater importance of the male role means that a family is more likely to move to a new area/country for a man’s promotion than for a woman’s promotion; • other reasonable response. 1(e) Against: • Willmott and Young, the symmetrical family – joint conjugal roles are said by many to characterise family life today, not inequalities; • socialisation of children today tends to be far more equal and less gender stereotypical; • single parent families are typically headed by women, removing any gender inequalities; • same sex families and alternatives to the family (communes, friends etc.) all challenge the idea of family life being characterised by gender inequalities; • men are now far more involved in childcare and domestic tasks than ever before due to the rise of the career woman, the new man and the househusband; • privatised nuclear families are frequently seen and typically involve both partners and children being responsible for the household tasks; • inequalities in the family may not be based on gender but on other social characteristics such as age/ethnicity/culture/social class instead; • in a postmodern world, gender roles are being eradicated as we live in a ‘pick and mix’ society where identities can be constructed and negotiated at will, they are no longer fixed; • 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. ‘women do most of the housework and childcare’. 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 in the question, inequalities are when things aren’t fair. 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. ‘family life today is not equal. Men do DIY work and gardening whereas women look after the children, do the housework and make sure everyone is happy’. 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 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, ‘despite criticisms from some feminists about continued inequalities based on gender in family life, it cannot be denied that roles are far more equal than they were previously. This may well depend upon factors such as culture, ethnicity and class but men’s role in family life is far greater than it was in the past and women are no longer solely responsible for the home. They have careers too, for example’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which family life today is based upon gender inequalities. 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 life today being characterised by gender inequalities, citing some of the examples given.

Question 25

Some sociologists view education and the official curriculum as essential to improving an individual’s life chances. Other sociologists bel…

Accepted Answer

2(a) What is meant by the term ‘official curriculum’. 2 One mark for partial definition e.g. subjects studied Two marks for clear definition e.g. the subjects and lessons studied at school and their content 2(b) Describe two features of the hidden curriculum. 4 Possible answers: • competitive sports and testing – sends out the message that doing better than others is valued in society; • learning the importance of punctuality in school, preparing you for later working life; • through school uniform requirements, students learn expectations for dress codes e.g. at work; • abiding by school rules – you have to do as you’re told by those in authority regardless of whether you agree; • schools are hierarchies – students learn their place in the hierarchy and the associated norms with this status position; • functionalists – hidden curriculum gives the skills and attitudes necessary for the smooth running of society, social order; • Marxists – hidden curriculum maintains the control of the working class by the bourgeoisie; • feminists – students learn the expectations associated with their gender and their future gender roles; • respect and manners and reinforced to students through the hidden curriculum; • values and morals of society are taught and reinforced through the hidden curriculum; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two) 2(c) Explain how schools have tried to improve the educational 6 achievement of ethnic minority students. Candidates may talk about ethnic minority students in general terms or may focus on specific ethnic groups in their answer. Either way is fine to credit. Possible answers: • anti-racism programmes – teachers have been trained in equal opportunities and the need to change their expectations and stereotypes of ethnic minority students; • legislation now exists to ensure that ethnic minority students get a ‘fair deal’ in education; • curriculums are far less ethnocentric in nature today and thus ethnic minority students are far more likely to engage and be successful; • representations of ethnic minority students in textbooks are more regular and frequent meaning that education is seen to be something for everyone; • positive discrimination – schools can place ethnic minority students into higher sets and introduce compensatory education programmes/intervention in order to try and improve performance; • recruitment of more ethnic minority teachers can help ethnic minority students to see that education is something that they can be successful in – positive role modelling; • 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 ‘not being racist and treating ethnic minority students equally’. 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. ‘positive discrimination can be used to try and improve the educational achievement of ethnic minority students. This can involve additional tuition, a non-ethnocentric curriculum, placing EM students into higher sets and bringing in motivational speakers’. 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 sanctions are used in schools. 8 Candidates should show awareness of the various reasons why sanctions (positive rewards and/or negative punishments may be discussed) are used in schools. Possible answers: • negative sanctions such as detentions are used in schools in order to promote conformity; • punishments in schools are used to teach individuals that certain behaviours are ‘wrong’ and should not be repeated; • positive sanctions such as treat trips are used in schools to encourage students to engage in and repeat socially encouraged behaviour; • functionalists believe sanctions in schools are necessary as one of the functions of education is social control – to produce social stability; • feminists believe sanctions are used in schools to maintain patriarchy in terms of gender roles and gender expectations in behaviour and attitudes; • Marxists believe sanctions are used in schools to allow the promotion of the belief that it is ‘natural’ to conform to the wishes of those in positions of authority and power; • sanctions in schools could be seen to be an extension of the power of the state to ideologically control individuals (Marxism) through the promotion of socially approved attitudes, beliefs and behaviour that benefit the ruling class; • Marxists believe sanctions in schools allow the promotion of the capitalist ideology as something that is fair and just; • prizes and rewards are used as positive sanctions in order to raise attainment; • 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. ‘to punish students’. 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 sanctions are used in schools. Responses may be underdeveloped and lacking in range e.g. ‘sanctions can be punishments or rewards and they make students do what they are told, so acting as a type of social control’. 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 sanctions are used in schools and will be well developed and explained e.g. ‘Sanctions in school ensure conformity to the roles and to those in positions of authority. For functionalists this is a good thing as it socialises us to accept orders from others and so keeps society running smoothly. For Marxists, though, it allows the ruling class to maintain power over the lower class’. 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 is education a major factor in improving an individual’s 15 life chances? Life Chances – the opportunities that individuals have to improve their lives. Candidates should show awareness of the ways that education can improve a person’s life chances and should also consider how life chances are already fixed and cannot be changed by education. Factors to do with ethnicity, gender and social class may be referred to here. Possible answers: For: • functionalists see education as being meritocratic and so by working hard you will be successful and will improve your life chances; • educational qualifications are seen in MIS’s as being vital in order to obtain professional and high status jobs; • higher education is thought to be a major factor in determining the type and level of job a person can obtain – this then can be life changing; • education is thought to lead to social mobility, offering individuals the opportunity to change their social status and lifestyle; • education is free for children in many countries and so opens doors for everybody in terms of increasing life chances; • education may lead to improved and widened social networks which may heighten job opportunities and prospects; • education can lift poor people out of poverty and break the cycle; • education allows for equality of opportunity regardless of a person’s social characteristics (gender/ethnicity/social class); • compensatory education and/or positive discrimination can improve the life chances of disadvantaged groups; • the teaching of the hidden curriculum promotes life skills and ensures that students know the expected norms and values in order to function successfully and so improves life chances; • other reasonable response. Against: • those with more money have better chances of being successful in education than poorer people e.g. through private education, which then affects life chances; • despite girls performing better than boys in education in many societies, when it comes to life chances, males still fare better e.g. the gender pay gap; • ethnic minorities do not do as well in education as the ethnic majority and therefore do not have improved life chances; • Marxists do not believe that education is meritocratic and instead see it as an institution that maintains social inequalities and thus does not change life chances as it is a tool to keep the working class in their place; • feminists believe that patriarchal ideologies are so ingrained in society that educational performance is irrelevant in determining life chances; 2(e) • life chances may be fixed and ascribed by social characteristics and so education cannot affect life chances (ascribed status); • other social agents e.g. the peer group may be more influential than education in terms of improving life chances; • 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. ‘qualifications help you get a good job’. 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. ‘life chances are the opportunities you have to succeed’. 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. ‘education is often free and available to everyone so if you do well in it you have more chances to improve your status’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘whilst functionalists believe that education is a meritocratic system, that allows everyone to better themselves if they work and try hard, it remains the case that most people will remain in the class or status position into which they were born. This shows that education has little effect on life chances’. 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 26

According to official crime statistics an individual’s social characteristics can affect whether they become a criminal. Some sociologists …

Accepted Answer

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

Question 27

Families are changing. Marriage is no longer a social expectation and the roles of children and parents are increasingly diverse. Sociologi…

Accepted Answer

1(a) What is meant by the term ‘child-centeredness’? One mark for partial definition, e.g. the importance of children Two marks for clear definition, e.g. the child’s needs and wishes are the most important considerations for the family 2 1(b) Describe two examples of family diversity Candidates may choose to answer this question through reference to family types, family roles or variations in family relationships. All are fine to credit. Possible answers: • different families now take different forms, e.g. nuclear family, extended family, lone parent family are all seen in society; • family forms can all be made up differently, e.g. an extended family may be extended vertically, horizontally or could be a modified extended family; • families now incorporate different family roles which leads to much diversity, e.g. children’s roles, joint/segregated conjugal roles; • social factors such as class and ethnicity can affect relationships within families and are examples of family diversity, e.g. some sociologists suggest that symmetrical families are more likely to be found in the middle class than the working class; • newer families – e.g. beanpole families are more often seen today (tall and thin structures) which were not so frequently seen previously; • acceptance of non-traditional families – same sex and lone parent families are now more accepted in some societies; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 1(c) Explain how feminism has affected family life in modern industrial societies. Possible answers: • divorce rates have risen as women remove themselves from unhappy or unsatisfactory partnerships due to the empowerment feminism has given them; • marriage rates have fallen as due to changing attitudes caused by the feminist movement, this is no longer seen as a necessity for women who may choose to focus on their career instead; • women will leave abusive and stifling relationships/the dark side of family life due to the empowerment of feminism (rise in divorce rates); • family life has become more diverse with singlehood, reconstituted families and same sex families becoming more widely accepted due to changing values and attitudes promoted by feminism; • fertility rates have fallen as women feel less pressure to have children due to the changing attitudes caused by feminism – this is no longer their primary or sole role; • symmetrical roles in the family have become more of an expectation for women who believe they should be treated equally to men (joint conjugal roles) – as argued by feminism; • women no longer take subordinate roles in the family, often being the primary breadwinner and carer thanks to the changes caused by feminism; • 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 ‘divorce being more popular and acceptable because of feminism’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 1(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected, e.g. ‘feminism has led to many changes in family life. Women will not necessarily accept a subordinate position in the family and expect partners to take an equal role in childcare and housework, thus creating symmetrical roles’. 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 urbanisation causes families to change. Candidates should show awareness of the various reasons why urbanisation causes families to change. Possible answers: • nuclear families, small in size, supported urban living – best fit thesis; • geographical mobility – the smaller the family size the easier moving to new places for work was, this caused a change from extended to nuclear families; • privatisation of the nuclear family – urbanisation led to the formation of small, privatised families that were often isolated from extended family therefore wider kin’s influence was lessoned; • husband and wife may become much closer away from wider family ties and joint/symmetrical relationships may develop; • the cost of living in urban areas is high and children can be seen as an economic burden hence why families can become smaller, e.g. DINK (double income no kids) families; • many women work in urban areas and to be successful in their careers is difficult with a family – this may reduce the birth rate and result in more symmetrical relationships; • urbanisation removed many functions from the family and instead these were performed by the state, e.g. education; • urbanisation caused a change from the family being a unit of production to a unit of consumption; • urbanisation caused many families to become geographically disparate, keeping in touch through technology rather than face-to-face, e.g. the modified extended family; • Laslett – during urbanisation families moved away from extended structures, married later, started a family late and saved up until they could afford to set up house together – very different to pre-urbanisation; • other reasonable response. Band 0 [0 marks] No creditworthy response. 8 Question Answer Marks 1(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘urbanisation led to more nuclear families’. 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 urbanisation causes family change. Responses may be underdeveloped and lacking in range, e.g. ‘families moving to the cities for work needed to be smaller in order to make this possible and this led to the growth of nuclear families’. 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 of why urbanisation causes family change and will be well developed and explained, e.g. ‘in a privatised nuclear family, husband and wife may grow much closer as they spend more time together. This can result in more symmetrical families forming with joint conjugal roles as the norm’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 1(e) To what extent are families today symmetrical? Candidates should show awareness of the ways that families today may be more equal. They are likely to discuss conjugal roles in the family but may also consider the roles of children too. Candidates may refer to class, age and ethnic factors in evaluating how generic this change actually is (e.g. the difference between traditional and modern societies) and/or may also refer to feminism in order to question the claim. Possible answers: For: • Willmott and Young found evidence of symmetrical families becoming the norm in the UK and this is also thought to be true for many other countries too; • privatised nuclear families have resulted in the formation of more equal conjugal role relationships in families; • women have higher status jobs in society and may often be the main breadwinner meaning that their increased status in society is mirrored within the family; • it has become easier in postmodern society for both men and women to choose and negotiate their roles with one another and not to have to fit a pre-set mould, thus increasing symmetry; • labour saving devices in the home and childcare/nannies means that home is a more attractive place to be for both men and women and so allows for more symmetry; • family diversity means that there is no such thing as set conjugal roles anymore, e.g. same sex families, single parent families, reconstituted families – roles are therefore typically more symmetrical; • with the decrease in the birth rate attitudes to children have changed resulting in a more child-centered approach; roles between parents and children are hence more symmetrical; • other reasonable response. Against: • segregated conjugal roles still exist in many families, e.g. the working class, Asian families; • traditional/religious families often believe strongly in clearly defined gender roles in the family and actively encourage this; 15 Question Answer Marks 1(e) • despite there being more equality in families today than the past, it is still females who perform the majority of the household tasks; • males typically perform the more glamorous/fun domestic tasks whereas the tasks associated with females tend to be dull and boring; • feminists believe that as long as society remains patriarchal so will family life and the domestic division of labour be unequal; • Edgell/Pahl – men take most responsibility for financial decision making in the family rather than women; • women typically face a dual or a triple burden which men do not; • domestic violence/child abuse is still reality within many families – this is not symmetry; • 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. ‘women and men share the housework today’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘symmetrical means being equal’. 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. ‘because women now often do paid work, husbands help out more in the home with housework and childcare causing more symmetry’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Question Answer Marks 1(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, ‘whilst symmetry within the family has become an established norm for many families, particularly middle class and secular ones, in some families women may still perform the majority of household tasks regardless of whether they go out to work or not. They suffer from what feminists call a dual burden which is not symmetrical and represents the more powerful position of men in society and the family’. 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 raised in the question, citing some of the examples given.

Question 28

As the world and societies change, so do the institutions of marriage and the family. Some sociologists claim that gender inequality has be…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘matriarchy’? 2 One mark for partial definition, e.g. female is in charge Two marks for clear definition, e.g. mother is the head of the household with authority over the men and children 1(b) Describe two alternatives to the family. 4 Possible answers: • one-person household – divorced or widowed adults; • singletons – adults live alone out of choice; • commune – a group of people who choose to live together and share at least some of their property; • living with friends – this can be through renting or, increasingly in modern industrial societies, buying together; • shared households – rooms of multiple occupancy all within one house, often sharing kitchen and bathroom facilities; • traditional societies – i.e. the Nayar tribe where large groups of women and children live together under one roof; • orphanages – groups of children are looked after and raised by people other than their parents; • 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 primary socialisation can lead to social conformity. 6 Possible answers: • primary socialisation is carried out by family members who have a close relationship to the child and so have a lot of influence over him/her, so leading to conformity; • positive sanctions administered through primary socialisation ensure social conformity, e.g. reward charts, treats, praise; • negative sanctions given through primary socialisation ensure social conformity, e.g. telling the child off, punishment; • primary socialisation occurs in the formative years (0–5) when children are like ‘sponges’ and soak up everything they are taught so ensuring social conformity; • processes such as canalisation and manipulation (Oakley) lead to children conforming to the expected gender roles; • children see older adults as role models and so imitate what they see, resulting in conformity; • functionalists believe this primary stage is all about the transmission of core norms and values, resulting in social conformity; • 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 ‘how children learn everything from their family in these early years’. 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. ‘sociologists such as Oakley have recognised how influential the primary stage is in terms of teaching children society’s core norms and values. Oakley talked about the processes of manipulation and canalisation leading to children conforming to the expected gender roles’. 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 marriage is still important today. 8 Possible answers: • in some cultures, e.g. South Asian, marriage is still highly valued; • frequently seen media image of the ‘cereal packet’ family promotes the institution of marriage; • second and subsequent marriages are increasing in numbers (remarriage) and so marriage must be thought to be important; • marriage can provide financial security and emotional support for its members; • arranged marriages are the norm in many societies and cultures – marriage is the expectation so is still important; • people do still get married – many now choose to do so later in life; • more weddings are now civil not religious ceremonies but marriage itself still takes place; • even though marriage is no longer a social norm or expectation in many countries and cultures, most people do still choose to marry at some point in their lives; • minority groups have fought to achieve equality in terms of marriage therefore it must still be perceived to be important, e.g. same sex marriage legislation; • many people still want to be married before having children, e.g. religious societies/cultures – reproduction; • Disney/Hollywood romanticism of marriage and a happy ending means that marriage is still represented to be important; • many governments offer tax breaks and incentives to marry therefore it is still seen to be important in society; • functionalist views that marriage is essential for the successful raising of a family • 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. ‘marriage shows how much you love someone’, 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 marriage is still important despite secularisation. Responses may be underdeveloped and lacking in range, e.g. ‘there may be fewer religious weddings today but civil ceremonies are growing in popularity, demonstrating that marriage itself is still important’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why marriage is still important despite secularisation and will be well developed and explained, e.g. ‘despite there being little pressure from the state and most families to get married, a large number of people still value marriage as an institution and want to get married before they have children. It is a lifestyle choice rather than a social expectation that actually increases the importance of marriage for individuals’. 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 can living in a single parent family have a negative 15 effect on family life? Possible answers: For: • New Right thinkers believe that the lack of a father figure in single parent families leads to inadequate socialisation/lack of discipline for children, particularly boys; • functionalists believe that a family needs two adults to be most effective, one as breadwinner and one in the nurturing role, therefore single parent families are seen to be ‘broken’ and likely to create problems for both children and society; • single parent families are associated by New Right thinkers such as Charles Murray with a child’s underachievement at school, criminal and anti-social behaviour – negative effects on family life; • the media and some political thinkers may demonise single parents, as welfare scroungers who are only interested in benefits not raising a child thus negatively effecting family life; • single parent families are more likely to suffer from poverty and can thus be seen to be a burden on the state; • many functionalist writers believe that single parent families have become an underclass in society who reproduce without thought for the consequences, without a moral framework and then inadequately socialise their children; • single parent families are often the result of divorce and thus all the negatives that this brings, e.g. short term distress for children, financial insecurity; • children may be split between two homes, due to a relationship breakdown, and thus lack a clear sense of security and belonging; • other reasonable response. Against: • are functionalists correct to say that two parents are essential? Lots of single parents have family and friendship networks that enable them to support their children both financially and emotionally; • being in a single parent family is likely to be far better for the child/children than living in an unhappy home or an empty-shell relationship characterised by arguments and sadness; • many children brought up by single parents experience no issues or problems whatsoever – it is not negative; • children brought up by two parents do not always experience no problems and can also be dysfunctional as adults despite having two parents – here a single parent family is preferable; • single parent families may be the result of escaping from domestic violence, threatening behaviour or abuse. Being in a single parent family situation is preferable to this and not negative; • increasing support from the state via welfare benefits, child policies, education and key professionals means that bringing up children as a single parent need not be problematic or negative and is increasingly seen as ‘normal’; 1(e) • reasons/effects may be nothing to do with family type and structure but to do with social factors such as class and poverty instead; • feminists believe that women have the right to choose how they wish to raise children and if they decide to do so alone they should be praised and supported; • feminists see single parent families as a means for women and children to escape from patriarchy and/or the dark side of family life and therefore view them as a good thing; • many children in single parent families have regular contact with both parents and are not affected by their family structure; • being a single parent family is often a temporary stage in life as many lone parents go on to re-marry or begin another relationship; • other types of families may affect family life negatively more than a single parent family, e.g. reconstituted, single-sex etc.; • 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. ‘in a single parent family there is no dad to tell the children off’. 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 single parent family is one parent and their dependent child living together’. 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. ‘single parent families may suffer from poverty as there is only one parent bringing in a wage. This will mean children do not have all the things that they would like/need’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘despite some single parent families seemingly being dysfunctional 1(e) for their members, often due to the lack of a male role model, this is not true of them all and for lots of children brought up by just one parent they have no problems at all.’ OR ‘Single parent families may be, according to feminists, the result of choices made by women to raise children without a male presence. These women are often middle class professionals and suffer no financial hardships or emotional neglect of the children’. 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.

Question 29

Sociologists view education in different ways. Some sociologists believe that education is important for society to function well. Others c…

Accepted Answer

2(a) What is meant by the term ‘culture of masculinity’? 2 One mark for partial definition, e.g. learning to be masculine Two marks for clear definition, e.g. norms and values that involve masculine characteristics such as sporting prowess at football rather than reading. 2(b) Describe the two types of gratification experienced by students. 4 Possible answers: • immediate gratification – having short-term aims and wanting rewards straight away, often associated with the working class; • deferred gratification – having long-term aims and being willing to postpone rewards, often associated with the middle class; • 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 education helps society to function well. 6 Possible answers: • functionalists believe education performs several vital functions which lead to society functioning well; • education acts as an agency of socialisation, teaching core norms and values; • education acts as an agency of social control, imposing sanctions on children in order to create social order; • from a feminist point of view, education maintains patriarchy and thus, for men, society functions well; • from a Marxist point of view, education helps society to function well through the promotion of ruling class ideologies in the hidden curriculum; • education ensures that people with the skills and abilities needed to fuel the economy and be prepared for the workplace are created; • education teaches individuals to get on with people from a diverse range of backgrounds, promoting tolerance and acceptance in society; • allocation of future roles (sifting and sorting) – assessing student’s performance by how well they do in tests allows them to follow different career paths in society; • other reasonable response. Band 0 [0 marks] No creditworthy response. 2(c) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘education teaching knowledge and skills’. 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. ‘functionalists believe education has several functions that all serve to ensure the smooth running of society. An example of this is the socialisation function – education teaches and transmits acceptance of core norms and values thus promoting social order’. 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 vocationalism is a feature of the education system today. 8 Possible answers: • for functionalists education needs to be selective and to prepare individuals for particular roles and jobs – vocationalism helps with this; • some jobs are better prepared for through vocational rather than academic education, e.g. manual labour, a trade; • Marxists believe vocational education is seen as having less status and worth and is a way of channelling working class students into typical working class jobs; • employers have complained about students not being adequately prepared for the workplace through a traditional academic education – vocationalism has therefore been introduced in order to fill this gap; • for feminists vocational education allows for the continuation of a patriarchal system that sees males and females working in very different roles, e.g. brick laying for boys and childcare for girls; • not everyone can be successful through a solely academic educational route therefore vocational education provides a different pathway for students to learn new skills and knowledge; • vocational education provides students with valuable work experience, helping to prepare them for the world of work; • vocational education is more flexible than traditional education allowing part academic and part work based timetables to be followed, e.g. apprenticeships; • vocational education can provide cheap labour for employers with low pay for the young person and no guarantee of a job at the end; • other reasonable response. Band 0 [0 marks] No creditworthy response 2(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘not everyone can be good at academic subjects’, 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 vocationalism is a feature of the education system today. Responses may be underdeveloped and lacking in range, e.g. ‘work based education allows students to be better prepared for the demands of the workplace, so giving employers more of what they need’. 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’ vocationalism is a feature of the education system today and will be well developed and explained, e.g. ‘Marxists believe that vocational education keeps the lower classes in their place and ensures a continuation of the capitalist system and ideology’. 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 does the education system help males to maintain their 15 powerful position in society? Possible answers: For: • the hidden curriculum reinforces traditional gender roles and stereotypes that may translate to society; • the hierarchy of schools is typically male dominated with males occupying the highest status positions and females dominating the more caring and low status jobs – role modelling/vertical segregation; • subject choice – significantly more males than females take maths, technology, engineering and physics qualifications (STEM subjects) – often a route into the best paid jobs in society; • representations in textbooks may still be quite stereotypical and subconsciously influence girls into lowering their aspirations and expectations for life; • on a global scale, there are far more girls that do not attend schools than boys, particularly in developing countries, – this is likely to negatively impact upon life chances; • teacher expectations/labelling of girls and boys can be very different, e.g. with girls being seen as future housewives and males as the breadwinner, for example; • feminists believe the education system mirrors the patriarchal structures and norms of wider society, therefore helping males to maintain their powerful positions; • male pupils are thought to dominate classroom space and teacher attention in schools, this helps them to learn their higher status and importance than females which can then also translate to wider society; • other reasonable response. 2(e) Against: • girls often achieve higher than boys in education today meaning they are now challenging for the most powerful positions in society; • equal opportunities in education means that social mobility is a possibility for many young women who do well in education; • positive discrimination has been used in some schools to encourage girls to aim higher, through STEM (science, technology and engineering) initiatives for example; • positive female role models are now available for girls, both in education and in society; • the UN has made the education of girls a worldwide priority and a basic human right, so encouraging possibilities for female success; • careers advisors and teachers now encourage girls to be ambitious and to push themselves for the top jobs in society; • girls are more likely than boys to be placed in the higher sets and streams and so to have the best chances of success in society; • it is not the education system but other agents of social control or socialisation that cause gender inequalities in society; • many sociologists would now question whether males do have such powerful positions in society, e.g. female representation and successes in politics, business, the entertainment industry, etc.; • functionalism – education is meritocratic therefore both genders can be successful and powerful; • 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. ‘males choose different subjects to females’. 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. ‘males choose different subjects to females in school and university and this leads them into different occupations in the future. The male ones are often high status and well paid’. 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. 2(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent 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, e.g. ‘education today is based on equal opportunities for males and females and encourages girls to be successful and to aspire to careers and professions. They typically do better in exams than boys and so this helps them to be successful and achieve social mobility’. 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 education system helps males to maintain their powerful position 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 education helping males to maintain their powerful position in society, citing some of the examples given.

Question 30

Families are changing. Marriage is no longer a social expectation and the roles of children and parents are increasingly diverse. Sociologi…

Accepted Answer

1(a) What is meant by the term ‘child-centeredness’? One mark for partial definition, e.g. the importance of children Two marks for clear definition, e.g. the child’s needs and wishes are the most important considerations for the family 2 1(b) Describe two examples of family diversity Candidates may choose to answer this question through reference to family types, family roles or variations in family relationships. All are fine to credit. Possible answers: • different families now take different forms, e.g. nuclear family, extended family, lone parent family are all seen in society; • family forms can all be made up differently, e.g. an extended family may be extended vertically, horizontally or could be a modified extended family; • families now incorporate different family roles which leads to much diversity, e.g. children’s roles, joint/segregated conjugal roles; • social factors such as class and ethnicity can affect relationships within families and are examples of family diversity, e.g. some sociologists suggest that symmetrical families are more likely to be found in the middle class than the working class; • newer families – e.g. beanpole families are more often seen today (tall and thin structures) which were not so frequently seen previously; • acceptance of non-traditional families – same sex and lone parent families are now more accepted in some societies; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 1(c) Explain how feminism has affected family life in modern industrial societies. Possible answers: • divorce rates have risen as women remove themselves from unhappy or unsatisfactory partnerships due to the empowerment feminism has given them; • marriage rates have fallen as due to changing attitudes caused by the feminist movement, this is no longer seen as a necessity for women who may choose to focus on their career instead; • women will leave abusive and stifling relationships/the dark side of family life due to the empowerment of feminism (rise in divorce rates); • family life has become more diverse with singlehood, reconstituted families and same sex families becoming more widely accepted due to changing values and attitudes promoted by feminism; • fertility rates have fallen as women feel less pressure to have children due to the changing attitudes caused by feminism – this is no longer their primary or sole role; • symmetrical roles in the family have become more of an expectation for women who believe they should be treated equally to men (joint conjugal roles) – as argued by feminism; • women no longer take subordinate roles in the family, often being the primary breadwinner and carer thanks to the changes caused by feminism; • 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 ‘divorce being more popular and acceptable because of feminism’. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 6 Question Answer Marks 1(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected, e.g. ‘feminism has led to many changes in family life. Women will not necessarily accept a subordinate position in the family and expect partners to take an equal role in childcare and housework, thus creating symmetrical roles’. 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 urbanisation causes families to change. Candidates should show awareness of the various reasons why urbanisation causes families to change. Possible answers: • nuclear families, small in size, supported urban living – best fit thesis; • geographical mobility – the smaller the family size the easier moving to new places for work was, this caused a change from extended to nuclear families; • privatisation of the nuclear family – urbanisation led to the formation of small, privatised families that were often isolated from extended family therefore wider kin’s influence was lessoned; • husband and wife may become much closer away from wider family ties and joint/symmetrical relationships may develop; • the cost of living in urban areas is high and children can be seen as an economic burden hence why families can become smaller, e.g. DINK (double income no kids) families; • many women work in urban areas and to be successful in their careers is difficult with a family – this may reduce the birth rate and result in more symmetrical relationships; • urbanisation removed many functions from the family and instead these were performed by the state, e.g. education; • urbanisation caused a change from the family being a unit of production to a unit of consumption; • urbanisation caused many families to become geographically disparate, keeping in touch through technology rather than face-to-face, e.g. the modified extended family; • Laslett – during urbanisation families moved away from extended structures, married later, started a family late and saved up until they could afford to set up house together – very different to pre-urbanisation; • other reasonable response. Band 0 [0 marks] No creditworthy response. 8 Question Answer Marks 1(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘urbanisation led to more nuclear families’. 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 urbanisation causes family change. Responses may be underdeveloped and lacking in range, e.g. ‘families moving to the cities for work needed to be smaller in order to make this possible and this led to the growth of nuclear families’. 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 of why urbanisation causes family change and will be well developed and explained, e.g. ‘in a privatised nuclear family, husband and wife may grow much closer as they spend more time together. This can result in more symmetrical families forming with joint conjugal roles as the norm’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 1(e) To what extent are families today symmetrical? Candidates should show awareness of the ways that families today may be more equal. They are likely to discuss conjugal roles in the family but may also consider the roles of children too. Candidates may refer to class, age and ethnic factors in evaluating how generic this change actually is (e.g. the difference between traditional and modern societies) and/or may also refer to feminism in order to question the claim. Possible answers: For: • Willmott and Young found evidence of symmetrical families becoming the norm in the UK and this is also thought to be true for many other countries too; • privatised nuclear families have resulted in the formation of more equal conjugal role relationships in families; • women have higher status jobs in society and may often be the main breadwinner meaning that their increased status in society is mirrored within the family; • it has become easier in postmodern society for both men and women to choose and negotiate their roles with one another and not to have to fit a pre-set mould, thus increasing symmetry; • labour saving devices in the home and childcare/nannies means that home is a more attractive place to be for both men and women and so allows for more symmetry; • family diversity means that there is no such thing as set conjugal roles anymore, e.g. same sex families, single parent families, reconstituted families – roles are therefore typically more symmetrical; • with the decrease in the birth rate attitudes to children have changed resulting in a more child-centered approach; roles between parents and children are hence more symmetrical; • other reasonable response. Against: • segregated conjugal roles still exist in many families, e.g. the working class, Asian families; • traditional/religious families often believe strongly in clearly defined gender roles in the family and actively encourage this; 15 Question Answer Marks 1(e) • despite there being more equality in families today than the past, it is still females who perform the majority of the household tasks; • males typically perform the more glamorous/fun domestic tasks whereas the tasks associated with females tend to be dull and boring; • feminists believe that as long as society remains patriarchal so will family life and the domestic division of labour be unequal; • Edgell/Pahl – men take most responsibility for financial decision making in the family rather than women; • women typically face a dual or a triple burden which men do not; • domestic violence/child abuse is still reality within many families – this is not symmetry; • 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. ‘women and men share the housework today’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘symmetrical means being equal’. 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. ‘because women now often do paid work, husbands help out more in the home with housework and childcare causing more symmetry’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Question Answer Marks 1(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, ‘whilst symmetry within the family has become an established norm for many families, particularly middle class and secular ones, in some families women may still perform the majority of household tasks regardless of whether they go out to work or not. They suffer from what feminists call a dual burden which is not symmetrical and represents the more powerful position of men in society and the family’. 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 raised in the question, citing some of the examples given.

Question 31

Despite primary socialisation in the family remaining essential, some argue that the family is not always good for its members or society. …

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘primary socialisation’? 2 One mark for partial definition, e.g. first stage of socialisation Two marks for clear definition, e.g. the first and most important period of socialisation in which the individual learns the basic norms of behaviour. 1(b) Describe two negative aspects of family life. 4 Candidates will describe two negative aspects of family life. This may link to the ‘dark side’ of the family. The negative aspects of family life can be for any family member e.g. wife, husband, child, grand-parent etc. Possible answers: • dysfunctional families – fail to socialise their children properly meaning children are not adequately prepared to be functioning members of society; • domestic violence – typically (but not exclusively) male on female, can be emotional, physical or sexual abuse e.g. Dobash and Dobash (feminism); • child abuse and neglect – increasingly seen to be a problem in modern industrial societies, can be emotional, physical or sexual abuse; • Marxism – families in poverty and the difficulties this brings, particularly linked with lone-parent families; • Marxism – families as a tool of capitalism i.e. as a unit of consumption/ the safety valve function; • high levels of divorce – may lead to high levels of stress and tension in families, both for the partners involved and for any children; • dual burden families – financial and emotional difficulties and stresses for the generation who are caring both for children and for elderly relatives; • privatised nuclear families – may miss out on close relationships with wider kin and not have extended family support networks to rely on for help; • 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 gender equality exists in the family. 6 Candidates should show an understanding of how gender equality exists in the family. Possible answers: • dual income workers – both husband and wife are in paid employment and thus there is no longer the same inequalities in pay, power and status; • shared (joint) conjugal roles means that housework and emotional care in the family is no longer seen as the woman’s role (Willmott and Young symmetrical family); • if both parents work then often individuals are employed to take on some of the household duties traditionally performed by the wife e.g. child-care and cleaning; • postmodernists believe that in modern industrial societies it is far easier for both men and women to choose and negotiate the family roles they want to play, thus leading to greater equality; • the privatised nuclear family leads to a more equal partnership as life is organised around the family home rather than work or community; • greater diversity in family life means that there are more opportunities for gender equality within the family as traditional gender norms are challenged and changed; • changing roles of men e.g. as househusbands, allows for more flexibility and choice; • 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 gender equality can be seen in family life and may talk about e.g. ‘both women and men helping in the home’. 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 gender equality can be seen in family life. Sociological terms and concepts should be expected e.g. ‘Feminist struggles seem to have paid off as in many families there is now evidence of there being a symmetrical family in which men and women both go out to paid work and both share the household tasks such as housework and childcare.’ 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 nuclear family is important in contemporary societies. 8 Candidates should show an understanding of the various reasons to explain why the nuclear family is important in contemporary societies. Candidates are likely to engage with the functionalist approach, although this does not have to be explicitly referred to. Possible answers: • functionalists believe that in order for society to work and run smoothly there are some essential functions that need to be carried out and these are best performed by the nuclear family; • reproduction – societies must reproduce new generations of children and it is through marriage and the formation of the nuclear family that this is encouraged; • socialisation – children need to learn the norms and values of their society through primary socialisation whereby culture is transmitted to the next generation; • social control – behaviour of children needs to be controlled so that they conform to society’s norms and expectation, the ‘father figure’ is often thought to be the best for this job; • care of children – the expressive role played by the wife is seen to be the most effective way of ensuring that children are nurtured and cared for properly; • finance and status – the instrumental role played by the father is seen to be the best way for a family to have the money it needs to function adequately; • regulation of sexual behaviour – socially approved relationships are expected if a couple are to have children and the nuclear family is thought by many to be the most effective and stable basis for this; • New Right sociologists believe that it is only the nuclear family that can provide all the things a family needs to be successful and that all other family types fall short of this ideal; • cereal-packet family – the media frequently shows the nuclear family to be the ideal family type that we should all strive for; • 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 nuclear family is still important in contemporary societies. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘having two parents is best for the children’ 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 the nuclear family is still important in contemporary societies. Responses may be underdeveloped and lacking in range. e.g. ‘functionalists believe that nuclear families are thought to perform essential functions that no other family can do as well’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the nuclear family is still important in contemporary societies and will be well developed and explained. e.g. ‘Functionalists and the New Right believe that the nuclear family plays an important role in contemporary societies. They are the institution best placed to perform the essential functions such as socialisation, social control, reproduction and sexual regulation. Their belief in the instrumental role being best suited to men and the expressive role being best suited to women supports the idea of a family in which a parent is at home to nurture the children and a parent is out of work to provide the finances necessary to survive’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is an ageing population good for family life? 15 Candidates should show an awareness of the various ways that an ageing population is good for family life. Candidates may look at husbands and wives, children and grand-parents in their answer. Possible answers: FOR • retirement has been extended as the population live longer, leading to the availability of grand-parents for family childcare; • active ageing has led to a generation of healthy, fit and happy retirees who are an asset to family life in terms of socialisation, support, childcare etc; • grand-parents are able to play a greater role in the lives of their grand- children and so develop closer bonds and relationships; • a return in some families to the extended family structure where families share a household – this brings financial, childcare and housework benefits for all; • an ageing population increases the status of older people who are no longer seen as an economic burden due to factors such as the ‘grey pound’; • care homes today can be seen as ‘luxury living’ with five-star standards and amenities meaning a new phase of family life that is characterised by fun and happiness; • other reasonable response. AGAINST • more older people living alone after the death of a partner may lead to greater isolation and loneliness as elderly people see little of their family; • geographical mobility and the move to the privatised nuclear family is not good for an ageing population who may not have a place in their wider kin’s family; • there may be a greater burden for adult children looking after their ageing parents – poor healthcare, need for support, financial implications etc. – the pivot/sandwich generation; • old age is associated with retirement and this can bring with it a lack of status and no clear role which may lead to disengagement from family life; • there may be a burden placed on the grand-parents who feel that they must play a role in the family’s childcare; • this may bring conflict and tension to the family through different norms, values and expectations between the generations; • an ageing population may lead to a generation gap between family members, leaving them with little in common and thus weakening relationships and family bonds; • other reasonable response. 1(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which an ageing population is good for family life. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘A good thing about an ageing population for family life is that grand-parents can help out with the childcare’. 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. an ageing population means an increasing average age in the population of a region due to declining fertility rates and/or rising life expectancy. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which an ageing population is good for family life. 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. ‘An ageing population is often associated with a fitter and healthier elderly population who can support wider kin with emotional support, informal education and childcare’. 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 an ageing population is good for family life. 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 positive associations with an ageing population, many sociologists believe that it has negative consequences for the family. There is a fear of an isolated and lonely generation with little contact with their geographically dispersed extended families. They are perceived as an economic and emotional burden for already stressed and stretched privatised nuclear families’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. 1(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which an ageing population is good for family life. 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 an ageing population being good for family life, citing some of the examples given.

Question 32

Some sociologists claim that dysfunctional families cause problems in society. Other sociologists take a more positive view and believe tha…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘dysfunctional family’? 2 One mark for partial definition, e.g. parents don’t look after their children; Two marks for clear definition, e.g. a family that fails to carry out the functions expected of it, for example where children are neglected or feral. 1(b) Describe two examples of child-centeredness. 4 Candidates will describe two examples of child-centeredness. Child- centeredness is where the child’s needs and wishes are the most important considerations in the family. Possible answers: • new laws and regulations give power/protection to children meaning they have more opportunities to get their own way; • most countries have signed the UN Rights of the Child convention which says that children must have the right to say what they think about decisions which affect them e.g. custody in divorce cases; • schools are similarly child-centred with most countries banning corporal punishment and setting up things such as pupil councils, student bodies etc; • children are now a target audience with a range of goods being specialised for them e.g. children’s TV programmes, the clothes industry, toys and games, leisure etc; • family holidays and leisure pursuits are now often geared around children, looking for suitable and locations to keep them happy; • children are often bought a wide range of consumer items by parents/other family members as the norm e.g. smartphones, television sets for their room, cars when they are able to drive etc; • parents today often spend more time with their children and make them the focus of family life; • pester power – due to media advertising and consumer culture parents feel pressure to buy their children what they want; • 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 grandparents can play important roles in family life. 6 Candidates should show an understanding of how grandparents can play important roles in family life. Possible answers: • with an ageing population in many countries, it now means grandparents can play important roles in family life for longer; • with many marriages now ending in divorce and the rise of blended families, many step-grandparents exist who can play important roles in family life; • economic support – many grandparents give and lend money to families; • accommodation – grandparents may live with their children and grandchildren and so help out with household costs and responsibilities; • practical support – many grandchildren are looked after by their grandparents whilst parents are at work; • emotional support – listening, advising and talking to parents and/or children; • role modelling – grandparents can play a socialising role transmitting norms and values to children; • social control – in some families grandparents may take an active role in rewards and sanctions for the 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 how grandparents can play important roles in family life and may talk about e.g. ‘families rely on grandparents to look after the children when parents are at work’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the ways that grandparents can play important roles in family life. Sociological terms and concepts should be expected e.g. ‘Better healthcare has resulted in increased life expectancy and so has resulted in a generation of grandparents able to play many important roles in family life. For example, economic support in the form of gifts or loans of money to support families with increasing costs of living.’ 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 divorce rate is high in modern industrial societies. 8 Candidates should show an understanding of the various reasons to explain why the divorce rate is high in MIS’s. Possible answers: • the law has been changed to make divorce easier, quicker and more affordable e.g. in the UK there was the 1971 Divorce Reform Act; • changes in moral attitudes – marriage is not necessarily seen as ‘for life’ any more and in modern societies it is often the need and wishes of the individual that are put first therefore people don’t feel tied by their marriage vows; • secularisation- the decline in religious belief in society means that religious vows taken in marriage are not taken as seriously anymore; • decline of communities – these, in the past, acted as informal agents of social control, keeping married couples together but in today’s privatised societies divorce is no longer seen to bring shame or disapproval to individuals; • the rise of the internet and social media is thought to be influential in explaining divorce- affairs are much easier to organise and hide online and thus the marriage vow of monogamy is easier to break; • feminism – most divorces are filed for by women and this may be because they will no longer put up with unsatisfying empty-shell marriages; • the decline in stigmatisation of being a single parent or living alone means that for many people divorce can now be seen as an option to escape from an unhappy marriage; • the ageing population – life expectancy is now high and so multiple marriages/relationships within one’s lifetime are the norm. People are no longer prepared to just settle if they are unhappy believing that life is too long for that; • the media creates an over idealised sense of love and marriage and when relationships don’t fulfil this this may lead to divorce; • 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 divorce rate is high in MIS’s. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘divorce is cheap and easy to get today’ 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 the divorce rate is high in MIS’s. Responses may be underdeveloped and lacking in range. e.g. ‘Moral attitudes have changed in secular societies and divorce is no longer seen as a sin. This allows people in unhappy marriages to end these through divorce’ 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 divorce rate is high in MIS’s and will be well developed and explained. e.g. ‘The expectation in women for equality created by the Feminist movement has meant that often expectations of married life are high. It is women who are most likely to file for divorce if family life isn’t satisfying or egalitarian enough. There is no real stigma attached to being a single parent or to being single today which allows for greater choice to be made’. 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 nuclear families the best type of family to live in 15 today? Candidates should show an awareness of the various ways that nuclear families are the best type of family to live in today. Functionalist and New Right views may be referred to in the answer. Feminism may be considered in evaluation. Possible answers: FOR • nuclear family is the best – criticisms by functionalists/New Right of single parent families/same sex families as not being the best place to instill children with societies norms and values through primary socialisation; • we now live in a global age, meaning that international travel and employment are increasingly normalised. This would be difficult to combine if you were not living in a nuclear family; • it is the nuclear family that functionalists claim is the best fit for modern society as it performs the essential functions such as reproduction, social control, stabilisation of adult personalities and primary socialisation; • other types of family do not allow for the privacy and autonomy that individuals expect and want in a privatised contemporary society, only the nuclear family can do this; • the nuclear family is based on marriage or a long-term stable relationship which promotes good, strong values to its members; • the nuclear family has a mother and a father to bring the children up, many people believe that it is important to have both role models to successfully socialise children; • clearly defined gender roles in the nuclear family are thought by functionalists to be the best for the family members and society – mother performs the expressive role and father the instrumental; • for religious people nuclear families may be seen to be the best as they value marriage and monogamy; • nuclear families can be expensive – with the rising cost of living, extended families are often the best option in terms of sharing household and holiday costs; • other reasonable response. AGAINST • some people believe that the intensity of the nuclear family structure is stifling for its members and does not allow them to develop as well as they could in other family structures; • feminists are critical of the segregated gender roles and unequal power relations that can often typify nuclear families; • in some cultures the nuclear family is not seen as a norm and instead other forms of family such as the extended family are a sign of a successful family life e.g. South Asian communities; • extended families not nuclear families can offer extensive financial support to their members through loans and monetary gifts as well as practical support such as childcare; 1(e) • Leach claims that nuclear families can be dysfunctional for the members as it places too much pressure upon them – the cereal packet family seen in the media is nor realistic; • functions of the family once performed in nuclear families can now be performed by other institutions e.g. nurseries; with rising secularisation marriage is no longer valued therefore nuclear families are today seen as unfashionable – family diversity may be more typical; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which nuclear families are the best type of family to live in today. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. E.g. nuclear families perform family functions etc. 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 nuclear family is a small family with a married man and woman with children. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which nuclear families are the best type of family to live in today. 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. ‘Nuclear families perform essential family functions such as social control and primary socialisation’ 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 nuclear families are the best type of family to live in today. 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 nuclear families performing a range of family functions such as reproduction and social control and being thought by functionalists to be the best type of family to do this, other types of families clearly offer many practical and emotional advantages to family members today. Extended families for example often offer practical, financial and emotional support. Same sex and single parent families may be preferred by feminists as they offer greater freedom to women’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which nuclear families are the best type of family to live in today. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of nuclear families being the best option, citing some of the examples given.

Question 33

Sociologists debate whether cultural deprivation, labelling and material factors limit educational success. Education is not just about gai…

Accepted Answer

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.

Question 34

With the changing roles of women in society, demographic factors such as the fertility rate have changed. This has affected family roles, e…

Accepted Answer

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.

Question 35

There are many types of family in society today, for example nuclear, single parent and reconstituted. Experiences of family life are there…

Accepted Answer

1(a) What is meant by the term ‘reconstituted family’? One mark for partial definition, e.g. step-family. Two marks for clear definition, e.g. after the death of a partner or a divorce, a new family that is created by someone re-marrying. 2 1(b) Describe two demographic trends that affect family life. Possible answers: • the birth rate has fallen in MIS’s – families are smaller and parents are likely to be more child-centred; • there is a falling fertility rate – mothers are having fewer children; • beanpole families are on the increase – families typically have few people within each generation; • one child families are becoming more normalised – many children now grow up without siblings and without large extended families; • in China DINK families are increasingly common (dual income no kids) – often linked to career women and dual worker families; • births outside marriage are increasingly common – less stigma and secularisation; • falling death rate – this can be linked to drops in the infant mortality rate as well as an ageing population. So, families are likely to have fewer children and grandparents playing an active role in family life or becoming a burden for their relatives – pivot generation; • people are choosing to have children later on in life – often due to careers and financial worries; • 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 demographic trends that affect family life. A demographic trend refers to patterns/changes in the structure of population measures such as the birth and death rate. Candidates may refer to localised cultural examples which should be duly credited, e.g. higher birth rates in the developing world. Question Answer Marks Guidance 1(c) Explain how family functions are changing in modern industrial societies. Possible answers: • reproduction is no longer seen to be solely biological or essential in a family – growth of childlessness and IVF; • primary socialisation – children are now increasingly socialised via the media and nurseries/pre-schools; • social control – this function no longer lies solely with the family and is being taken over by other formal and informal agents, e.g. school; • it is not necessary for family members to perform the functions – other institutions (such as schools and hospitals) and friends can also do this; • nurturing/care function – the elderly are increasingly looked after by the welfare state or private care homes; • childcare/education – families are taking a lesser role in this function as day-care centres, nurseries and schools take over the function; • the family functions have changed in order to cater more for the needs of the children in a child-centred society; • privatised nuclear family – the move away from extended families has removed the function of wider kin offering practical, emotional and financial support to families; • there have been several cases of dysfunctional families, where it has been shown that institutions other than the family are having to replace the functions once performed by the family – feral children, child abuse and neglect, for example; • as women demand greater equality in society due to the influence of feminism, family functions change to accommodate the decline in patriarchy and the increase in working women and changing gender roles, e.g. female breadwinners, the ‘new man’; 6 Family functions – the roles the family has that are important for families and societies to survive and work effectively. Candidates should show an understanding of how family functions are changing. They are likely to engage with functionalist theory. Localised, cultural examples should be duly credited. Question Answer Marks Guidance 1(c) • the functions of the family debate was closely linked to the nuclear family – as this family type declines in society the functions of families need to change to reflect the needs of diverse family forms and roles; • 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 Question Answer Marks Guidance 1(d) Explain why traditional conjugal roles are less likely to be found in modern industrial societies. Possible answers: • traditional conjugal roles (segregated) are based on functionalist ideas about men taking an instrumental and women an expressive role in families. The validity of this view has been challenged by feminists; • dual worker families are more common today and this equality in paid employment is thought to have influenced family roles too, creating a more symmetrical conjugal role structure; • changes in society’s definitions of masculinity means that it has become more acceptable for men to be involved in family life - there has been a decline in the hegemonic male and a rise in the ‘new man’ (Connell); • changes in society’s definitions of femininity means that women have higher status and it has become more acceptable for women to have a career and not to want that to be limited by their perceived ties to the home. This has seen a move from segregated to joint conjugal roles; • many families now see labour saving devices and the employment of staff to perform duties traditionally performed by the woman (e.g. nanny, cleaner) as a normal part of family life. This has led to a decline in traditional conjugal roles; • the privatisation of the nuclear family meant couples organised family life around their small family unit which encourages a more equal partnership. This has led to a growth in symmetrical conjugal roles; • secularisation – the decline in religion means that there is less pressure on individuals from their families and the community to conform to traditional roles and expectations; • the rise of family diversity and its growing acceptance in society has led to changing thoughts about conjugal roles and how these should be ‘played out’, e.g. same sex families – this has led to a decline in traditional conjugal roles; • any other reasonable response. 8 Candidates should show an understanding of the various reasons to explain why traditional conjugal roles (segregated) are less likely to be found in MIS’s. Candidates are likely to look at the role of feminism here. 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 is family life negative for its members? Arguments for: • functionalists talk about dysfunctional families being negative when the family cannot fulfil its functions because of factors such as alcoholism, drug abuse and mental health problems; • feminists say families can be negative because of the subservient role that many women have to play, performing the majority of the household tasks and emotional care – the triple burden; • Marxists say that the family forces the working class to be ‘wage slaves’ to the capitalist elite – this may mean men take their stress and frustrations out on their family at home; • empty-shell marriages – these are relationships without love or intimacy leading to a sense of unfulfillment/unhappiness for family members; • the pivot generation – the stresses on parents in societies with an ageing population where the burden of care falls onto them for both their own children and their parents leads to a negative experience of family life; • some sociologists are critical of families in which forced marriages have taken place, leading to unhappiness; • cases of feral children and extreme neglect seen in the media demonstrate the devastating consequences of unhappy families, e.g. Oxana Malaya; • domestic violence can make family life negative – Dobash and Dobash showed in their research just how widespread domestic abuse in the family actually was; • child abuse can make family life negative – this could be sexual, emotional or physical abuse; • neglect of children – there are many cases of children living in poverty or dreadful conditions. Not having enough to eat, having little mental stimulation and experiencing no love from parents will all lead to a negative experience of family life; 15 Candidates should show an awareness of the various ways that family life can be negative for its members. They are likely to consider the dark side of the family and many will engage with feminist theory. Local examples may be used as evidence. Question Answer Marks Guidance 1(e) • with high levels of divorce and separation in many societies, there is often much arguing and conflict within a family – this is not good for either the adult or the child family members; • radical feminists believe that the family is a patriarchal institution that stifles and suffocates women, therefore making it a very negative experience; • in some cultures, honour killings indicate the negative side of family life for women; • elder abuse is another sign of family life being negative for some older family members; • any other reasonable response. Arguments against: • functionalists believe that the family is an essential institution in society performing several vital functions such as socialisation and social control; • the cereal packet image of the family shows the family to be a place of joy, fulfilment and happiness; • with an increase in children’s rights and support charities, e.g. Childline, children find it easier to report any instances of child abuse or neglect and escape an unhappy family situation; • child-centeredness means that children are often at the centre of any family, giving them a very happy experience of family life; • media highlighting of the domestic abuse of women has led to the stigma being removed and so more women feel able to report any incidents and so escape unhappiness within the family; • divorce and separation may actually lead to happier families as the source of the conflict is removed; • women today are more likely to be part of dual worker families and so experience equality not patriarchy within the family, making it a happier institution; • cases of feral children are few and far between, most families are happy and content; Question Answer Marks Guidance 1(e) • families offer one another unconditional support and can therefore be a very positive experience for the members, e.g. financial, emotional; • 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. 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 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.

Question 36

Why do some peer groups and individuals not conform to social norms and laws? There is no simple answer to this question. Some factors whic…

Accepted Answer

3(a) What is meant by the term ‘peer group’? One mark for partial definition, e.g. friends. Two marks for clear definition, e.g. a group that individuals identify with because they share characteristics such as age and/or status. 2 3(b) Describe two policing strategies that aim to reduce crime. Possible answers: • police targeting – when they focus on particular groups that they believe are more likely to be involved in criminal behaviour; • armed police/military policing – this acts as a source of fear and deterrence to criminals; • community policing – getting to know and be trusted by the community can be effective in preventing crime; • police presence in public places – this acts as a deterrent to crime as people are fearful of being caught and arrested; • surveillance – this can be through CCTV or computers/the internet/video or a physical presence; • zero tolerance policing – harsh policing tactics in order to send out a clear message about what will happen if a person commits crime; • arrest – the police have the power to arrest suspected criminals with the aim of reducing crime; • stop and search – the police use this strategy in order to target certain social groups and to reduce crime through deterrence and the search process, e.g. finding someone carrying drugs; • police force/coercion – more physical tactics can sometimes be used by the police, e.g. pepper spray, tasers, violence, in order to prevent crime being committed and so reduce crime; • police issued fines – e.g. speeding fines can be used with the aim to reduce crime – deterrence; • 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 policing strategies that aim to reduce crime. These must refer to the police, not to punishments/prisons generally. Question Answer Marks Guidance 3(c) Explain how white-collar crime is treated differently to other crimes. Possible answers: • Marxists believe there is a large dark figure of white-collar crime in the OCS because middle class crime is less likely to be recorded than working class crime; • white-collar crimes are often not perceived as criminal or serious therefore it is more likely for them not to be reported to the authorities than non-white-collar crimes; • white-collar crimes committed in the workplace are often dealt with by the company rather than making it a police matter like with other types of crimes; • Marxists believe that white-collar criminals are more likely to get away with their crimes than other working-class criminals; • Marxists believe that the judiciary are more lenient with white-collar criminals than they are with ‘regular’ crimes and criminals as white- collar criminals do not fit the ‘typical delinquent’ stereotype; • white-collar crimes may not be recorded in the OCS because companies prefer to avoid the negative publicity brought about by a public case so an employee caught committing fraud may just be dismissed – this is unlikely to happen with non-white-collar crimes; • white-collar, higher class criminals are often more skilled at negotiating the criminal justice system than the working class, knowing their rights and having the money and connections to employ a good legal team; • research, e.g. that by Tombs and White shows that few cases of serious white-collar crimes are investigated by the police – only 5% of major (often fatal) workplace accidents for example – this is not the case for other types of crimes; • large global multinationals are difficult to deal with if they commit a criminal offence because they can use their size, power and connections to evade the law, e.g. by transferring money within their companies to avoid taxes – this is very different to street crimes, for example; 6 Candidates should show an understanding of what is meant by white collar/corporate crime. They should then consider how these kinds of crimes are dealt with differently to other crimes. This may involve discussion of Marxist theory. Examples may also be discussed. Question Answer Marks Guidance 3(c) • media reporting – the media tends to focus on more sensationalist, newsworthy crimes meaning that white-collar crimes are frequently under-reported and thus not perceived as a social 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. Question Answer Marks Guidance 3(d) Explain why a lack of opportunity may lead to crime. Possible answers: • Merton’s strain theory – people commit crime because they want material goods and success, but cannot achieve these legitimately due to a lack of opportunity in society; • Cloward and Ohlin – illegitimate opportunity structure. This theory shows how when people cannot access legitimate opportunities in society they take illegitimate ones instead; • material/relative deprivation – if people do not have enough money as others around them and no opportunity to change this in mainstream society then they may turn to crime; • unemployment – not having a job is a source of frustration and resentment and thus may push some individuals into adopting a deviant career as they do not have other opportunities in life; • gangs – some individuals, particularly those from less powerful groups, e.g. ethnic minorities, the working class, may turn to gangs as a way of achieving status, power and money. This is often through criminal activities as they have few opportunities in mainstream society; • Cohen – status frustration – he links not doing well at school with a lack of status that then reduces opportunities to be successful in a non-criminal way in society meaning turning to crime becomes likely; • gender – girls are more socially controlled by parents than boys, which then limits their opportunity to commit crime, the opposite is true for males; • ethnic minorities may believe they have a lack of opportunities in society to succeed legitimately due to prejudice and discrimination, which may cause them to turn to crime as they feel marginalised; • any other reasonable response. 8 Candidates should show an understanding of a range of reasons why a lack of opportunity may lead to crime. A lack of opportunity can be interpreted in several different ways by the candidate, e.g. education/workplace/family background/gender. The question is meant to be an open one and so all valid answers that relate to a lack of opportunity should be credited. Question Answer Marks Guidance 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. Question Answer Marks Guidance 3(e) To what extent can inadequate socialisation explain criminal behaviour? Arguments for: • feral children – demonstrate that without adequate socialisation children cannot fit into society and therefore can often turn to crime; • research shows that victims of abuse go on to be abusers themselves – inadequate socialisation here has led to crime; • in families and communities where crime is seen to be normal, role models are often criminals themselves – without proper socialisation others in the family or community are likely to become criminals themselves; • gangs – gangs socialise their members into an alternative set of norms and values to mainstream society – this inadequate socialisation often leads to criminal behaviour; • functionalists believe that through proper socialisation people develop a collective conscience which integrates them into society and prevents them from committing crime – without this socialisation crime may occur; • Hirschi – bonds of attachment – this theory says that if someone has strong feelings of belonging created through the socialisation process then they are unlikely to commit crime; • Cloward and Ohlin – illegitimate opportunity structure – these career opportunities exist in many lower-class communities and teach youngsters that they can be successful through being criminal – they are inadequately socialised to conform to the law; • the New Right (Murray) see the underclass and single parent families as inadequately socialising their children, e.g. no male role model for boys, feckless behaviour and the desire for instant gratification – this can all lead to crime; • any other reasonable response. 15 Candidates should consider the ways in which inadequate socialisation can explain criminal behaviour. They may link this with functionalist theory. In evaluation other alternative explanations for crime are likely to be discussed. Note: please be aware that some candidates may use the peer group as a point on the ‘for’ side of the argument. As long as this is linked to the idea of inadequate socialisation then this is fine to credit. Question Answer Marks Guidance 3(e) Arguments against: • functionalist and New Right arguments may be seen as too deterministic; • not all lower-class individuals who have been poorly socialised turn to crime; • explanations focusing on inadequate socialisation in the lower classes forget the amount of middle class and upper-class crime that is committed, e.g. white-collar crime; • many crimes are motivated by financial gain, e.g. fraud, money laundering, theft – these have nothing to do with the socialisation process of the criminal; • many sociologists believe that social characteristics such as age, ethnicity and gender may be far more relevant factors in explaining crime than a focus on socialisation; • crime is not only caused by cultural factors such as socialisation – structural factors, e.g. the inequalities inherent in capitalist societies, may be just as influential (Marxism); • crime may be caused by peer pressure and a desire to fit in rather than inadequate socialisation; • crime may be caused due to a lack of money or status, nothing to do with inadequate socialisation – ‘status frustration’ (Cohen); • crime may be caused by a desire to have excitement and fun, e.g. postmodern research on edgework (Katz, Lyng); • crime may be caused by the labelling process (Becker) when some people live up to the negative labels they have been given and self-fulfil to become criminals; • any other reasonable response. Question Answer Marks Guidance 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 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. Question Answer Marks Guidance 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.

Question 37

With the changing roles of women in society, demographic factors such as the fertility rate have changed. This has affected family roles, e…

Accepted Answer

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.

Question 38

Sociologists believe that education benefits some groups in society more than others. Experiences of education can depend upon the hidden c…

Accepted Answer

2(a) What is meant by the term ‘faith schools’? 2 One mark for partial definition, e.g. a religious school. Two marks for clear definition, e.g. schools controlled/run by a religious organisation. 2(b) Describe two characteristics of anti-school sub-cultures. 4 Candidates will be expected to describe two characteristics of anti-school sub-cultures. Possible answers: • behaviour – students may be pushing the boundaries and rebelling against authority through being insolent/aggressive to teachers, etc.; • truanting – members of anti-school sub-cultures typically hate school and so will often truant and miss classes; • culture of masculinity – these sub-cultures typically involve boys rather than girls; they may be a way for members to re-assert their masculinity; • peer group conformity – pupils in anti-school sub-cultures must conform to their peer group’s norms and values – this can often involve delinquent behaviour outside school; • ethnicity – anti-school sub-cultures are often associated with ethnic minority pupils – they may form in school as a way for ethnic minority students to show their displeasure with an ethnocentric curriculum and negative ethnic stereotyping; • Willis ‘the lads’ – these boys joined the sub-culture in order to ‘have a laugh’ through messing about in the classroom and ‘cheeking’ the teacher; • social class – working class students may join anti-school sub-cultures as they can see no point in studying at school when there are few jobs available for them therefore they avoid school work, try and cheat in tests and rarely complete homework; • prejudice – anti-school sub-cultures are often associated with negative behavior and attitudes such as sexism, racism and homophobia; • attitudes – pupils in anti-school sub-cultures tend to despise pupils who do work hard at school and are successful, this can lead to conflict (anti-education values); • 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 home factors can affect a pupil’s experience of school. 6 Candidates should discuss different reasons why home factors can affect experiences at school. Possible answers: • material factors – a lack of money at home may mean that additional resources, study guides, private tutoring cannot be provided for the child which may negatively affect educational achievement (the reverse can also be argued for wealthy homes) (Bourdieu economic capital); • poverty – children in homes that suffer from material deprivation may experience over-crowding, a lack of a quiet space to study and a poor diet which may then negatively affect them at school (the reverse can also be considered for wealthy families); • where a child lives often determines which school the child attends which may then influence the range of subjects offered and the quality of education available; • parental attitudes to education – parents who are supportive of and value education are more likely to involve themselves in school life and work with the schools to ensure the best for their child(ren); • cultural capital (Bourdieu) – families who have books at home and whom take their children on visits to museums, galleries, etc. help to educate their children which may then help them to achieve well at school; • peer group – some communities are ridden with crime and anti-social behaviour which may make it difficult for children to focus on their schoolwork when street or gang life is all around them; • social capital (Bourdieu) – some parents may be able to organise prestigious work experience placements for their children due to their network of acquaintances which other families would not be able to do; • gender – in some countries and cultures males are more highly valued than females therefore girls stay at home and never even experience a life at school as they are expected to stay at home and participate in domestic chores and childcare; • 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 education can benefit those with power. 8 Candidates should discuss different ways that education benefits those with power. Possible answers: • certain social groups do better than others in education, e.g. those from a high social class, which infers that those who are already privileged and powerful in society achieve the best; • functionalists believe that education prepares young people for the world of work, making them passive conformers to rules and regulations – a compliant workforce leads to less industrial action and more profits thus benefiting those with power; • Marxists believe that education transmits the values of the dominant ruling class and normalises the system of capitalism, thus benefiting the bourgeoisie; • Marxists believe that education socially controls students to ensure they are passive and submit to those higher than them in the hierarchy – this can then be transferred to the workplace where by they will be good workers for the capitalist system and so benefits those with power; • money can buy a better education – private/public schools that only the rich can afford to send their children to typically get better educational results than state schools meaning that those already privileged children can access the better Universities and jobs in society – the powerful benefit; • the hidden curriculum can be used to indoctrinate children with the norms and values of the powerful groups, e.g. feminists would say patriarchal ideologies are transmitted which benefit men; • feminists believe there is a gendered curriculum in education that results in boys and girls choosing different subjects to study – this affects future career opportunities and thus benefits the powerful group – here = men; • there is said to be an ethnocentric curriculum in schools which prioritises the ethnic majority’s values and traditions over any others thus devaluing ethnic minorities, often resulting in them forming anti- school subcultures and not doing well in school – this affects their ability to get high paying and influential jobs in society thus benefiting the powerful, here = the ethnic majority; • elite Universities, e.g. Cambridge and Oxford in the UK are dominated by public/private school pupils thus ensuring the cycle of power is maintained amongst the already powerful groups – they benefit; • other reasonable response. 2(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent is the hidden curriculum the most important part of an 15 individual’s education? Candidates should discuss the ways in which the hidden curriculum can be seen to be the most important part in an individual’s education. In evaluation, they should consider other factors that may be more/just as important. Possible answers: FOR • the hidden curriculum is not explicit and obvious thus making individual’s more susceptible to its influence as they are not aware it is happening; • the hidden curriculum is a crucial part of the informal education an individual receives and compliments and reinforces the ideologies learnt at home, normalising them further; • the hidden curriculum teaches students to conform to the rules and instructions of those higher than them in the hierarchy so leading to social conformity in later life; • the hidden curriculum teaches students an agreed set of norms and values that produces social order and stability in society thus reducing conflict and disorder (functionalism); • the hidden curriculum according to Marxists inculcates individuals with capitalist norms and values and normalises societal inequalities as these are justified as being ’fair’ and ‘meritocratic’; • the hidden curriculum encourages passivity in students and thus prevents them from questioning the ‘status quo’ - instead they conform to the dominant ideology; 2(e) • feminists believe that the hidden curriculum is important as it is embedded with patriarchal values and assumptions that teach boys and girls that male and female gender roles and expectations are very different; • the hidden curriculum can influence students through the school’s management structure, its rules and regulations, its teachers, its wider support staff and its organisation, thus can influence individual’s in a lot of different ways; • other reasonable response. AGAINST • the official curriculum is more important than the hidden curriculum as this determines the subjects and course content that a student studies as well as the examinations sat; • the type of school attended is more important as this determines future educational achievement, life chances and opportunities; • teachers are more important than the hidden curriculum in an individual’s education as their negative or positive labelling can result in a self-fulfilling prophecy/the halo effect; • peer group is more important than the hidden curriculum in an individual’s education as this may effect whether the individual does well or poorly in their examinations e.g. through joining a pro or an anti- school sub-culture; • the ethnocentric curriculum may be more important than the hidden curriculum as it officially values certain cultures and ethnicities over others; • the gendered curriculum may be more important than the hidden curriculum as it implies that males and females have different qualities and capabilities and can be seen to set them up on different career paths through their subject choices; • material factors may be the most important part of an individual’s education - having enough money to take part in school trips and extra- curricular activities as well as to buy supporting revision guides and private tutors is likely to positively affect educational achievement; • the hidden curriculum is an important part of an individual’s education but it is no more important than other factors; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 2(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

Question 39

Societies and cultures are changing rapidly and it is in the media that the biggest changes are occurring. New media is very different to t…

Accepted Answer

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.

Question 40

The institution of the family is very diverse. A decline in traditional conjugal roles and demographic factors, such as the decreasing birt…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘traditional conjugal roles’? 2 One mark for partial definition, e.g. old-fashioned roles in the family. Two marks for clear definition, e.g. the segregated roles assumed to be normal in the nuclear family e.g. male breadwinner, female housewife. 1(b) Describe two ways families may not be symmetrical. 4 Candidates will be expected to describe two ways families may not be symmetrical. Possible answers: • feminism – the family is a patriarchal institution that benefits men; • domestic division of labour – the main responsibility for childcare and housework falls typically to women; • hours worked – even when men and women work the same hours in employment, women do more work at home than men; • tasks completed – the tasks men and women perform in the family are different. Female tasks tend to be dull and repetitive whereas male tasks are more active and fun; • dual/triple burden – expectations for family roles and responsibilities are still associated with females, regardless of whether they work outside the home or not; • domestic violence – perpetrators are typically males and victims female; • single parent families – these are typically headed by females who take responsibility for the raising of children even when the father is still involved with the children; • age – adults typically have more power in the family than children; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how decreasing birth rates are affecting the family. 6 Candidates are expected to discuss different ways decreasing birth rates are affecting the family. Possible answers: • family life may be less child-centred because in many societies children are viewed as an economic burden; • smaller family sizes may mean that more affection and time is showered upon the small number of children so making the family more child-centred; • elderly/sick family members are now often looked after by the state rather than their family due to fewer children being born; • women may be less family centred and more work centred due to the decreasing birth rate; • having a smaller family makes it easier to be geographically mobile thereby allowing individuals to take advantage of more diverse job opportunities; • more families may only have one child therefore leisure activities may be more media or adult centred rather than playing with siblings; • DINK families may be becoming more popular as adults choose to spend their income on themselves and activities they want to do rather than on any children; • decreasing birth rates may mean that friends become ever more important in re-constructing what is meant by ‘family’; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why men’s roles in families are changing. 8 Candidates should explain why men’s roles in families are changing. Possible answers: • legislation – laws are changing to give men and women equality in society and so this is also being seen in the family e.g. the increase of symmetrical roles; • changing norms and values – segregated conjugal roles are now seen as a thing of the past meaning family roles have had to adapt; • what we mean to be ‘male’ is changing (e.g. Connell) – many men today choose to be less work centred and more home centred, embodying ‘new man’ ideals/homosexuality is now accepted etc.; • feminism – women are no longer content in being subordinate to men and thus are not prepared to have the home and family life as their sole source of identity, they are going to work; • the rise of diverse family structures and relationships e.g. same sex families, means that male roles have had to change – in a gay male family, for example, men have to perform the household tasks and duties; • education – girls are overtaking boys in terms of educational qualifications and achievement in most Western societies and this means that they want and expect to work – men need to support women in the home and with childcare if appropriate; • male unemployment/crisis of masculinity – if men are not working then they may find themselves having to take on roles in the home (Mac an Ghaill – crisis of masculinity); • the move away from the extended family to the privatised nuclear family means that there is less pressure on men to take a traditional instrumental role – the family’s roles can therefore be negotiated; • functionalist ideas of natural expressive (female) and instrumental (male) roles in the family are challenged by the large number of women who are now the primary breadwinners in their family – this inevitably means male roles in the family need to change; • changes to gender socialisation – by parents, peers, education, the media – means that males and females are learning different ways to be masculine and feminine and this will lead to men taking different roles in the family e.g. being more involved in childcare and housework; • globalisation – as people see different ways of living through the internet and the worldwide web, more versions of family life with different male and female roles become normalised; • other reasonable response. Band 0 [0 marks] No creditworthy response. 1(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. 1(e) To what extent does ethnicity impact upon experiences of family life? 15 Candidates should discuss different ways that experiences of family life can be impacted upon by ethnicity. In evaluation, they may look at how other factors are more significant than ethnicity (e.g. social class, culture, age etc.) or argue that in many cases a family’s ethnicity is not relevant to family life. Possible answers: FOR • Afro-Caribbean families are more likely to be headed by females and are often matrifocal in nature; • South Asian families often have strong extended family ties and lower levels of divorce and single parenthood; • Chinese families may be small in size due to the one-child policy (now three child policy); • the increase of DINK families in China may mean that children are not seen to be essential to family life; • families in some traditional societies may be polyandrous/polygamous and thus there may be multiple wives or husbands living in the family home; • South Asian families on average are larger than other ethnicities which will affect family life – e.g. providing financial and emotional support; • South Asian families are more likely to maintain traditional and segregated gender roles than other ethnicities and may still conduct arranged marriages; • East European families have high rates of migration to the West which may have a big influence on family life as new norms and values need to be taken on-board; • Eastern European children are said to feel more duty towards their parents than those in the West and are therefore more likely to look after elderly/sick parents themselves rather than rely on the state; • traveller/gypsy families typically move around frequently meaning they often do not go to school regularly and spend more time at home with parents and wider family members; • ethnicity can affect food, clothing, norms and religion, all of which are a big part of family life e.g. praying at particular times of the day, being veiled, eating halal meat, Jewish Shabbat family meals etc.; • other reasonable response. 1(e) AGAINST • one social factor such as ethnicity is unlikely to explain differences in family life – it is more accurate to talk about the intersection of relevant factors such as ethnicity, age, gender and social class; • to argue that ethnicity impacts upon family life is too deterministic and too generalised – every family and individual is different; • postmodernists believe that family life today is characterised by diversity, therefore individuals can choose the kind of family life they want, regardless of ethnicity; • as so many societies are multicultural today, inter-ethnic relationships and families are commonplace, therefore hybridity is likely to be seen meaning ethnicity is less influential; • Marxists would argue that social class is a much more important social factor that impacts upon family life e.g. through both material and cultural factors; • feminists would argue that gender is much more influential than ethnicity when it comes to family life e.g. gender role socialisation, segregated conjugal roles, triple shift etc.; • within an ethnic group family life may be different because of the country in which the family lives e.g. Asian families living in Asia may practice arranged marriage and segregated conjugal roles whereas those in the UK may be more love based and egalitarian; • the age of an individual may be the most important factor influencing family life in terms of expectations, norms and values e.g. attitudes to same sex marriage, views on gender roles etc.; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 1(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

Question 41

According to official crime statistics there are clear patterns and trends in the types of crime committed and in offending rates. Many soc…

Accepted Answer

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.

Question 42

Sociologists believe that education benefits some groups in society more than others. Experiences of education can depend upon the hidden c…

Accepted Answer

2(a) What is meant by the term ‘faith schools’? 2 One mark for partial definition, e.g. a religious school. Two marks for clear definition, e.g. schools controlled/run by a religious organisation. 2(b) Describe two characteristics of anti-school sub-cultures. 4 Candidates will be expected to describe two characteristics of anti-school sub-cultures. Possible answers: • behaviour – students may be pushing the boundaries and rebelling against authority through being insolent/aggressive to teachers, etc.; • truanting – members of anti-school sub-cultures typically hate school and so will often truant and miss classes; • culture of masculinity – these sub-cultures typically involve boys rather than girls; they may be a way for members to re-assert their masculinity; • peer group conformity – pupils in anti-school sub-cultures must conform to their peer group’s norms and values – this can often involve delinquent behaviour outside school; • ethnicity – anti-school sub-cultures are often associated with ethnic minority pupils – they may form in school as a way for ethnic minority students to show their displeasure with an ethnocentric curriculum and negative ethnic stereotyping; • Willis ‘the lads’ – these boys joined the sub-culture in order to ‘have a laugh’ through messing about in the classroom and ‘cheeking’ the teacher; • social class – working class students may join anti-school sub-cultures as they can see no point in studying at school when there are few jobs available for them therefore they avoid school work, try and cheat in tests and rarely complete homework; • prejudice – anti-school sub-cultures are often associated with negative behavior and attitudes such as sexism, racism and homophobia; • attitudes – pupils in anti-school sub-cultures tend to despise pupils who do work hard at school and are successful, this can lead to conflict (anti-education values); • 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 home factors can affect a pupil’s experience of school. 6 Candidates should discuss different reasons why home factors can affect experiences at school. Possible answers: • material factors – a lack of money at home may mean that additional resources, study guides, private tutoring cannot be provided for the child which may negatively affect educational achievement (the reverse can also be argued for wealthy homes) (Bourdieu economic capital); • poverty – children in homes that suffer from material deprivation may experience over-crowding, a lack of a quiet space to study and a poor diet which may then negatively affect them at school (the reverse can also be considered for wealthy families); • where a child lives often determines which school the child attends which may then influence the range of subjects offered and the quality of education available; • parental attitudes to education – parents who are supportive of and value education are more likely to involve themselves in school life and work with the schools to ensure the best for their child(ren); • cultural capital (Bourdieu) – families who have books at home and whom take their children on visits to museums, galleries, etc. help to educate their children which may then help them to achieve well at school; • peer group – some communities are ridden with crime and anti-social behaviour which may make it difficult for children to focus on their schoolwork when street or gang life is all around them; • social capital (Bourdieu) – some parents may be able to organise prestigious work experience placements for their children due to their network of acquaintances which other families would not be able to do; • gender – in some countries and cultures males are more highly valued than females therefore girls stay at home and never even experience a life at school as they are expected to stay at home and participate in domestic chores and childcare; • 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 education can benefit those with power. 8 Candidates should discuss different ways that education benefits those with power. Possible answers: • certain social groups do better than others in education, e.g. those from a high social class, which infers that those who are already privileged and powerful in society achieve the best; • functionalists believe that education prepares young people for the world of work, making them passive conformers to rules and regulations – a compliant workforce leads to less industrial action and more profits thus benefiting those with power; • Marxists believe that education transmits the values of the dominant ruling class and normalises the system of capitalism, thus benefiting the bourgeoisie; • Marxists believe that education socially controls students to ensure they are passive and submit to those higher than them in the hierarchy – this can then be transferred to the workplace where by they will be good workers for the capitalist system and so benefits those with power; • money can buy a better education – private/public schools that only the rich can afford to send their children to typically get better educational results than state schools meaning that those already privileged children can access the better Universities and jobs in society – the powerful benefit; • the hidden curriculum can be used to indoctrinate children with the norms and values of the powerful groups, e.g. feminists would say patriarchal ideologies are transmitted which benefit men; • feminists believe there is a gendered curriculum in education that results in boys and girls choosing different subjects to study – this affects future career opportunities and thus benefits the powerful group – here = men; • there is said to be an ethnocentric curriculum in schools which prioritises the ethnic majority’s values and traditions over any others thus devaluing ethnic minorities, often resulting in them forming anti- school subcultures and not doing well in school – this affects their ability to get high paying and influential jobs in society thus benefiting the powerful, here = the ethnic majority; • elite Universities, e.g. Cambridge and Oxford in the UK are dominated by public/private school pupils thus ensuring the cycle of power is maintained amongst the already powerful groups – they benefit; • other reasonable response. 2(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent is the hidden curriculum the most important part of an 15 individual’s education? Candidates should discuss the ways in which the hidden curriculum can be seen to be the most important part in an individual’s education. In evaluation, they should consider other factors that may be more/just as important. Possible answers: FOR • the hidden curriculum is not explicit and obvious thus making individual’s more susceptible to its influence as they are not aware it is happening; • the hidden curriculum is a crucial part of the informal education an individual receives and compliments and reinforces the ideologies learnt at home, normalising them further; • the hidden curriculum teaches students to conform to the rules and instructions of those higher than them in the hierarchy so leading to social conformity in later life; • the hidden curriculum teaches students an agreed set of norms and values that produces social order and stability in society thus reducing conflict and disorder (functionalism); • the hidden curriculum according to Marxists inculcates individuals with capitalist norms and values and normalises societal inequalities as these are justified as being ’fair’ and ‘meritocratic’; • the hidden curriculum encourages passivity in students and thus prevents them from questioning the ‘status quo’ - instead they conform to the dominant ideology; 2(e) • feminists believe that the hidden curriculum is important as it is embedded with patriarchal values and assumptions that teach boys and girls that male and female gender roles and expectations are very different; • the hidden curriculum can influence students through the school’s management structure, its rules and regulations, its teachers, its wider support staff and its organisation, thus can influence individual’s in a lot of different ways; • other reasonable response. AGAINST • the official curriculum is more important than the hidden curriculum as this determines the subjects and course content that a student studies as well as the examinations sat; • the type of school attended is more important as this determines future educational achievement, life chances and opportunities; • teachers are more important than the hidden curriculum in an individual’s education as their negative or positive labelling can result in a self-fulfilling prophecy/the halo effect; • peer group is more important than the hidden curriculum in an individual’s education as this may effect whether the individual does well or poorly in their examinations e.g. through joining a pro or an anti- school sub-culture; • the ethnocentric curriculum may be more important than the hidden curriculum as it officially values certain cultures and ethnicities over others; • the gendered curriculum may be more important than the hidden curriculum as it implies that males and females have different qualities and capabilities and can be seen to set them up on different career paths through their subject choices; • material factors may be the most important part of an individual’s education - having enough money to take part in school trips and extra- curricular activities as well as to buy supporting revision guides and private tutors is likely to positively affect educational achievement; • the hidden curriculum is an important part of an individual’s education but it is no more important than other factors; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 2(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

Question 43

Societies and cultures are changing rapidly and it is in the media that the biggest changes are occurring. New media is very different to t…

Accepted Answer

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.

Question 44

The family has existed for a long time and as an institution has been through major changes, particularly during the period of industrialis…

Accepted Answer

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

Question 45

Most children have both a formal and an informal education. In schools children are educated by teachers, follow a curriculum and study dif…

Accepted Answer

2(a) What is meant by the term informal education? 2 One mark for partial definition, e.g. extra-curricular activities. Two marks for clear definition, e.g. learning that takes place outside the classroom or at home/work through daily interactions. 2(b) Describe two features of the official curriculum. 4 Possible answers: • subjects – certain subjects are compulsory to study in the official curriculum; • the opposite of the hidden curriculum – that which is formally and explicitly taught to students; • lessons – explicit lessons are taught to deliver the official curriculum; • assessment – the official curriculum is typically formally assessed at certain points e.g. the IGCSE examinations; • school – the official curriculum is usually taught in schools and colleges; • government – the government may prescribe certain parts of the curriculum e.g. insisting that particular religious views or authors are studied; • syllabus – subjects taught as part of the official curriculum are broken down into key topics of study through a curriculum specification; • 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 ethnocentrism can be experienced in schools. 6 Possible answers: • lesson content – the majority culture may be treated as more important in some lessons telling pupils that the minority culture is of less value e.g. in history lessons the minority group may learn nothing of their own people’s experiences; • authors – in literature lessons it may be that only ethnic majority authors are studied leading to the invisibility and de-valuing of ethnic minority literature; • tokenism – the occasional ethnic minority topic, theme or author may be integrated into lessons but in reality this is just so the school/education cannot be accused of not treating all pupils equally; • language – it may be that some minority languages are ignored or banned in schools meaning that students from those ethnic groups feel invisibilised and angry; • teacher labelling – teachers may label ethnic minority students in particular ways; • holidays and traditions – minority ethnic group festivals, traditions or holy days may not be accounted for in the school calendar meaning that, for example, there is no representation of certain religions in schools or provision made for the associated religious practices; • cultural differences – minority values and expectations at home may clash with those of the school and thus hamper pupil progress e.g. dialect, dress, appearance etc.; • discrimination by the school – ethnic minority students may find themselves placed into lower sets and streams because of the assumptions of the teachers and the school based on their ethnicity rather than their individual ability; • school policies – these can sometimes be seen to be ethnocentric e.g. uniform, sports lessons, co-education etc.; • ethnic minority teachers may feel marginalised and alienated by the ethnocentric curriculum that they have to deliver; • 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 the experience of school may be different for boys and 8 girls. Possible answers: • subject choice – girls typically choose different subjects to boys, often opting for the caring or communication-based subjects such as English and Childcare as opposed to boys choosing more practical or technical subjects such as Design and Engineering; • teacher labelling – teachers may have stereotypes in their heads of boys being troublesome and girls being more conformist – this may lead to more sanctions being applied to boys than girls (exclusion figures are higher for boys than girls, for example); • pupil sub-cultures – boys are more likely to join these than girls meaning that they may have more of an anti-school experience than girls and be more influenced by their peer group; • teacher expectations – teachers may assume that males will fulfil the breadwinner role and females the housewife/mother role and this may result in them pushing boys more than girls in some cultures; • leaving school – in some cultures boys’ education may be prioritised over girls and thus girls leave school at an earlier age to boys; • hidden curriculum – feminists believe that this is patriarchal and transmits the view that males are more important than females; • official curriculum – feminists claim that this is often sexist and patriarchal in nature with prominence given to males in active/powerful roles, male narratives in history and male authors in literature lessons; • role models and hierarchy – positions of power in schools are typically held by males and this may send out the message that in wider society males will hold more power than females; • classroom dominance – many studies have shown that boys dominate classroom space and teacher attention leading to a very different experience for girls than boys in schools; • 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. 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 is social class an important factor in determining 15 educational achievement? Arguments for: • material factors – higher social classes can afford to send their children to private schools which typically get better results; • material factors – higher social classes can afford supplementary educational aids e.g. tutors, revision guides etc.; • material factors – lower social classes may need to work part time as well as go to school to help support the family; • material factors – lower social classes may live in overcrowded conditions making it difficult to study effectively; • cultural factors – Bourdieu says that cultural capital (gained from home) is advantageous in education – the higher social classes will have more of this; • cultural factors – there may be less academic role models in lower class families e.g. no one in the family has been to university etc. therefore aspirations are lower; • cultural factors – higher class families may value education more than the lower classes and so parents engage more with the school to ensure their children are doing well; • cultural factors – higher class pupils may benefit from social capital (Bourdieu) that gives them access to networks of opportunity such as the ‘old boys network’; • school – teachers may label students from the lower social classes as less academic and therefore a self-fulfilling prophecy occurs; • school – lower class students are disproportionately found in the lower sets and streams and so are unlikely to do particularly well at school; • school – many sociologists believe the curriculum at school is based on middle class values which makes success easier for those in the higher classes; • linguistic codes – higher classes are typically brought up with the elaborate code which is also used in schools, lower classes are more likely to have the restricted code which may disadvantage them; • any other reasonable response. 2(e) Arguments against: • material factors – compensatory schemes e.g. scholarships and bursaries, exist to help and support lower class students in education; • material factors – high quality state education is often provided for free by the state e.g. in comprehensive schools; • cultural factors – lower class parents and students may actively resist their cultural values in an attempt to improve their life chances through educational success; • school – rather than a self-fulfilling prophecy occurring, a self- negating one may be seen instead where students aim to work hard and prove their teachers wrong; • school – it may be the peer group a child is in that determines educational success more than their social class e.g. peer pressure; • school – functionalists say that education is meritocratic therefore anyone from any social class can be successful as long as they work hard; • gender – this factor may be more important than social class in determining educational success e.g. patriarchy; • ethnicity – this factor may be more important than social class in determining educational success e.g. institutional racism/ethnocentrism; • 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.

Question 46

Despite the relativity of crime and deviance, all societies and their agents of social control attempt to prevent crime from occurring. To …

Accepted Answer

3(a) What is meant by the term ‘socialisation’. 2 One mark for partial definition, e.g. primary and secondary. Two marks for clear definition, e.g. learning the norms and values of your culture. 3(b) Describe two examples of informal social control. 4 Possible answers: • negative sanctions – comments, ridicule, sarcasm and disapproving looks ensure individuals are made to conform to social norms; • positive sanctions/rewards – words of praise, rewards and treats encourage and motivate individuals to conform to social norms; • family – the first informal agency for most/primary agent teaches the basics e.g. through imitation and ensures individuals conform; • education – where social conformity is enforced and norms and values reinforced e.g. through the hidden curriculum; • media – agenda setting determines society’s expected norms and values e.g. gender roles and expectations through representation and stereotyping and encourages individuals to conform; • peer group – of particular importance for young people – use peer pressure to teach and reinforce expectations and social conformity; • religion – of less significance in secular societies but still an important informal agent for many – religious teachings reinforce morals and behaviour and ensure individuals conform; • workplace – an agency people meet later in life which can often re- socialise us into workplace norms and values and expectations that individuals will conform to; • 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 crime and deviance are relative. 6 Possible answers: • time/era – definitions of crime and deviance are not static they change over time and are thus relative e.g. smoking in public places is now illegal in a lot of countries, previously it was normal to smoke in a public place; • culture – different cultures have different views on acceptable and unacceptable behaviour e.g. being seen alone with a member of the opposite sex may be considered deviant in some cultures but is perfectly acceptable in others; • society/country – what is considered criminal and deviant differs depending upon the country you are in e.g. age restrictions for drinking alcohol or for driving a car are different in different countries; • situation – the situation you are in can often determine whether something is criminal or deviant or not e.g. it is illegal to be naked in public but acceptable when in private; • role/person – the role a person is in may determine whether their actions are criminal/deviant or not e.g. it is perfectly ok for a police officer to physically reprimand another person but this would be classed as assault (i.e. criminal) if done by a stranger; • context – to kill or hurt another person in self-defence or in times of war may be considered acceptable whereas to do so in your place of work or in the classroom would be classed as murder or assault (a criminal act); • 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 formal agencies of social control can be effective at 8 preventing crime. Possible answers: • police – they can use the power of arrest, stop and search, patrols etc. in order to have a very visible presence that helps to prevent crime; • police – can issue fines and warnings that help to prevent people committing crime; • prisons – loss of freedom and being removed from family and friends is something that most people want to avoid and is therefore a successful way of preventing crime; • prisons – removing criminals off the streets helps to prevent crime as they can no longer commit crimes; • courts – they have the power to sentence individuals and so can prevent crime by imposing restrictions and conditions onto criminals e.g. tagging, curfews, restraining orders etc.; • government – they make the laws and distribute power to the other formal agents to maintain those laws – they therefore determine what is and isn’t criminal and thus can prevent crime; • armed forces – these can be used to take control of situations such as mass protests, riots etc. and can use physical force and weapons to prevent crime; • fear – the formal agents are often feared by the public and so are successful in preventing people from committing crime through this ‘fear factor’ e.g. the death sentence; • severity of consequences –formal agencies of social control can impose serious consequences on individuals for criminal behaviour and thus may prevent people from committing crime; • deterrence – the formal agencies all aim to put people off crime and this is likely to prevent many people from committing it; • 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 does stereotyping affect the crime rate? 15 Arguments for: • gender – males are stereotyped to be more criminal than females therefore are more likely to be stopped, arrested and prosecuted; • gender – chivalry thesis – females are said to be treated more leniently within the criminal justice system and therefore get away with more crime than males; • social class – the formal agencies typically have a perception that it is the lower social classes who commit crime and thus target these areas when looking to prevent crime; • social class – members of the formal agencies are typically drawn from the higher classes and thus believe that it is ‘others’ (lower classes) who commit crime; • ethnicity – institutional racism – has been said to be a factor in policing and the courts that may explain why some ethnic minorities are stereotyped to be criminal; • ethnicity – gangs – many stereotypes, largely from the media, presume that gang crime is an ‘ethnic problem’ and thus it is ethnic minorities who are targeted by the formal agencies; • age – young people are thought to be more criminal than older people due to media representations and moral panics therefore are more likely to be targeted; • age – stop and search – police are more likely to stop and search young people hanging around in groups and thus their chances of arrest and conviction are higher; • categorisation – some types of crime are stereotyped as being committed by certain social groups which will affect arrest and conviction rates e.g. female shoplifters, young ethnic minority gang members, lower class burglars etc.; • Interactionism – Cicourel’s ‘typical delinquent’ – this study proved that there was an image in the minds of those working for the criminal justice system of who the stereotypical criminal was – young, male, working class and ethnic minority – often created by the media; • labelling theory (Becker) – labelling some social groups as ‘criminal’ may lead to a self-fulfilling prophecy as they live up to the stereotype they have been given and become more criminal; • white collar crime – because members of the higher classes are not stereotyped to be criminal they are much more likely to get away with crime; • any other reasonable response. 3(e) Arguments against: • stereotyping does not explain the higher conviction rates for some social groups – these groups do actually commit more crime; • stereotypes change and can be challenged e.g. recent cases of corporate and green crime convictions, female gang members being convicted etc.; • equality campaigns – these are commonplace now throughout the criminal justice system and thus prevent cases of sexism, racism, ageism etc.; • as the members of the criminal justice system become more diverse so incidents of stereotyping affecting the crime rate become fewer; • poverty and deprivation are more likely to affect the crime rate than stereotyping (Marxism); • peer pressure and criminal role modelling are more likely to affect the crime rate than stereotyping; • inadequate socialisation (New Right) is more likely to be a cause of crime than stereotyping; • stereotypes are changing – in Japan, for example, there is a rise in older people committing and being convicted of crime rather than the younger stereotypical criminals; • 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.

Question 47

Marriage and family relationships are constantly changing in the postmodern world. There is a diverse range of families as well as many alt…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘polyandry’? 2 One mark for partial definition, e.g. married to more than one person. Two marks for clear definition, e.g. when a woman has more than one husband at the same time. 1(b) Describe two trends in marriage in modern industrial societies. 4 Possible answers: • serial monogamy – remarriage rates are increasing in modern industrial societies leading to reconstituted families; • first marriage – rates of first marriages have fallen significantly in modern industrial societies, e.g. fell by 50% in UK between 1970 and 2000; • same-sex marriages – these are increasing as legislation changes in many modern industrial societies; • marital breakdown – divorce rates in modern industrial societies have increased; • age – in modern industrial societies the average age of marriage has increased, often linked to women focusing on their careers first; • changing marital roles – there has been a movement towards more symmetry in marriage through the formation of joint conjugal roles; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how the family socialises children. 6 Possible answers: • teaching norms and values – families teach their children the societal expectations such as respect, manners, behaviour; • demonstration – family members show children how to do things e.g. sharing toys; • imitation – children are encouraged to copy the behaviour of adults; • instruction – children are socialised through instruction/verbal appellations that tell them what to do and what is expected; • role modelling – children are likely to look up to adult family members and so do as they do; • gender roles – socialisation in the family may lead children to see certain gender roles as ‘natural’ e.g. female housewives and carers; • manipulation/canalisation – girls and boys are taught their expected gendered behaviour in the family through activities and toys e.g. girls go to ballet class, boys play with action figures etc; • rewards/positive sanctions – families can use praise and rewards to encourage certain behaviours and attitudes in children; • negative sanctions – families will reprimand and punish children if they do not do as they’re told, therefore socialising them into expected behaviours and understanding the consequences of their actions; • primary socialisation – the family is the first agent of socialisation children meet, therefore is particularly influential in the formative years; • any other reasonable response. • this one Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why family life may benefit males. 8 Possible answers: • gender role socialisation – processes such as canalisation and manipulation may mean that boys and girls in the family are socialised very differently, resulting in different life chances and jobs that benefit boys e.g. higher pay, status etc (Oakley); • feminists – believe that the family is patriarchal in structure – segregated conjugal roles still exist in many families and this benefits males as they have more power in the family; • dual/triple burden – feminists believe that even when they work in paid employment women perform the majority of the household tasks and so this unpaid labour at home benefits males; • domestic division of labour – claims that family life may be symmetrical can be criticised as men typically perform the more fun and active roles whereas for women their tasks are often dull and repetitive, meaning family life benefits males; • Marxist-feminists – believe that family life benefits men more than women because it is a main reason to explain why men are paid more than women at work – female earnings are considered to be supplementary to the males; • Marxists – believe the nuclear family benefits capitalism as it inculcates the next generation of workers to believe capitalism is normal and fair – this requires men and women to perform different roles and because women are home-centred and men work-centred, this benefits males; • Marxists – women perform the ‘warm bath’ function for males, soaking up their stresses and strains from the workplace and keeping them healthy, ready to work again and increase capitalist profits the next day so benefiting males; • domestic violence – feminists believe family life is characterised by control and abuse for many women and children, typically perpetrated by men, therefore family life benefits males; • education – some families may prioritise boys’ education over girls which then benefits males who are able to find better job opportunities and prospects; • inheritance – in some families the culture of inheritance is that this passes through the family to the males – this benefits males in terms of finances and power; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. 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. 1(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. 1(e) To what extent are extended families the best type of family to live 15 in? Arguments for: • criticisms of the nuclear family as being too intense and privatised for its members means that the greater flexibility of the extended family is better for effective primary socialisation; • with divorce and single parent families being increasingly common today extended families are often a vital source of support (emotional, financial, practical etc.); • extended families offer extensive financial support to their members through loans and monetary gifts; • extended families offer a lot of practical support to their members, such as looking after the grandchildren whilst parents are at work; • extended families, particularly female members, are seen to offer valuable emotional support to their wider family members through listening, talking and offering advice; • modified extended families allow smaller family units the privacy and autonomy they desire whilst still being a constant and effective source of contact and support often through the use of technology; • for the pivot generation, extended families may be crucial in terms of grandparents looking after grandchildren and parents caring for their own elderly parents; • in some cultures the extended family is both a norm and a sign of a successful family life e.g. South Asian communities; • with a rising cost of living, extended families are often the best option in terms of sharing household and holiday costs; • any other reasonable response. Arguments against: • the extended family does not allow for the privacy and autonomy that individuals expect and want in a privatised contemporary society; • with the need to be geographically mobile today in order to get employment, it is difficult to see how the extended family is the best fit for such a society; • as social mobility becomes more normal due to increasing participation in non-compulsory education, the extended family ties are difficult to fit in with newly formed values and cultures; • we now live in a global age, meaning that international travel and employment are increasingly normalised. This would be difficult to combine with an extended family structure; • it is the nuclear family, rather than the extended family, that functionalists and the New Right claim is the best fit for modern society e.g. is more functional, allows for joint conjugal roles etc.; • feminism – extended families may place a burden on female members e.g. the care role or restricting personal freedom; other families allow for greater female independence; • postmodernism – as societies become increasingly diverse, so do families and so there is no longer a ‘best’ type of family – this depends on the needs of the individuals and the society; • any other reasonable response. 1(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

Question 48

Some sociologists argue that education benefits both the individual and society. Most education takes place in schools where both sanctions…

Accepted Answer

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

Question 49

Some social groups are more likely than others to feature in the official crime statistics such as, the young, the working class and males.…

Accepted Answer

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.

Question 50

Marriage takes different forms in different cultures and societies. In modern industrial societies rates of divorce are high. This may be l…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘domestic division of labour’? 2 The way in which tasks in the home, such as cooking, cleaning, household repairs and childcare, are divided between the man and the woman. One mark for partial definition, e.g. woman does the cleaning. Two marks for clear definition, e.g. males and females in the household take different roles i.e. men do the DIY and women do the childcare. 1(b) Describe two ways the family can be dysfunctional. 4 Possible answers: • domestic violence spouse to spouse; • elder abuse (extended families); • gender socialisation restricting females; • marital breakdown and divorce: effect on spouses; • marital breakdown and divorce: effect on children; • New Right view: cultural deprivation e.g. underclass theories; • single parent families as dysfunctional – lack of adequate socialisation/lack of male role model etc; • any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how marriages vary in different cultures. 6 Possible answers: • monogamy – being married to one person at a time; • polygamy – being married to more than one person at the same time; • serial monogamy – when someone has more than one marriage partner during their life, but only one at a time; • polygyny – when a man has more than one wife at the same time; • polyandry – when a woman has more than one husband at the same time; • empty shell marriage – a married couple continue to live together but without love or affection; • arranged marriage – a marriage which is arranged by the parents of the marriage partners/a union between two families; • forced marriage – a marriage in which one or more of the partners is married without his/her consent; • variations in marriage ceremonies and venues e.g. Christians marrying in churches, secular societies using non-religious venues 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 idea that marriages are different in different cultures and may talk about e.g. ‘marriages being different for different people’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the idea that marriages are different in different cultures. Sociological terms and concepts should be expected e.g. ‘In modern industrial societies serial monogamy in marriage is the norm with individuals staying faithful to their partner when in a relationship. They may have a number of such relationships in their lifetime, however.’ 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 there has been a rise in divorce rates in modern industrial 8 societies. Possible answers: • changes in the law make divorce easier and cheaper e.g. the UK Divorce Reform Act 1971; • changes in attitudes – divorce is no longer stigmatised and is more accepted than ever before; • secularisation – the decline of religion leads to marriage no longer being seen as such a sacred institution and marriage vows perhaps not being taken for life by everyone; • decline of communities – in the past informal social control and community pressures/expectations helped to keep couples together, with increased geographical mobility this is no longer the case; • feminists believe that women will no longer accept an unfulfilling and unhappy marriage and have higher expectations of it meaning that when it fails to live up to this they will leave – more divorces are instigated by women than men; • as working women have become more of a norm they no longer rely on men for financial support and thus can leave and support themselves ; • 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 some sociologists believe there has been a rise in divorce rates. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘people fall out of love’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why some sociologists believe there has been a rise in divorce rates. Responses may be underdeveloped and lacking in range. e.g. ‘It is easier to get a divorce today than in the past as the law has changed.’ ‘Divorce is no longer seen to be a bad thing and so people are more likely to get one if things in the marriage go wrong’ 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. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why some sociologists believe there has been a rise in divorce rates and will be well developed and explained. e.g. ‘Feminists believe that women have higher expectations of marriage today than ever before and because the norm is for them to work and provide for themselves they no longer need a man to support them financially. This means that divorce becomes easier and is no longer stigmatised as it once was’. 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 today equal? 15 Arguments for: • conjugal roles are more joint today, leading to symmetry in the domestic division of labour – Willmott and Young; • privatisation of the family leads to more domestic equality as family life is organised around the home rather than the community; • women have higher status in society today and thus expect to be treated as equals within the family too; • women have greater independence and power outside of the home which leads to this also being a part of family life e.g. joint decision making • technological advancements lead to more labour saving devices in the home which reduces the need for there to be a housework role; • partners share common friends and leisure interests; • women are now outperforming men in education which enables them to access the best paid jobs, this means they often earn more than their male partner thus increasing their status within the family; • changing values and attitudes makes it more acceptable for family roles to be flexible e.g. househusbands and new men; • child-centeredness gives children more of an equal position in the family – they are an active part of the family unit often with their own discrete roles to play; • grandparents typically live longer and can help out more in the home which facilitates men and women both working, so making roles more equal; • Same-sex marriages and relationships may break down traditional expectations of gender roles, leading to greater equality in the family; • any other reasonable response. 1(e) Arguments against: • flexible domestic roles are thought to have been over-exaggerated by the media and in fact are a rarity; • in most cases and societies/cultures, traditional and segregated conjugal roles are still the norm with women performing more of the household duties than men; • even when they are in paid employment, women still typically do more housework than men i.e. cooking, cleaning and childcare – e.g. 2007 European Social Reality Report found that 85% of women in the EU did the ironing; • women do not have equal power with men in many family relationships and are less likely to have the final say on the most important decisions in the family e.g. moving house; • women still tend to take responsibility for managing the emotional side of the family; • domestic violence is still most commonly committed by men on women and points to unequal family relationships; • feminists believe that women often have to perform three jobs – the triple shift – paid work, domestic labour and childcare, this is not the same for men and thus is not equal; • some sociologists such as Parsons believe men and women should have different roles as this is what they are best at i.e. the male instrumental and the female expressive role (functionalism); • culture and religion often affects the roles played within the family; • As grandparents live longer today they often need looking after within the family and this role typically still falls to the woman – sandwich/pivot generation; • 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 extent to which family life today is equal. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. Men and women now both do the cooking in the family. OR Lots of houses have equipment like dishwashers to do the housework instead of women. 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 life is equal’ may mean financially, practically, time wise or emotionally, in the question. 1(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which family life today is equal. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. Men and women today are much more likely to both go out to work. This means that they will share tasks and jobs in the house and so the family will be more equal 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 family life today is equal. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. despite some families seemingly being more equal for their members, this is not true of them all and for lots of women particularly they still are expected to perform the domestic roles of childcare, cooking and cleaning. OR Whilst it is true to say that domestic roles in the family have changed feminists believe that women do not have equality with men. They are often expected to perform the triple shift, frequently do not share equality of power and status with men and may even be subject to abuse and violence. 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 life today is equal. 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 family life today is equal, citing some of the examples given.

Question 51

The comprehensive education system began in the 1960s and was based upon principles of equality. It tried to improve issues of cultural dep…

Accepted Answer

2(a) What is meant by the term ‘cultural deprivation’? 2 Values and attitudes from the family background of some children that prevent them from achieving in education. One mark for partial definition, e.g. don’t value education. Two marks for clear definition, e.g. family values that may hold some children back from achieving in education, immediate gratification, for example. 2(b) Describe two examples of informal education. 4 Possible answers: • education outside the classroom/formal curriculum; • after school activities e.g. football training teaching teamwork; • what children learn in lessons that is not part of the formal curriculum i.e. importance of punctuality; • the learning of norms and values – socialisation; • the learning of gender roles and expectations – gendered socialisation; • hidden curriculum – schools pass on to students a wide range of expectations, norms and values which children are unlikely to question – that young people have a lack of power when compared to those in positions of authority, for example; • learning to accept boredom – schools train students in how to deal with boredom in order to prepare them for this in their later working life; • 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 shared values are learned in schools. 6 Possible answers: • informal sanctions such as glares, warnings and body language let children know whether their behaviour and actions are approved or disapproved of; • children learn social expectations from school and therefore can see what their society believes to be important – secondary socialisation; • imitation/role modelling – students learn shared values through seeing how others behave and how they are consequently treated; • formal sanctions such as exclusions and detentions teach children that there are negative consequences to their actions if they misbehave; • fear – students may conform in education because they are afraid of not following the rules, particularly if corporal punishment is legal; • Marxist view – those in positions of power may control the rest of the population through schools, media etc – children may therefore be taught a particular world view; • 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; • feminists believe schools teach children patriarchal ideologies through stereotyping, differential subject choice and gendered expectations; • wanting to fit in – by following the rules and conforming, children do not stand out from the crowd and do not appear ‘different’ – education can help them feel that they belong and have shared interests with other members of their society; • functionalists believe schools continue the socialisation that began at home in infancy and so pass on core norms and values from one generation to the next; • formal curriculum e.g. being taught in lessons and assemblies about your society, history, culture, morals and heritage encourages togetherness; • in some countries learning national values is part of the school day e.g. in UK British Values must be taught, in other countries singing national anthems, pledging allegiance to a flag (patriotism) etc; • any other reasonable response. 2(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how shared values are learnt in schools. Responses may be short and un/under developed. Candidates may only describe some values. 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. ‘Teachers tell students off when they are doing things that are wrong.’ Band 2 [4–6 marks] A clear and accurate explanation showing good sociological knowledge and understanding of how shared values are learnt in schools. Sociological terms and concepts should be expected. Candidates may discuss e.g. ‘the learning of norms and values, learning patriotic slogans, secondary socialisation, patriarchal ideologies etc.’ At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 2(d) Explain why in many modern industrial societies girls achieve better 8 examination results than boys. Possible reasons: • today there are more opportunities available for women in society, girls know they no longer have to be housewives and mothers and can strive for a successful career instead; • there are many positive female role models in society for women, encouraging girls to do well for themselves; • equal opportunities legislation ensures that girls and boys get the same opportunities to be successful at school; • peer pressure in schools is often a key reason for the educational performance of students – may lead to anti-school and/or pro-school subcultures forming for boys; • positive discrimination may occur whereby schools develop schemes to encourage girls to aim higher e.g. in science and technology; • teacher labelling (positive or negative) may lead to a self-fulfilling prophecy for students e.g. naughty boys, bright girls; • research shows that girls spend longer doing their homework, concentrate better in class and are better organised, girls also seem to benefit from coursework options; • girls are thought to mature earlier than boys so are more likely to recognise the importance of taking and being successful in examinations; • girls are socialised to be passive which makes them better equipped than boys to learn in a classroom environment where conformity is highly valued; • 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 why girls achieve better examination results than boys. Responses may be short and undeveloped. e.g. ‘girls work harder’ 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 marks] Answers in this band will show basic sociological knowledge and understanding of why girls achieve better examination results than boys. Responses may be underdeveloped and lacking in range. Answers may concentrate on only a few factors such as ‘teacher expectations/labelling’ or ‘positive female role models’ 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 marks] Answers in this band will show good sociological knowledge and understanding of why girls achieve better examination results than boys and will be well developed and explained, e.g. ‘Clear trends in the educational performance of girls and boys are evident, showing that girls are typically achieving better in examinations. Nowadays, girls have high aspirations to be successful in life and will work and study hard at school to achieve this. Teachers often have positive stereotypes of girls which can lead to the halo effect. Schemes to further encourage girls to do well in education are also implemented in many schools, particularly in science and technology’. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent does the comprehensive system ensure equality of 15 opportunity in education? Arguments for: • entrance to comprehensive schools is only through catchment area or parental choice, nothing to do with entrance exam or fees; • comprehensive schools were introduced to recognise the change in thinking that all students deserve the same chances to succeed in life – a meritocracy; • comprehensive schools allow equality of opportunity – all pupils can study the same subjects and have an equal chance of succeeding; • comprehensive schools bring children from different social groups together in a spirit of community – different genders, ethnic groups and social classes – which leads to fewer social divisions; • few students now leave school without any qualifications which betters their life chances (comprehensive schools play a role in this); • children are no longer labelled as failures at age 11 as they were in the former tripartite system and so can develop as learners and be successful thus avoiding the self-fulfilling prophecy; • comprehensive schools offer a wide range of subjects to students, academic and vocational, meaning there is something to suit everyone; • functionalist view – education as fair for all, a meritocracy; • any other reasonable response. Arguments against: • some argue comprehensive schools lower standards because brighter students have to work at the same speed as the less able and thus are insufficiently stretched; • in reality comprehensive schools are not as diverse as they are in theory – if the schools has a mainly working class catchment area then most of the pupils will also be working class; • some argue that comprehensives can be large and impersonal institutions that may contain discipline problems; • most comprehensives use setting and streaming to provide a different education for pupils with different abilities i.e. selection; • not all children in the local area will attend the local comprehensive – parents can choose to send their children elsewhere i.e. a private school, faith school etc; • teacher stereotyping and labelling may still occur in comprehensive schools which will prevent equality of opportunity; • many middle class parents will choose to send their children to selective schools as they believe they will get a better education there than the local comprehensive; • schools are under increasing pressure to get good exam results and so will try to select the most able pupils and exclude those with discipline problems and learning difficulties as they may not do as well in school; • comprehensive schools cannot compensate for home factors such as material and cultural deprivation; • Marxist view – comprehensive schools continue to support the system that benefits the ruling class i.e. capitalism; • feminist view – comprehensive schools still deliver a patriarchal curriculum and encourage stereotypical views of males and females; • 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 whether the comprehensive system ensures equality of opportunity. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘comprehensives accept every child’. 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. comprehensive schools are for everyone you don’t have to pass a test to get in’, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether the comprehensive system ensures equality of opportunity. 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. Answers may list different types of schools with positive and negative factors. 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 ‘Lots of different types of subjects and qualifications are offered in comprehensive schools which means there is something available to allow every pupil to be successful’. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of whether the comprehensive system ensures equality of opportunity. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well- developed points. At the top of the band, expect a wider range of points and clear focus on the question. Candidates may outline that e.g. ‘there are different opinions within sociology as to whether comprehensive schools offer equal opportunities for children. Functionalists believe they are part of a meritocratic system whereas Marxists and Feminists believe they still advantage some students over others’. 2(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether the comprehensive system ensures equality of opportunity. 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 views of comprehensive schools both positively and negatively e.g. ‘meritocratic, setting, no selection, diversity, labelling, social divisions’ etc. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent…?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the comprehensive system offers equality of opportunity, citing some of the examples given.

Question 52

According to the official crime statistics, some social groups are more likely than others to be convicted of crime. Some sociologists ques…

Accepted Answer

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.

Question 53

Family relationships have changed due to factors such as feminism, industrialisation and secularisation. However, for many sociologists suc…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘serial monogamy’? 2 One mark for a partial definition, e.g. being married more than once. Two marks for a clear definition, e.g. when someone has more than one marriage partner during their lifetime but only one at any one given time. 1(b) Describe two examples of patriarchy in the family. 4 Possible answers:  segregated conjugal roles – men and women playing different roles in the family which gives men more power and status then women e.g. the female housewife role;  domestic abuse – where men assert their power and authority over women through violence, coercion or control;  male breadwinner role – if the man is responsible for earning the money to support the family then his position is seen to be more powerful and higher status than the woman’s;  gender socialisation – families socialise males and females differently and this encourages the continuation of patriarchy as it is seen as ‘normal’ e.g. Oakley ‘canalisation’;  household roles – symmetry may be a myth because typically women play the ‘drudgery’ roles of housework, cooking, cleaning etc. whereas men take on the more active and fun roles of DIY, gardening and playing with the children;  lone parent families – typically headed by women who have to bring up and provide for the children. Fathers may play a smaller role in the life of the children but the burden falls upon the woman;  dual burden/triple shift – even when women do paid work they are still expected to take the most responsibility in the home meaning that the burden upon women is far more than that placed upon men;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how family life has been affected by secularisation. 6 Possible answers:  decline in the marriage rate – family life may be more likely to occur within a cohabiting or civil partnership relationship today;  rise in divorce – this can lead to financial hardship stress and a negative impact on children and parents alongside some form of shared parenting;  greater freedom and choice – interactionists would argue that the lessening influence of religion upon family life means that individuals have more freedom to choose the type of family (if at all), roles and lifestyles they want;  lone parent families – these may be more commonplace due to secularisation as they are seen as less of a stigma – this may affect economic capital;  non-traditional family forms – secularisation has meant that the religious influence on family life has lessened, leading to the rise of non- traditional families such as same-sex;  the New Right – they link secularisation with a general moral decline that has led to a growth in fatherless families whereby socialisation is criminogenic or inadequate;  feminism – less religious influence, means that many women are freed from the burden and expectation of having to be heterosexual and enter into a traditional family structure, often with segregated conjugal roles. Instead they may spend less time with the family and more time focused on their careers;  decline in the birth rate – having children is seen now as a choice and many equate this to a decline in religious values, particularly about marriage and reproduction. This has led to more childless women, singlehood and DINK families;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why Marxists believe the family benefits capitalism. 8 Possible answers:  socialisation – the family is where members are socialised into accepting the capitalist system and values, brainwashing the proletariat into believing that the system is a fair and meritocratic one;  next generation of workers – these are brought up within the family and so work to provide profit for the bourgeoisie so making the family functional;  strikes – having a family makes it very difficult for workers to go on strike as they would not be able to support their families – this is functional for capitalism;  family as a unit of consumption – families buy and consume (and the media encourages them to do so) and in so doing supports the capitalist system;  frustration and anger – wives soak up their husband’s frustration and anger from the workplace where they feel alienated and oppressed in so doing they do not direct their feelings towards the capitalist system;  women’s roles – they are expected to be the carers and nurturers in the family and they do this for the elderly and the sick family members this means capitalism has little responsibility for healthcare;  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. 1(e) To what extent are families still traditional? 15 Possible answers: Arguments for:  the ideology of the cereal packet family encourages marriage and nuclear families as the norm;  most individuals still want marriage and children and marriage rates remain high;  despite divorce rates rising, rates of remarriage are also high, showing that traditional families are still valued;  in religious societies family life is both valued and expected and ensures families remain traditional;  in extended (and modified extended) families, the older generation can be looked to for advice and guidance as well as practical support;  children are still subject to the authority of their parents which is traditional;  in many families gender roles remain quite traditional, whether this be segregated or non-symmetrical roles or through the dual burden/triple shift;  in families with children, it is still largely the woman who takes responsibility for the childcare and emotional work and who may give up paid work for this or work part time whilst the male fulfills the breadwinner role;  any other reasonable response. Arguments against:  Willmott and Young’s study has shown how family life is becoming more symmetrical in terms of domestic tasks and roles in the public sphere e.g. househusbands, joint conjugal roles = not traditional;  a large amount of people will never marry and/or will never have children – declining birth rate, singlehood, DINK families etc. = not traditional;  extended families have declined in favour of a more privatised nuclear family that relies on other institutions and friends for support = not traditional;  same sex families are increasingly common and are now often legitimated by law = not traditional;  friendship groups are thought by some sociologists to be replacing the traditional family structure and so challenging traditional families, e.g. shared households, friends getting joint mortgages etc.;  family diversity today means that there is no longer a ‘typical’ family and so traditional rules and expectations are being challenged and changed;  children have increasing rights in society and family life may now be child-centred with children having a lot more power in the family than previously = not traditional;  any other reasonable response. 1(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the 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.

Question 54

According to patterns and trends in educational achievement, not all pupils have an equal chance to succeed. Some sociologists believe that…

Accepted Answer

2(a) What is meant by the ‘immediate gratification’? 2 One mark for a partial definition, e.g. not wanting to wait for rewards. Two marks for a clear definition, e.g. having short term aims and goals and wanting rewards straight away. 2(b) Describe two different types of school. 4 Possible answers:  state – schools that are run, directly or indirectly, by the Government and are funded through systems such as taxation;  comprehensive – non-selective secondary schools, accepting all children of that age and of all abilities in a local area;  private – a school that is not run or controlled by the Government and is funded privately through tuition fees;  single-sex – schools that are made up of students all of the same sex e.g. an all boys or an all girls school;  faith – schools that are controlled by a religious organisation and are partly selective as they can give priority to children who share and are members of the school’s faith and ethos;  primary – schools that are responsible for the first years of compulsory formal education;  secondary – schools that continue a child’s formal education after the primary stage and are where external assessments, e.g. IGCSE’s, A Levels and IB’s, are sat;  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 students can be influenced by the hidden curriculum. 6 Possible answers:  punctuality – a key feature of the hidden curriculum and a main way that students can be influenced to realise the importance placed on being on time;  deference to authority – students are taught to accept what those in authority tell them to do without question and understand that they will be punished if they don’t do so;  gender roles – feminism – teachers often stereotype boys and girls, e.g. asking the boys to carry heavy boxes and the girls to tidy up – this reinforces what the students have learnt about traditional gender roles and expectations;  socialisation – the hidden curriculum is a part of the secondary socialisation process found in schools whereby acceptable norms, values and behaviours are learnt and reinforced without students even realising;  social control – students learn very quickly that they can be sanctioned and rewarded for their actions, not just formally but also informally and this encourages their conformity;  social expectations – the hidden curriculum teaches and reinforces what society sees as acceptable and expected of its members – this could be to do with status, position, gender, age etc.;  ideological control – Marxism – students are taught to be passive and submissive, to accept capitalism and their place within the system unquestioningly;  ethnocentrism – the hidden curriculum is often said to promote (alongside the formal curriculum) the idea of ethnocentrism, that the majority culture is somehow more valued and important than that of minorities;  preparation for the world of work – the hidden curriculum, according to Marxists, effectively prepares students for the world of work, ensuring they are efficient ‘wage slaves’ of the capitalist system;  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 education is important for social mobility. 8 Possible answers:  equality of opportunity – functionalists believe that all students have the same opportunities and chances of success in the education system which enables people to move up the social ladder;  meritocracy – all students can reach the level they deserve and have worked for as it is based on merit not ascribed status – this allows people to attain highly paid and high status jobs if they work hard;  scholarships – these exist to support under-privileged students in obtaining the best education possible and allowing them to leave their roots behind as they may attend elite universities and enter elite professions whereby their social networks are strengthened further still which can result in upward social mobility;  positive discrimination – upward social mobility is supported by compensatory education initiatives within education that bridge the gap between students from different social backgrounds and/or lower entry requirements – they lift the aspirations and life chances of those typically at the bottom of the social hierarchy;  feminism – through education and qualifications females can lift their social position and access higher education, better jobs etc.;  universal standards – all students are judged in the same way based on the same criteria within education and thus background, social factors and ascribed status become irrelevant – meaning those at the bottom of the social ladder can more easily climb to the top;  self-negating prophecy – despite teacher labels and stereotypes students can refuse to accept these effectively ‘proving their teacher wrong’, and climbing the social ladder and defying expectations;  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 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. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent is educational achievement influenced by schools? 15 Possible answers: Arguments for:  type of school attended – statistics show that students who are able to attend a private or selective school are more likely to do better in their education than those who attend state or non-selective schools;  the teacher – e.g. Rutter’s research – this shows that some teachers are more effective than others in terms of helping their students to make good progress e.g. through their organisation, ability to engage students, clarity, feedback etc.;  single-sex education – this has been proven to benefit both males and females and to lead to better examination results;  ethnocentric curriculum – if schools run these, perhaps combined with institutional racism, then differences in educational achievement for ethnic groups would seem to be down to the school and the teacher stereotypes;  Becker’s labelling theory – he found that teachers judge pupils on non- academic factors such as appearance, manners and speech codes and judge them on how closely they match the ‘ideal student’ stereotype – this can then affect teacher expectations and setting/streaming and so impact upon educational achievement;  self-fulfilling prophecy – Rosenthal and Jacobson – students begin to act in a way that matches what their teachers think about and expect of them which will then either negatively or positively (halo effect) impact upon educational achievement;  gender – female role models are noticeably missing from many high status positions in schools and certain subject areas (e.g. physics, economics) within schools which sends out the message that gender roles are very different – educational achievement can then be affected e.g. girls aspirations are lowered;  Marxism – school systems and structures are thought to be based on middle class values e.g. the focus on elaborated code (Bernstein) and accepting authority, which teach students their place, both within school and in wider society. If working class students believe they are destined for manual low-paid jobs then they are unlikely to try hard at school so impacting upon their educational achievement;  any other reasonable response. Arguments against:  social class and material factors – economic capital (Marxism) is said to be crucial in determining educational achievement e.g. ability to afford ICT, private tutoring, extra-curricular activities, a quiet place to study, resources etc. – not the school;  ethnicity – patterns of educational achievement show that there are considerable variations between different ethnic groups suggesting that ethnicity (culture, language, diet, gender expectations, customs, religion etc.) may be more important than school;  gender – a student’s gender may be more significant when it comes to educational achievement e.g. the laddish culture of boys makes it difficult to be academic and to study hard for fear of being ridiculed (Messerschmidt); 2(e)  home and community factors – support of parents, community norms and values, location of the school etc. may all be more important in determining educational achievement than the school itself;  cultural factors – the amount of cultural capital (Bourdieu) a student has may be a better explanation of their educational achievement than school factors e.g. access to libraries, museum and theatre trips, visits to art galleries, reading at home etc.;  individual effort – schools and teachers do not determine educational achievement as within a meritocratic system (functionalism) it is down to the work ethic and efforts of the individual;  peer group – the peer group that the student belongs to may be more influential in determining educational achievement e.g. anti-school vs pro-school sub-cultures, Willis’s research etc.;  linguistic factors – research by Bernstein shows that whether the student uses an elaborated or restricted code of language is likely to influence their educational achievement;  too deterministic – whilst school and teachers may influence the educational achievement of students they are unlikely to determine it;  multiple factors – school and teachers are likely to be influential on many students but they are also likely to work in conjunction with a range of other factors (e.g. parental support, economic capital etc.) rather than in isolation;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 2(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response, but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

Question 55

Definitions of crime and deviance vary over time and between societies. Most people do not break the law, choosing instead to conform to so…

Accepted Answer

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

Question 56

Contemporary media can be divided into traditional and new media. Sociologists debate whether the media affects values, behaviour and votin…

Accepted Answer

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

Question 57

A person’s gender may affect whether they experience the family as patriarchal. The family is constantly changing due to factors such as di…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘gender’? 2 One mark for a partial definition, e.g. being male or female. Two marks for a clear definition, e.g. the roles and expectations associated with being male or female. 1(b) Describe two roles grandparents can play in the family in modern 4 industrial societies. Possible answers:  economic – giving and lending money and gifts to kin;  practical support – e.g. looking after children for working parents;  emotional and moral support – listening, talking and giving advice to other family members;  shared role – sharing accommodation with wider kin to reduce costs and domestic work and responsibilities;  as a burden – where grandparents are in need of care and support from their wider family;  partial role – with modified extended families grandparents may not live close to family and thus have a limited role in day-to-day family life;  active role – with the ageing population and better health care, grandparents may play the role of active, pleasure seeking and fun;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how urbanisation has affected family life. 6 Possible answers:  jobs – the move to the city saw families less involved in the primary sector and more likely to be working in manufacturing, trade or the service industry which may have involved shift work;  loss of family functions – the state and its institutions e.g. school, health care, started to take over many of the functions once performed by the family as dual-worker families became the norm;  education  schooling became more valued and, later, compulsory therefore saw children spending less time with their families and more with their peers;  gender roles  many sociologists believe urbanisation was responsible for the normalisation of the male breadwinner and female housewife roles so leading to gender inequality;  more equal gender roles – some sociologists saw the opportunities for women to focus on their own careers as a way to resist patriarchy and to see more symmetry in the family through joint conjugal roles;  decline of the importance of wider kin/extended family  urbanisation brought with it the privatised nuclear family which relied on one another, not the extended family, for support and leisure pursuits;  living with extended kin  as families moved into cities they often moved in with relatives at the beginning, thus creating an extended family, before later starting a life of their own;  social mobility  many sociologists believe urbanisation has allowed for social mobility as more opportunities become available to individuals – this meant changes in lifestyle, material items and norms and values for family members;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why there has been a loss of family functions in modern 8 industrial societies. Possible answers:  decline in the nuclear family  as this family form becomes less commonplace, so many sociologists believe family functions are being lost;  The New Right  believe there have been a loss of functions because we have seen too much diversity in family forms, namely the rise of the lone parent family, a decline in marriage etc.  the functions are no longer able to be fulfilled;  feminism  some sociologists believe that feminism has resulted in a loss of family functions because women are going out to work which deprives them of their ‘natural’ housewife role as well as having negative effects on children;  socialisation and social control  whilst most primary socialisation and social control is still carried out by the family, education, nannies and the media are all now also starting to play a role;  education and work  the family is no longer responsible for educating and finding work for children, this function is performed by the education system and children are encouraged to stay in that rather than enter the workplace;  dysfunctional families  research showing that families can often be dysfunctional for their members has led some sociologists to question whether the family actually has a function e.g. domestic abuse, conflict, tension, violence etc.;  feminists – these sociologists believe that there has been a loss of family functions because women are no longer willing to accept their ‘place’ and lower status in the family and want independence instead e.g. the rise of DINK families and singlehood;  the family function of reproduction – this has been lost due to societal changes such as secularisation and feminism allowing women to have children out of wedlock or not to have them at all;  care of the elderly – this function has been lost due to the decline of extended families and the rise of care homes taking over the function from the family;  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. 1(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. 1(e) To what extent is the family patriarchal? 15 Possible answers: Arguments for:  segregated conjugal roles  men and women typically take on different roles within the family that result in men having more power and status than women;  male benefits  the housewife role expects women to look after the needs of men through cooking, cleaning, supporting emotionally and putting the man’s needs before the woman’s;  gender role socialisation  Oakley  boys are socialised to be tough, aggressive, active and unemotional whilst girls are socialised into domesticity, being caring and gentle and passivity;  inheritance  a son or male heir traditionally inherits the family’s wealth so that wealth and power stay with the males;  the anti-social family  Barrett and McIntosh  the media promotes the idea that only the nuclear family can be the ideal, this puts women under pressure when they fail to achieve these impossible goals. Women are made to feel that they are to blame when the family fails;  unpaid housewife role  despite the long hours, demands and stress that this role (played by women) causes, it is unpaid  this makes women financially dependent upon men;  dual burden/triple shift  even when women engage in paid employment they are still primarily responsible for the housework, childcare and emotional roles;  dark side of the family  women are often the victims of various forms of domestic abuse, coercion and manipulation within the family  men are not;  any other reasonable response. Arguments against:  functionalism  the family isn’t patriarchal it’s functional for society to have men as the breadwinner and women as the housewife as these are the roles each sex is ‘naturally’ better at;  Marxism  the family doesn’t support patriarchy it supports capitalism through things such as consumption and economic dependency; 1(e)  family diversity  same sex relationships and lone parents are examples of family types that do not support patriarchy  women make the decisions and have the power;  changing norms and values  as society changes so does the family. Men are now increasingly involved with childcare and housework (new man) and families are more symmetrical than previously (Willmott and Young, joint conjugal roles);  careers and work  as families are increasingly dual worker women have the same amount of power and status as men and thus families can no longer be seen as patriarchal;  social class, religion and ethnicity  whether or not a family is patriarchal depends upon various social factors e.g. some women may find the nuclear family patriarchal, others do not  cultural diversity;  gender neutral socialisation  avoiding stereotypes and gendered expectations is becoming more common within families (e.g. in Scandinavia) and is thus reducing patriarchy within the institution;  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 question and there will be a range of points presented. There will be a two-sided response, but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 1(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

Question 58

Marxist, feminist and functionalist sociologists believe that schools have different functions. These include teaching social expectations,…

Accepted Answer

2(a) What is meant by the term ‘anti-school sub-culture’? 2 One mark for a partial definition, e.g. not liking school. Two marks for a clear definition, e.g. a group of students who reject the norms and values of the school. 2(b) Describe two features of comprehensive schools. 4 Possible answers:  area – they tend to cater for children from the local area;  non-selective – they accept students of all abilities;  social backgrounds and inclusivity – they accept people from different social groups and communities to break down social barriers;  free – they are typically non fee paying and the education is instead paid for by the state;  equality – they were introduced due to a belief that all children should be given the same chance to succeed and improve their life chances – in the UK they replaced the Tripartite system of education;  meritocracy – for functionalists comprehensive schools are part of the system of meritocracy that believes that all children can be successful through hard work and effort;  setting/streaming – most comprehensive schools cater for the needs of different ability students through internal systems of setting and streaming;  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 schools teach social expectations to students. 6 Possible answers:  formal education  through lessons, curriculum content, classroom rules and structures social expectations are taught;  informal education  learning outside of the curriculum, extra-curricular activities and social interactions all teach social expectations such as the importance of punctuality, following instructions etc;  hidden curriculum  social expectations regarding norms, values, attitudes, roles etc. are taught and reinforced e.g. punctuality;  rewards  positive behaviour is encouraged through a system of rewards that aims to make students conform to social expectations;  negative sanctions  systems of punishment exist within schools to ensure that bad behaviour is seen to not be tolerated  the punishments given discourage behaviour not in line with social expectations;  teacher labelling – the way teachers treat students and the expectations they have of them (e.g. setting and streaming) can lead to students internalising these perceptions and acting accordingly;  meritocracy  functionalists believe that social expectations are taught through the culture in school of ‘you get what you deserve’  it is expected that you will work hard, behave, set goals and try your best;  gender roles  feminists believe that gendered norms and values are taught in school so that we learn that there are different social expectations of men and women in society e.g. men being more dominant and powerful;  Marxism – not questioning authority and being submissive (these social expectations) are taught as ‘normal’ within schools and this deference to authority benefits capitalism through the workplace;  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 Marxist sociologists believe education is a form of social 8 control. Possible answers:  common value system  education controls people to believe the ideologies of the ruling class through the indoctrination of the working classes that will ensure they are good workers for the capitalist system;  false consciousness  the working classes are so controlled within and by education that they do not realise they are being used and exploited in preparation for the wider world;  hidden curriculum  this teaches us to be obedient, submissive, do as we are told by those in positions of authority thus preparing us for future roles as ‘wage slaves’ for the ruling class;  unquestioning  it’s not just our actions but also our thoughts that are controlled within education  we are discouraged from questioning or criticising and taught that there is one, dominant understanding of the world that is correct (and of course supports capitalism);  types of school attended  the ruling and the working class send their children to different types of schools where different values are taught. Private education teaches the bourgeoisie that they are elite and helps them enter the ‘best’ universities  working class children in state education are not so privileged;  myth of meritocracy  Marxists believe education controls us into conformity as we are taught that society is fair and we will get what we deserve therefore we don’t rebel or resist  they say this is untrue and that society is riddled with inequalities;  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. 2(e) To what extent is ethnicity the main factor influencing educational 15 achievement? Possible answers: Arguments for:  patterns of achievement  in many countries pupils from minority ethnic groups as a whole do not do as well as the average for the country;  America  concern has been expressed and interventions implemented to try and improve the performance of African-American pupils;  UK  pupils from Pakistani, Bangladeshi, Roma and Afro-Caribbean backgrounds do less well than the country’s average whereas Indian and Chinese pupils typically do better;  social class links  children from the minority ethnic groups that tend to do least well in education are often from working class backgrounds and live in poorer households;  gender links  girls from some Asian backgrounds may be socialised into more traditional female roles and thus may have limited educational and workplace aspirations;  racism and discrimination  if racism still exists in wider society then some minority ethnic pupils may be aware that their families are facing this and so ‘resist’ and rebel against the school’s authority;  setting and streaming  evidence shows that minority ethnic group pupils are disproportionately found in the lower sets and streams within a school which then negatively impacts upon their educational achievement;  teacher stereotypes  Becker ‘labelling’ theory  teachers may make assumptions about some minority ethnic groups and not expect them to achieve well, perhaps labelling them as ‘trouble-makers’;  ethnocentric curriculum  what is taught in schools may treat the culture of the majority as more important than the minority e.g. in history lessons  this can cause minority ethnic group students to lose interest;  peer group  if racism is not tackled efficiently within schools then there may be a culture of bullying and intimidation which is likely to negatively impact upon minority ethnic group students;  lack of role models  education is traditionally perceived as a ‘white’ institution based on ‘white’ values  there are typically few minority ethnic group role models in positions of power within the educational system and this may de-motivate those students;  cultural differences  if the values at home clash with those of the school this may hamper pupil progress e.g. dress, appearance, diet, religion, values, customs etc;  language barriers  English may not be the first language for some minority ethnic group pupils  they may be code switching at home and thus find it harder to access the school’s curriculum;  any other reasonable response. Arguments against:  gender  is a better explanation for differences in student’s educational achievement (and all the arguments to support this);  social class and material factors  offer better explanations for differences in student’s educational achievement (and all the arguments to support this); 2(e)  cultural deprivation  this offers a better explanation for differences in student’s educational achievement (and all the arguments to support this);  type of school attended  this has more influence over student’s educational achievement than their ethnicity e.g. results are better in private than state education regardless of the ethnicity of the student;  home and community factors  are thought by many sociologists to be more important in explaining differences in educational achievement than a student’s ethnicity e.g. language, capital (Bourdieu) etc.;  peer group  the peer group a student is a member of is shown by research to be vital in influencing educational achievement e.g. anti- school sub-cultures (Willis) and pro-school sub-cultures;  individual differences – interpretivist sociologists would argue that we cannot generalise reasons for patterns of educational achievement into a broad social factor such as ethnicity  it is the individual circumstances and context of each student that needs to be considered;  pluralist approach  no one social factor can ever explain a person’s educational achievement e.g. ethnicity may well be important but needs to be combined with the gender and social class of the student i.e. lower class, male, Afro-Caribbeans in the UK do not typically do well in terms of educational achievement;  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. 2(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response, but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

Question 59

The period of industrialisation has caused many changes to the family making the family a diverse institution. For example, an empty-nest f…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘empty-nest family’? 2 One mark for a partial definition, e.g. no children living at home. Two marks for a clear definition, e.g. parents living at home together after their adult children have moved out. 1(b) Describe two ways a family can be symmetrical. 4 Possible answers:  dual-worker families – both partners work so giving both power and status in the family;  joint conjugal roles – both partners share domestic work e.g. housework;  expressive roles – both partners share the emotional support and nurture within the family;  childcare – this is shared equally between the partners or the children are in paid childcare to equalise the burden;  gender neutral socialisation of children – avoiding gender stereotypes and ensuring the same socialisation for both male and female children;  children – empowering children through child-centredness in order to increase their responsibilities and power within the family;  same-sex families – these typically avoid segregated roles based upon traditional gender stereotypes and expectations and are thus more symmetrical;  Willmott and Young – families are less segregated in the gender roles performed and the household is seen as more of a partnership;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how the family is functional for society. 6 Possible answers:  reproduction – societies must produce new generations of children to survive, marriage and family is closely associated with this;  socialisation – children learn the norms and values of their society and culture through the family allowing them to socially integrate successfully;  social control – the family uses negative and positive sanctions to ensure social conformity;  regulation of sexual behaviour – most societies insist that children are born within a socially approved relationship and for most people this is the family;  status and care of children – families provide economically and emotionally for children and give them their status and social networks;  stabilisation of adult personalities/warm bath theory – the family ensures its members are secure and productive members of society;  nuclear family – this is thought by functionalist and New Right thinkers to be the ‘best’ family type to perform the essential functions – this family type remains dominant in society;  Marxism – the family reinforces capitalism through the role of members as workers for the bourgeoisie, keeping them in a state of oppression = functional for the upper class;  feminism – the family reinforces patriarchy through the segregated conjugal roles that it promotes = functional for men;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why many families do not fit the stereotype of the cereal packet 8 family. Possible answers:  dysfunctional family – Leach – the media ideal is not possible for families to really reach and the demands placed on nuclear family members can lead to conflict and stress;  dark side of the family – feminists talk about the negative aspects of the family and how this can lead to domestic abuse, coercion and a culture of fear;  family diversity – as societies norms and values change so do family structures meaning that the traditional nuclear family is no longer the norm for many individuals;  same-sex families, lone parent families and singlehood – many alternatives to the nuclear family can be seen and these do not feature the same ideologies as the cereal packet family i.e. they lack segregated gender roles;  Marxism –sees the nuclear family not as an ideal, well-functioning ‘cereal packet family’ but as a tool of the ruling class used to oppress and exploit the proletariat instead – so not fitting the stereotype;  feminism – does not see the cereal packet family as ideal but instead as an institution to cultivate and reinforce patriarchal norms and values – therefore many families do not fit the stereotype;  social class and ethnicity – social factors such as these challenge what features are seen as ideal – for many South Asian families and many members of the traditional working class, for example, the extended family, not the nuclear, is the ideal therefore many families will not fit the stereotype of the ‘cereal packet family’;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent has industrialisation changed family life? 15 Possible answers: Arguments for:  nuclear family – many sociologists believe industrialisation saw the move from extended to nuclear family forms – functionalists call this the ‘fit thesis’;  Parsons – loss of family functions in an industrial era saw less need for a large extended family as other institutions began to take over those functions once performed by the family unit e.g. education;  geographical mobility – modern workplaces need workers who are willing to move to where the jobs are, both nationally and internationally, and the nuclear family is easier to move;  urbanisation – this process accompanied industrialisation and saw the growth of cities as manufacturing and trade became of primary importance – so families moved to cities and did not have the same levels of regular contact with wider kin;  education – along with industrialisation came a focus on education and schooling which marked the beginning of the change in experiences of childhood – less of a working ‘mini adult’ and more focus on the special qualities and roles of childhood;  segregated gender roles – typically men became the ones fulfilling the breadwinner role leaving the women to look after the house and the children;  feminism and equality – industrialisation gave women the opportunity to forge their own careers and not rely on a man for economic reasons, thus starting the trend towards alternatives to the family and non-nuclear family forms;  any other reasonable response. Arguments against:  Laslett – he found that industrialisation actually did not change family size very much at all – e.g. in England families had always been small and this remained the same;  Anderson – believes extended families survived through industrialisation because wider kin were needed to support moving to a new place, finding a new job, accommodation etc. – their existence didn’t change;  Willmott and Young – their research shows that extended families remained strong, particularly amongst the working class due to the support networks that they offered – this hadn’t changed;  gender roles – there is still typically a split between the roles played by men and women in the family, this has not changed and still sees the woman with less power and status than the man e.g. male breadwinner role;  structural differentiation – this saw the industrial family still being responsible for the two main family functions (stabilisation of adult personalities and primary socialisation) – this hasn’t changed; 1(e)  children – the role of children may be less about work and more education based but children are still dependent upon and subject to the authority of adults in the family, this hasn’t changed;  other factors – it is not necessarily industrialisation that has changed family life but other factors such as secularisation, the emancipation of women and changing norms and values;  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.

Question 60

Education has been described by some sociologists as a meritocratic system which does not allow discrimination. Feminists disagree and are …

Accepted Answer

2(a) What is meant by the term ‘discrimination’? 2 One mark for a partial definition, e.g. racism. Two marks for a clear definition, e.g. when a social group e.g. minority ethnic groups are treated unfairly compared to other social groups. 2(b) Describe two examples of informal education. 4 Possible answers:  location – can take place outside classrooms at home or work or through daily interactions;  extra-curricular activities – these form part of informal education as children learn skills such as team-work and communication which are not explicit parts of the formal education system;  hidden curriculum – informal education in schools – children learn the acceptable forms of behaviour and attitudes through the way the school is run and how teachers act, not formal lesson content;  norms and values – informal education teaches these to children, both inside and outside school;  sanctions/social control – informal education is under-pinned by a system of sanctions that control children’s behaviour to ensure social conformity e.g. peer pressure in the playground;  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 education is a meritocratic system. 6 Possible answers:  comprehensive schools – these accept students of all abilities and offer the same opportunities to all students;  national curriculum – all students study the same core subjects and curriculum, giving everyone the same opportunities;  compensatory education – some social groups identified as being disadvantaged are compensated for in their education e.g. through funding, additional tutoring etc. therefore ensuring the system is fair;  positive discrimination – some groups of students who have historically not performed well in education are treated more favorably than others to remove any unfair disadvantage;  legislation – equal opportunities and anti-discrimination acts ensure that all students receive the same opportunities in education;  universal standards – in education every student is judged objectively to the same agreed standards – this is fair;  social mobility – education is the main gateway to social mobility and thus must be a fair system in order to achieve this;  achieved status – in education students are judged on their individual merits rather than any family ascribed status – this is therefore a fair system;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why some feminists are critical of the education system. 8 Possible answers:  access to education – in some countries the education of boys is valued more highly than girls meaning that boys are more likely to attend school;  Parsons – many functionalists believe that for society to function properly it requires males to take the instrumental and females the expressive role – feminists believe these gender roles are inculcated through the education system;  subject choice – when given the option of choice, boys and girls tend to choose quite different subjects – those of the boys are typically higher status and perceived often as ‘harder’ than the female subjects chosen – this can limit female career opportunities;  workplace – feminists are critical of the fact that despite girls doing better than boys in education in most countries today, when it comes to the workplace men still have more status and better pay;  role models – in education most positions of responsibility and superiority e.g. head-teacher are typically filled by men – this sends out the message that males are more important than females;  representation – textbooks and reading books have been criticised by feminists for the ways they show males and females e.g. giving females the passive and males the active role;  patriarchy – feminists believe that through the hidden curriculum patriarchal norms and values are reinforced in students;  teacher bias – i.e. favouring boys in the classroom due to patriarchy;  classrooms – research shows that classroom space, teacher time and attention is all dominated by boys – this does not give girls the same experiences or opportunities;  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. 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 are the rewards and sanctions used in schools effective 15 for creating social conformity? Possible answers: Arguments for:  functionalism – these sociologists believe that social control is one of the main functions performed by schools and thus must be effective;  social conformity – most students do as they are told, engage with the education system and eventually take examinations – systems of rewards and punishments must therefore be effective;  rewards – these are used to motivate students and to encourage them to conform e.g. stickers, prizes etc.;  sanctions – these are used to discourage unwanted behaviour, e.g. detentions, isolations etc.;  deterrence – the use of sanctions in school deters other students from not conforming as they do not want to be punished;  social expectations – society’s norms and values are at the heart of all systems of rewards and sanctions and thus reinforce what students are learning from the other agencies of socialisation;  gender roles – schools encourage males to act in a certain way and females in a different way e.g. asking girls to tidy up and boys to carry heavy boxes – feminists believe this encourages conformity to the patriarchal system;  student sub-cultures – most students are not a part of a rebellious sub- culture therefore are following the systems of rewards and sanctions successfully;  any other reasonable response. Arguments against:  peer pressure – students may be more likely to follow their peers than the school rules;  anti-school sub-cultures – the existence of these sub-cultures demonstrates that not all students conform e.g. Willis ‘the lads’;  Marxism – these sociologists believe that whilst students may seem to be accepting of the rules in school they may still be politically militant, strike and protest after leaving education;  feminism – ‘girl power’, #metoo, career women and female success stories demonstrate that patriarchal control in school is not as effective as some may think;  home factors – the influence of the home is thought by many to be far more influential than school in terms of controlling students e.g. the fear of being disciplined by a parent is what makes students conform, not the school itself;  individual choice – students are individuals and thus can all make their own decisions about whether or not they will allow themselves to be influenced or controlled by school and education; 2(e)  exclusion rates – concerns over the number of students – particularly minority ethnic groups, males and the working class – who are excluded from school demonstrates that the social control measures are not always effective;  body and mind – whilst schools may control what students can and can’t do they cannot control what students think and therefore can only ever have only limited success in terms of control;  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.

Question 61

There are many ways to prevent crime, for example effective socialisation and informal social control. Official crime statistics show that …

Accepted Answer

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.

Question 62

Functionalists believe the family is an important social agent that performs essential functions. Marriage is a diverse institution. Some p…

Accepted Answer

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

Question 63

In a globalised world there are many different types of families and marriages. Some of these family relationships may be more equal than o…

Accepted Answer

Question Answer Marks 1(a) What is meant by the term ‘step-parent’? 2 One mark for a partial definition, e.g. a parent’s new wife or husband. Two marks for a clear definition, e.g. a person after remarriage who shares with their new partner parental responsibility for children from previous marriages. 1(b) Describe two types of family, apart from step-families. 4 Possible responses: • Nuclear – an adult man and woman who are married or in a cohabiting relationship and have dependent children; • Extended – a nuclear family living with other relatives e.g. grandparents or aunts and uncles; • Single-parent – one parent and their dependent children living together; • Same-sex – when the two adults are of the same sex, sometimes raising their own or adopted children; • Any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how marriage can vary cross-culturally. 6 Possible responses: • monogamy – a marriage between one man and one woman and is the only form of marriage in many societies but not others e.g. in Islam a man is allowed up to 4 wives; • serial monogamy – when someone has more than one marriage partner during their life, but only one at any given time – particularly popular in the West which contrasts with many traditional cultures; • polygamy – being married to more than one person at the same time is acceptable in Islam but it is illegal in the UK; • polygyny – when a man has several wives. This is legal in most of Africa and the Middle East and parts of Asia.; • polyandry – when a woman has more than one husband at the same time. Fraternal polyandry is practised in Tibet (a woman marrying two brothers) whereas this would be seen as deviant in Western cultures; • group marriage – there are typically two or more husbands and two or more wives – approved of in some cultures, disapproved of in others; • same-sex marriage – changing norms and values means that legislation has changed in some countries, allowing same sex couples to legally marry e.g. UK whereas in other countries it is against the law; • arranged marriages – these are commonplace in some cultures whereby relatives are involved in the match–making process. In other cultures love marriages dominate; • importance – global trends show marriage to be more important and common in some cultures than others e.g. in many Western cultures cohabitation is replacing marriage whereas in traditional, religious cultures marriage remains highly valued; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why contemporary families are not all symmetrical. 8 Possible responses: • functionalism – Parsons believed that the nuclear family was the best fit for society with men performing the instrumental and women the expressive roles. This structure is still seen in many families worldwide and is not symmetrical; • gender role socialisation – Oakley – believes that processes such as canalisation and manipulation mean that male and female children are brought up very differently, with females being seen as domestic workers who care for others and males as breadwinners; • feminism – believes that the family remains patriarchal and mimics the gender inequalities found in wider society, so is not symmetrical; • dual burden/triple shift – even in families where women do seem to have more power as they go to work, they are still the ones to be responsible for the majority of domestic and emotional work which is not symmetrical; • dark side of the family – feminists point out that power relations in the family are not equal and that women are often the victims of fear, coercion, manipulation and abuse in the family; • decision making – research indicates that men still make the most important decisions in the household e.g. moving house, whereas women take charge on more trivial things such as the shopping list; • task division – research shows that whilst men are taking a more active role in family life, they are still selecting what they do and don’t want to do – they typically choose the more ‘fun’ tasks such as preparing a special dinner for guests or playing in the park with the children; • social class – research indicates that women in the lower social classes do not experience as much symmetry as those in the higher social classes; • ethnicity/culture – in some cultures and religions women are still expected to be responsible for the home and to accept their husband’s superiority and power – this is not symmetrical; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent are all families child-centred? 15 Possible responses: Arguments for: • legislation – this protects children in many ways, putting their needs and wants at the heart of family life e.g. UN ‘Rights of the Child’, NSPCC etc.; • socialisation – parents socialise and socially control children to teach them how to fit into society, demonstrating love and care for the children; • pester power – advertisers see children now as consumers and thus target the child market specifically. Families are then put under pressure by the child to buy the latest material items and their consumer needs become central to the family; • innocence – childhood is now seen as a period of innocence whereby children should not have to work or experience other aspects of the adult world – they are protected and shielded by the family as they are thought to be so important and precious; • corporal punishment – families are no longer allowed to smack their children in many societies, symbolising the greater power and status that children now have; • decision making – children in a family are now frequently asked their opinion on decisions such as where to holiday, whether to move house, living arrangements after divorce etc., demonstrating the shifting nature of children’s roles in the family – they have more power than previously; • bedrooms/technology – in many societies children’s bedrooms are filled with technology and home comforts e.g. TV, laptop, gaming station; • family size – contemporary families are often small meaning that the lone child or small number of children receive a lot of love, attention and affection from the family, meaning it is child-centred; • any other reasonable response. Arguments against: • social control – despite having more freedom generally in society children are still subject to adult control in the family and ultimately have to obey someone else’s orders and instructions; • child abuse – the family is not a loving place of safety for all children, for some it is dangerous and exploitative; • child carers – in many families children are performing the role of carer for other family members which sees them placed under pressure and having to take on many adult responsibilities; • poverty/child workers – many children grow up in poverty and in some countries children get little if no access to education, demonstrating that child-centredness is not universal; • child soldiers – in some countries children, like adults, are expected to fight on the frontline in times of war, facing danger and the threat of death; • fear and restrictions – children in many societies are subject to restricted freedom and movement, particularly in the public sphere, due to heightened parental concerns about external and ‘stranger danger’ (Furedi); 1(e) • sexualisation of children – Postman talked about the loss of innocence of contemporary children who, with increased access to technology and social media within the family situation, were increasingly exposed to adult materials such as violence, drug taking and pornography; • DINK families – contemporary families are often childless through choice which contradicts the notion of child-centredness; • New Right (Murray)/lone parents – their discussion of unsocialised or feral children, neglected and left to fend for themselves does not support the idea of all families being child-centred; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 1(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

Question 64

Education is an important agent of secondary socialisation in which IQ tests are often used to measure intelligence. In modern industrial s…

Accepted Answer

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.

Question	Answer	Marks	From
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Questions42 pages

Mark scheme98 answers

Another paper, or another topic

Questions as text

Q1 · The empty-nest family is now a common family form in modern industrial societies… 0495/21 May/June 2017

Q2 · Families are becoming increasingly diverse, for some even monogamy is not the norm 0495/22 May/June 2017

Q3 · Students today are taught in a diverse range of schools and may study traditional… 0495/22 May/June 2017

Q4 · Sociologists debate the functions that families perform today 0495/23 May/June 2017

Q5 · Family life today is characterised by diversity 0495/21 Oct/Nov 2017

Q6 · Marriage and family life are not always a positive experience for all individuals 0495/22 Oct/Nov 2017

Q7 · Formal education in the world today takes many forms 0495/22 Oct/Nov 2017

Q8 · For some people being a criminal is their master status 0495/22 Oct/Nov 2017

Q9 · Family life today is characterised by diversity 0495/23 Oct/Nov 2017

Q10 · Marriage today is often no longer for life and it is not valued by everybody in society 0495/21 May/June 2018

Q11 · Education affects an individual's life chances 0495/22 May/June 2018

Q12 · Family roles are changing in modern industrial societies 0495/23 May/June 2018

Q13 · Many sociologists believe it is school factors rather than home factors that determine… 0495/23 May/June 2018

Q14 · Not everyone lives in a family or believes that families perform important functions in… 0495/21 Oct/Nov 2018

Q15 · In modern industrial societies many different types of schools exist, for example private… 0495/21 Oct/Nov 2018

Q16 · Sociologists debate how the audience is affected by the content of the media 0495/21 Oct/Nov 2018

Q17 · Alternatives to marriage, such as civil partnerships, mean the family continues to change 0495/22 Oct/Nov 2018

Q18 · In modern industrial societies many different types of schools exist, for example private… 0495/23 Oct/Nov 2018

Q19 · Sociologists debate how the audience is affected by the content of the media 0495/23 Oct/Nov 2018

Q20 · Traditionally, the nuclear family was thought to be important for a successful marriage… 0495/21 May/June 2019

Q21 · Some sociologists view education and the official curriculum as essential to improving an… 0495/21 May/June 2019

Q22 · According to official crime statistics an individual’s social characteristics can affect… 0495/21 May/June 2019

Q23 · Family life is not always a positive experience for individuals 0495/22 May/June 2019

Q24 · Traditionally, the nuclear family was thought to be important for a successful marriage… 0495/23 May/June 2019

Q25 · Some sociologists view education and the official curriculum as essential to improving an… 0495/23 May/June 2019

Q26 · According to official crime statistics an individual’s social characteristics can affect… 0495/23 May/June 2019

Question 27 0495/21 Oct/Nov 2019

Q28 · As the world and societies change, so do the institutions of marriage and the family 0495/22 Oct/Nov 2019

Q29 · Sociologists view education in different ways 0495/22 Oct/Nov 2019

Question 30 0495/23 Oct/Nov 2019

Q31 · Despite primary socialisation in the family remaining essential, some argue that the… 0495/21 May/June 2020

Q32 · Some sociologists claim that dysfunctional families cause problems in society 0495/23 May/June 2020

Q33 · Sociologists debate whether cultural deprivation, labelling and material factors limit… 0495/23 May/June 2020

Q34 · With the changing roles of women in society, demographic factors such as the fertility… 0495/21 Oct/Nov 2020

Q35 · There are many types of family in society today, for example nuclear, single parent and… 0495/22 Oct/Nov 2020

Q36 · Why do some peer groups and individuals not conform to social norms and laws? 0495/22 Oct/Nov 2020

Q37 · With the changing roles of women in society, demographic factors such as the fertility… 0495/23 Oct/Nov 2020

Q38 · Sociologists believe that education benefits some groups in society more than others 0495/21 May/June 2021

Q39 · Societies and cultures are changing rapidly and it is in the media that the biggest… 0495/21 May/June 2021

Q40 · The institution of the family is very diverse 0495/22 May/June 2021

Q41 · According to official crime statistics there are clear patterns and trends in the types… 0495/22 May/June 2021

Q42 · Sociologists believe that education benefits some groups in society more than others 0495/23 May/June 2021

Q43 · Societies and cultures are changing rapidly and it is in the media that the biggest… 0495/23 May/June 2021

Q44 · The family has existed for a long time and as an institution has been through major… 0495/21 Oct/Nov 2021

Q45 · Most children have both a formal and an informal education 0495/21 Oct/Nov 2021

Q46 · Despite the relativity of crime and deviance, all societies and their agents of social… 0495/21 Oct/Nov 2021

Q47 · Marriage and family relationships are constantly changing in the postmodern world 0495/22 Oct/Nov 2021

Q48 · Some sociologists argue that education benefits both the individual and society 0495/22 Oct/Nov 2021

Q49 · Some social groups are more likely than others to feature in the official crime… 0495/22 Oct/Nov 2021

Q50 · Marriage takes different forms in different cultures and societies 0495/23 Oct/Nov 2021

Q51 · The comprehensive education system began in the 1960s and was based upon principles of… 0495/23 Oct/Nov 2021

Q52 · According to the official crime statistics, some social groups are more likely than… 0495/23 Oct/Nov 2021

Q53 · Family relationships have changed due to factors such as feminism, industrialisation and… 0495/21 May/June 2022

Q54 · According to patterns and trends in educational achievement, not all pupils have an equal… 0495/21 May/June 2022

Q55 · Definitions of crime and deviance vary over time and between societies 0495/21 May/June 2022

Q56 · Contemporary media can be divided into traditional and new media 0495/21 May/June 2022

Q57 · A person’s gender may affect whether they experience the family as patriarchal 0495/22 May/June 2022

Q58 · Marxist, feminist and functionalist sociologists believe that schools have different… 0495/22 May/June 2022

Q59 · The period of industrialisation has caused many changes to the family making the family a… 0495/23 May/June 2022

Q60 · Education has been described by some sociologists as a meritocratic system which does not… 0495/23 May/June 2022

Q61 · There are many ways to prevent crime, for example effective socialisation and informal… 0495/23 May/June 2022

Q62 · Functionalists believe the family is an important social agent that performs essential… 0495/21 Oct/Nov 2022

Q63 · In a globalised world there are many different types of families and marriages 0495/22 Oct/Nov 2022

Q64 · Education is an important agent of secondary socialisation in which IQ tests are often… 0495/22 Oct/Nov 2022

Q65 · Functionalists believe education is a meritocracy 0495/23 Oct/Nov 2022

Q66 · Some sociologists argue that there are now more positive media representations of gender… 0495/23 Oct/Nov 2022

Q67 · Educational achievement is not the same for everyone 0495/21 May/June 2023

Q68 · The media is an increasingly important agent of socialisation in contemporary society 0495/21 May/June 2023

Q69 · Family life has changed 0495/22 May/June 2023

Q70 · The family has many important functions and is essential for teaching norms and values to… 0495/23 May/June 2023

Q71 · Many sociologists believe that audiences are affected by what they consume in the media 0495/23 May/June 2023

Q72 · The family and individual roles within the family have changed in many different ways 0495/21 Oct/Nov 2023

Q73 · Education is a necessary part of young people’s lives 0495/21 Oct/Nov 2023

Q74 · Although there is a dark figure of crime, individuals can learn a lot about crime and… 0495/21 Oct/Nov 2023

Q75 · Official crime statistics reveal a clear trend that most crimes are committed by males 0495/22 Oct/Nov 2023

Q76 · In modern industrial societies nuclear families are not the only type of family 0495/23 Oct/Nov 2023