How does society control us? — Paper 2 — IGCSE Sociology 0495 topical questions

Question 1

According to official figures, crime rates vary between different social groups. Juvenile delinquency, for example, is particularly common …

Accepted Answer

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

Question 2

Explanations for crime depend on the type of crime being discussed. For example, the reasons people commit urban crime are different to the…

Accepted Answer

3(a) What is meant by the term ‘urban crime’? 2 One mark for partial definition, e.g. crime in the towns and cities. Two marks for clear definition, e.g. an illegal act committed in cities. 3(b) Describe two sociological explanations for crime, apart from 4 material deprivation. Possible answers: • Merton – strain theory – not everyone has equal chances to be successful in society; • Cohen – status frustration – for some people committing crime allows them to gain the status they cannot achieve in society; • Inadequate socialisation – not teaching individuals the correct norms and values; • New Right – crime committed by the underclass due to fatherless families and an over reliance on the welfare state; • Marxism – the law protects the interest of the ruling class meaning that the working class are criminalised; • Feminism – crime allows males to prove their masculinity; Marxism – relative deprivation in a consumer society; • Marginalisation/social exclusion – feeling powerless in society may lead to crime e.g. gang culture; • Interactionism – labelling certain social groups as criminals makes them more likely to commit crime via the self-fulfilling prophecy; • 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 moral panics in the media can affect the public’s 6 view of crime and criminals. Possible answers: • most people have no direct experience of criminals and so rely on the media for their information; • sensationalism and exaggeration in the media affects how people think about crime; • media reporting causes the public to label certain groups as criminals and so stigmatises them e.g. folk devils; • Marxists believe moral panics divert the public's attention away from the real crime problem and criminals in society i.e. hidden white collar crime; • Cohen's study of the mods and rockers demonstrates how the public's perception of crime was influenced by a moral panic in the media; • moral panics may lead to an increased fear of crime in the public; • moral panics lead to the creation and promotion of stereotypes of who the criminals in society are e.g. underclass, ethnic minorities 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 the concept of moral panics and how they can change the public's perception of crime and may talk about e.g. ‘the media shows some people to be criminals’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 3(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the relationship between moral panics and the public's perception of crime. Sociological terms and concepts should be expected e.g. ‘Sensationalist media reporting leads to the public stigmatising certain social groups as criminals.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why the police appear to target some social groups 8 more than others. Possible answers: • Marxists believe the police are tools of the ruling class and so target those with less power in order to protect ruling class interests; • the police are affected by the stereotypes of criminals seen in the media through sensationalist reporting and moral panics; • police target those groups that according to the OCS (official crime statistics) commit the most crime e.g. young people; • Government may put pressure on the police to solve crime and targeting particular social groups is a means of doing this; • institutional racism may exist within the police force thus leading to the targeting of ethnic minorities; • the police force is still male dominated/patriarchal and so the chivalry factor may lead to the targeting of males over females; • some social groups are more likely to commit crime and this is why the police target them e.g. lower class; • other reasonable 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 police target some social groups more than others. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘they are racist’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the police target some social groups more than others. Responses may be underdeveloped and lacking in range. e.g. ‘Police are affected by the stereotypes they see in the media.’ ‘The police focus on those people who the official crime statistics say commit crime’ etc . At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the police target some social groups more than others and will be well developed and explained. e.g. ‘The police are thought by Marxists to be a tool of the ruling class, used to control the lower classes and protect the interests of the bourgeoisie. They therefore target the working class and ethnic minorities and so stigmatise them as criminals, particularly when this is picked up on by the media and reported in a sensationalist way – a moral panic’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent does poverty and unemployment explain 15 criminal behaviour? Possible answers: For: • Merton – strain theory – there is a poor fit between the desired goals and the means to achieve them therefore crime may occur; • Cohen – status frustration – some social groups feel disadvantaged by inequalities in society (i.e. unemployment) and thus turn to crime; • Material deprivation – not having enough to live on may lead to crime; • Marxists believe workers are exploited in the workplace through low pay and insecure employment contracts and so commit crime both in frustration at the capitalist system and for financial gain; • relative deprivation – when groups/individuals feel they have less material goods than others in society they may turn to crime; • marginalisation – powerless groups i.e. the poor may feel 'pushed out' from mainstream society and unable to achieve legitimately therefore they commit crime; • Cloward and Ohlin – a lack of legitimate opportunity to be successful in society can cause poverty and deprivation and thus lead to criminal behaviour e.g. joining a gang; • other reasonable response. Against: • not all people who are poor/unemployed commit crime; not all crime committed is for financial gain; • labelling theory – people may commit crime because they have been negatively stereotyped as criminals and find themselves in a self fulfilling prophecy; • people may copy the glamorised criminals they see in the media and so commit crime; • masculinity – crime may be seen as a way to prove your masculinity e.g. gang crime; • postmodernism – crime is committed for thrills and excitement; • New Right – crime is caused through inadequate socialisation and a lack of social control; 3(e) • crime may be about power/control rather than poverty e.g. domestic violence; • crime may be caused through opportunity rather than poverty e.g. corruption/white-collar crime; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which poverty and unemployment explain criminal behaviour. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. People commit crime because they are poor. If you haven't got a job you can’t get enough money to live. 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. poverty is when you haven't got enough money, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which poverty and unemployment explain 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/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. People get frustrated that they can't find a job and so turn to crime. Everyone wants material goods and possessions and if an individual can't afford them then they may turn to crime 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. 3(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which poverty and unemployment explain 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 say that e.g. despite a lack of money possibly explaining crimes committed for financial gain i.e. robbery, this can't explain crimes of passion and revenge. Or frustration at an unfair system that does not allow everybody equal opportunities to be successful may be a crucial factor in explaining crime. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which poverty and unemployment explain 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. 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 poverty and unemployment explaining crime, citing some of the examples given.

Question 3

The media are constantly changing and new technologies allow the audience greater control over content. However, this does not mean that th…

Accepted Answer

4(a) What is meant by the term ‘indoctrination’? 2 One mark for partial definition, biased reporting Two marks for clear definition, passing ideas and information to people in a way that is accepted uncritically. 4(b) Describe two examples of censorship in the media. 4 Possible answers: • laws to protect the state/Government e.g. the UK Official Secrets Act; laws on obscenity; • laws to prevent discrimination e.g. anti-racism/sexism; laws of libel and slander; • certification systems used to control the content and distribution of films, computer games and music videos; • the television watershed which prevents sex, violence, bad language and drug use being shown before an agreed time; • self-censorship e.g. internet providers and websites can block or remove content; • Government can filter information e.g. China blocking Google; • 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). Candidates may give specific examples of censorship from the media on either a local or an international level or may give examples of what censorship is used for. Both are fine to credit. 4(c) Explain how the media can set the agenda for what is seen to be 6 important in society. Possible answers: • media gatekeepers control the public's access to information e.g. an editor decides which stories make the news; • media news values determine what is thought to make a good story and thus influences what the public do and don't hear about; • the news and the content of the media is socially constructed, reflecting media personnel’s decisions, beliefs and values rather than social reality; • how a story is presented in the media determines how it will be understood by the audience; • stories covered in the media become talked about in society – some are passed and used whereas others are rejected, this determines what is seen to be important; • Marxists believe that media owners and professionals share a similar background and outlook and that this influences what we see and hear in the media; • work by the GUMG shows the media to be biased and selective in determining what is seen to be important; • advertising is usually the main source of income for the privately owned media and therefore the need to appeal to advertisers may well set the agenda for media content; • other reasonable 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 the media can set the agenda for what is seen to be important in society and may talk about ‘what the media cover’. 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 the media can set the agenda for what is seen to be important in society. Sociological terms and concepts should be expected ‘the media manipulates people into believing that they have a choice by only presenting them with certain options and viewpoints and thus ensuring that we don't vote for radical changes.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why feminists criticise the representation of women in the 8 media. Possible answers: • media effects models such as the hypodermic needle suggest that the audience are directly influenced by how women are represented in the media; • feminists believe the media is still a patriarchal institution owned and controlled by men and thus represents women from a male viewpoint; • the male gaze is thought to exist in the media, whereby the media 'eyes a woman up' as if through a man's eyes; • females are thought to be underrepresented (in most areas of the media) • females are thought to be shown in a narrow range of roles; • females are often shown in a way that emphasises their physical appearance; • images of women in the media are often digitally enhanced to create an appearance that is not attainable in real life – can be linked to issues such as anorexia etc.; • females are still often shown as passive, weak and helpless – needing a man to help them; • males and females are not treated equally in the media; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why feminists criticise the representation of women in the media. A tendency to description is likely. Responses may be short and undeveloped, ‘women are shown as sex symbols’ 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 criticise the representation of women in the media. Responses may be underdeveloped and lacking in range. ‘The media is thought to be patriarchal and does not represent men and women in the same way.’ ‘Females are represented in stereotypical ways that leave them in a narrow range of roles’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/ explained. 4(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why feminists criticise the representation of women in the media and will be well developed and explained. ‘Women in the media are still very under-represented and are typically shown in a narrow range of stereotypical roles. The emphasis is often on a woman's appearance and digital editing is frequently used to create an unrealistic impression of what a woman is like’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent can the audience influence the content of the media? 15 Possible answers: For: • Pluralist ideas that the media is shaped by the audience - the media have to give the audience what they want in order to survive and remain viable; • audiences can use new media technologies to create their own media products and upload these to the internet; • the audience can use interactive technologies to determine the content of the media e.g. voting on reality TV shows; • audiences can comment on the media via blogs, chat rooms and forums etc.; • citizen journalism is now the norm and allows the audience to create and shape the media; • active audience models of media effects demonstrate that the audience can interpret the media in various different ways and so determine content; • other reasonable response. Against: • it is the media owners and corporations that determine the content of the media, not the audience; • media professionals (editors, journalists etc.) decide on media content, not the audience; • media effects models such as the hypodermic syringe show that the media has a direct influence on the audience through its content; • news values are thought to determine media content as they are what the media believe will appeal and sell; • Marxists believe that the media convey the dominant ideologies in order to indoctrinate the audience into a particular point of view; • the media are thought to divert people away from the important issues in society through a content of trivia and gossip; • censorship in the media demonstrates that the audience do not control media content; • the digital divide means that not all audience members have the same opportunities to influence media content; • the importance of advertising revenue to the media industry means that many believe it is the advertisers who control media content e.g. the content of the media must attract a mass audience in order to appeal to the advertisers; • other reasonable response. Candidates should demonstrate the ways that the audience can influence media content and are likely to focus on new media technologies in their discussion. Ideas that the media is still controlled by owners and media professionals are also likely to be considered in evaluation. 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 extent to which the audience can influence the content of the media. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. The audience can decide who wins a competition by online voting. People can write their own blogs now. 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, the audience are the people who watch and listen to the media, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the audience can influence the content of the media. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely Digital technology makes it easier for the audience to produce their own media content and distribute it to others. The audience can write their own blogs on the internet 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 audience can influence the content of the media. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that despite more opportunities being available for the audience to create media content, ultimately most media output is created by global media corporations. Or For younger people there are many possible ways to influence media content through digital technologies and interactive media. For elderly people, however, there remains a large digital divide. 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. 4(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which the audience can influence the content of the media. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the audience being able to influence the content of the media, citing some of the examples given.

Question 4

There are several reasons why different social groups do better than others in education. Some believe this is due to the peer group, where…

Accepted Answer

2(a) What is meant by the term ‘self-fulfilling prophecy’? 2 When people act in the way they have been expected to and so make that expectation come true. One mark for partial definition, e.g. do what others expect. Two marks for clear definition, e.g. acting up to the label given and making that label come true. 2(b) Describe two criticisms of IQ tests. 4 Candidates will describe two different criticisms of IQ tests. Possible answers: • If intelligence is linked to environmental factors, then a high score in the test may simply reflect a more stimulating environment in early childhood and not any innate ability. • IQ tests are based on a narrow range of reasoning skills and therefore exclude other types of intelligence – they don’t show the full picture. • IQ tests are written by people who inevitably build their own cultural norms and assumptions into the tests – this means those from other cultures are likely to find the test more difficult. • IQ tests reflect just one moment in time, but intelligence is developmental, so the scores should not be used to predict future achievement. • Timed conditions of IQ tests means there is no time for thought and reflection, which can cause some respondents to under-perform. • Performance in IQ tests can be affected by factors such as being nervous, feeling ill etc.; • Performance in IQ tests is found to improve with practice – many parents therefore get their children to repeat and practice the tests in order that they score high marks. • Some people who score low in the IQ tests go on to do well in their education and their career, whereas others who get high scores do not always succeed in later life. • Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to maximum of two). 2(c) Explain how the hidden curriculum controls pupils. 6 Candidates are likely to show an understanding of different types of sanctions used by schools, as well as discussing various aspects of the hidden curriculum. How these sanctions lead to student conformity (following the rules, doing what’s expected etc.) may also be discussed. Possible answers: • Informal sanctions such as glares, warnings and body language let children know whether their behaviour and actions are approved or disapproved of. • Pupils learn norms, values, beliefs and attitudes through their school experiences. • Classrooms are usually set out with the teacher at the front and the children seated – this sends out the message that the teacher has the power and is in control. • Rewards – children like to receive praise and therefore may do as they’re told by teachers in order to receive stickers, positive contact with home, merit rewards etc. • Schools are hierarchies and pupils soon learn their position in the hierarchy and conform accordingly. • Competitive sports and testing children sends out the message that doing better than others is more important than cooperating with them. • The importance of punctuality and being on time is soon learnt through schools. • Schools have rules that are enforced by teachers, sending out the message that you have to do what you are told by those in authority, whether you agree or not. • Marxists believe that the hidden curriculum maintains the ruling classes control of the lower classes through ideology (capitalism). • Marxists believe working class children are indoctrinated through education to learn a set of values that will make them good workers in the capitalist system, e.g. not questioning commands from a superior, learning the importance of punctuality. • Feminists see the hidden curriculum as conveying patriarchal values and norms, so teaching and reinforcing stereotypical and different expectations of each gender. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how the hidden curriculum controls pupils. Responses may be short and un- /underdeveloped. Description is likely. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘Students soon learn that when they don’t do what those in power want them to do, they get told off and punished.’ 2(c) Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how the hidden curriculum controls pupils. Sociological terms and concepts should be expected. Candidates may discuss for example: ‘the learning of norms and values; authority, secondary socialisation; Marxism, patriarchy.’ At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way, or cover several factors in less detail. 2(d) Explain why some sociologists believe that selective education is 8 unfair. Candidates should show understanding of the various reasons why some sociologists believe that selective education is unfair. Candidates may talk about different types of schools within their response. Candidates may talk about trends to do with ethnicity, gender, religion and social class, or may approach the question in more general terms. It is likely that private (paid for) schools and/or grammar schools (11+ exams) will be the focus of the candidate’s answer. Possible reasons: • Private schools have smaller class sizes and better facilities than state schools, which may advantage the students there in terms of educational achievement. • Teacher expectations – students are expected to work hard and do well in private schools and thus are pushed towards this. • Most parents cannot afford private schools – it is unfair that the rich can buy a better education. • Examination results in private schools are better than those in non- selective education. • The elite private schools spend about four times as much a year on each student as state schools do. • Private schools play an important role in ensuring that the higher classes can pass on their privileges to their children – maintaining the old boy network. • Research shows that even when children who go to private schools get worse examination results than those in state schools, they still go on to get better jobs. • Elite universities, e.g. Oxford and Cambridge, still recruit primarily from the private sector, and it is through attendance at such universities that individuals are able to access the elite jobs in society. • Selective education effectively means that wealthy parents can almost guarantee their children will have well paid future careers, which undermines any principles of equality; • Cultural and economic capital of the higher classes means they are more likely to pass selection tests for entry to private schools/elite universities. • Faith schools may not be aiding multiculturalism (segregation). • Single sex schools may be reinforcing patriarchy (feminism). • Other reasonable response. 2(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some sociologists believe that selective education is unfair. Responses may be short and undeveloped, e.g. ‘buying an education’, without justification. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding of why some sociologists believe that selective education is unfair. Responses may be underdeveloped and lacking in range. Answers may concentrate on only a few factors such as, ‘selective education maintains the elite position of power’ or ‘private schools get the best examination results’ and so be a little narrow. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some sociologists believe that selective education is unfair, and will be well-developed and explained, e.g. ‘Private schools are funded by parents, meaning that the schools have a lot of money and can afford to provide small class sizes for their students. This can lead to better educational performance as students have more one-to-one attention. Parents value educational success and have high levels of cultural capital, which favours these students over others. Students from private schools are more likely to attend elite universities and to then get the high flying and well-paid jobs in society’. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band, explanations will be clear throughout. 2(e) To what extent is the peer group the most influential factor in 15 determining educational achievement? Candidates should show an awareness of the various influences on educational achievement such as the peer group, home factors and school factors. Possible answers: For • Some students develop an anti-school subculture which provides students with a means to improve their own self esteem by giving them status within their peer group. • A culture of masculinity may form in counter-school cultures which causes these peers to disrupt the smooth running and learning of the school. • Peer pressure – young people want to fit in and thus the pressure from their peers (either positive or negative) may well determine how well they achieve at school, i.e. attitudes to homework, discipline, attendance. • Imitation – some children may copy their peers in order to conform and this can be either negative or positive: this is likely to affect educational achievement. • Sometimes pupils from ethnic minority groups are labelled as failures and placed in low sets and streams. These peer groups may then develop a shared set of values and develop a self- fulfilling prophecy. • Girls’ peer groups are more likely than those of boys to conform to school values and so to be successful in education. • Peer groups outside school may influence educational achievement e.g. gang culture. • Other reasonable response. 2(e) Against • Gender, not peer group, may be the most important factor in determining educational success. • Ethnicity, not peer group, may be the most important factor in determining educational success. • Social class, not peer group, may be the most important factor in determining educational success. • Home factors may be more important than the peer group, i.e. material/cultural deprivation / parental values and expectations. • School factors may be more important than the peer group, i.e. teacher stereotyping and labelling/setting and streaming/type of school attended. • Marxists would argue that educational success will always be more likely to be achieved by the higher social classes, as education simply reinforces the inequalities seen in society. • Linguistic codes – Bernstein argues that schools operate with an elaborate code which is also shared by the higher social classes. This makes educational achievement more likely for the higher social classes than the lower classes, who use a restricted code. • Functionalists would argue that the education system is fair and based on meritocracy, allowing all who work hard to be successful – only individuals, therefore, can be responsible for their own educational success or failure. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense, showing limited knowledge of whether the peer group is the most influential factor in determining educational achievement. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided, e.g. ‘children copy their peers’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks), candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘a peer group are people who share a similar social position’, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of whether the peer group is the most influential factor in determining educational achievement. Alternatively, they may offer an answer which is list-like in nature, but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points, for example ‘peer pressure is rife in schools and can be either negative or positive’. Alternatively, a list-like answer with little development, covering both sides of the argument, may score up to 8 marks. 2(e) A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of whether the peer group is the most influential factor in determining educational achievement. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Candidates may outline that for example, ‘The peer group is an important factor in determining educational success in schools. Research shows that ethnic minority males are most likely to form anti-school sub-cultures and that this negatively impacts upon their achievements’. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the peer group is the most influential factor in determining educational achievement. There will be a strong grasp of the argument, as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Candidates may outline and discuss different explanations for educational achievement, e.g. ‘hidden curriculum, teacher labelling, parental values and expectations, gender roles’. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the peer group is the most influential factor in determining educational achievement, citing some of the examples given. Section C: Crime, deviance and social control

Question 5

Official crime statistics are one way of measuring crime rates. This helps the Government to decide on effective punishments to control cri…

Accepted Answer

3(a) What is meant by the term ‘dark figure of crime’? 2 The unknown number of crimes committed that are not included in the official statistics. One mark for partial definition, e.g. crime not reported. Two marks for clear definition, e.g. unreported and unrecorded crimes that do not appear in the official statistics. 3(b) Describe two formal agencies of social control. 4 Candidates will describe two formal agencies of social control. Informal agencies should not be credited. Possible answers: • Government – make the laws that determine what is considered criminal. • Police – have the power of arrest and act as enforcers of the laws; a public deterrent. • Armed forces – can use physical force and weaponry to ensure conformity to the law. • Prison/the penal system – takes away an individual’s freedom as punishment for non-conformity to the law; keeps criminals out of society. • The judiciary/courts – decide whether an individual is guilty or not guilty and appropriate sentences for guilty parties. • Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to maximum of two). 3(c) Explain how community sentencing is an effective punishment for 6 crime. Candidates need to demonstrate an understanding of the ways in which community sentencing can be an effective punishment for crime. Possible answers: • It is a cheaper alternative to the penal system. • It makes offenders give something back to the community that they have committed crimes against. • It can often be a public punishment, e.g. offenders in public wearing a ‘uniform’ deters others from committing crime and humiliates the offender. • Rehabilitation – makes offenders realise there are consequences for their actions. • Often thought to be a fair system of punishment – the punishment fits the crime, i.e. if you vandalise a park you will be made to clean that park. • Specific examples of community sentencing may be discussed in terms of its effectiveness, e.g. tagging, curfews, community service. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how community sentencing is an effective punishment for crime. Responses may be short and un-/underdeveloped. Candidates may be confused as to what is meant by community sentencing. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘ways of making people make up for the crime they have committed’. Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how community sentencing is an effective punishment for crime. Sociological terms and concepts should be expected. Candidates may refer to public safety, rehabilitation, consequences, deterrence, fair justice etc. with examples. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way, or cover several factors in less detail. 3(d) Explain why some people adopt a deviant career. 8 Candidates need to identify what is meant by the term ‘deviant career’ and explain why they are adopted. Candidates may focus on specific social groups here (ethnic minorities, males, the working class etc.) or engage with more general theoretical explanations. These are all fine to credit. Possible answers: • Increasing role of a global media in society means that a wide variety of images and definitions of deviant/criminal youth can be seen, resulting in imitation and role modelling amongst people, e.g. copying criminal behaviour that is seen. • Gang culture – being in a gang involves the adoption of criminal and deviant behaviour, norms and values. • Status frustration – criminal youth sub-cultures may exist in order for some people to gain the status they crave in a society where they don’t feel they get much status. • Sociologist, David Matza, talks about young people ‘drifting’ into criminal sub-cultures. The idea that this is a phase in their life when they have few responsibilities and so can experiment with new norms and values in this stage of transition – crime being one such thing. • A lack of social control in society may lead to a state of anomie in which crime and deviance occur. • Resistance and rebellion – criminal youth sub-cultures are typically dominated by working class ethnic minority males and have been explained by Marxist sociologists as an opportunity for disadvantaged people to express their dissatisfaction with society, and all the pressures to consume that it places upon them through crime. • Excitement – Postmodern sociologists in particular talk about people joining criminal sub-cultures in order to engage in thrill seeking and risk taking behaviour, i.e. joy-riding. • Culture of masculinity – males are socialised through several agencies into the need to prove their masculinity; criminal behaviour is one way to do so. • Labelling theory – people are stereotyped as criminals and targeted by the police and thus this may become their master status via a self-fulfilling prophecy. • Peer group pressure – people may be pressured into criminal behaviour and activities by their peer group. • Criminal socialisation – people in certain localities and environments may grow up learning criminal norms and values, i.e. the illegitimate opportunity structure or through the family. • Unemployment / lack of legitimate opportunity / poverty – people may find it hard to get work and thus turn to crime for the money they need (Marxism). • Other reasonable response. 3(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some people adopt a deviant career. Candidates may not fully understand what is meant by a deviant career. Responses may be short and undeveloped, e.g. ‘some people have little money and so turn to crime’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding of why some people adopt a deviant career. Candidates may say that, e.g. ‘the media promote the ‘gangsta’ lifestyle as glamorous and exciting and so some people copy the deviant role models that they see’. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some people adopt a deviant career and will be well developed and explained. Candidates may discuss specific sociological theories such as Marxism, culture of masculinity, drift theory, Postmodernism etc. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent do official crime statistics provide an accurate picture 15 of crime? Candidates need to show an understanding of whether official crime statistics provide an accurate picture of crime. Candidates may focus on advantages and disadvantages of the crime statistics and/or consider alternative ways of measuring crime within their response. Either approach should be credited. It is unlikely that a balanced argument will be seen for this essay – this should not disadvantage candidates. Possible answers: For: • Official crime statistics are updated regularly and so provide an up- to-date picture of crime. • Official crime statistics are taken from official reports and records from the formal agencies and are therefore a reliable source of information. • The statistics provide a national picture and are therefore representative and generalisable. • Official crime statistics allow comparisons to be made with previous years to discover trends in crime. • Official statistics help the police and Government to prioritise crimes to target and areas to focus their attentions on. • Official crime statistics are easily accessible and so provide the public, often via the media, with information on crime patterns. • Governments are seen as trustworthy and therefore it is perceived that the picture of crime they provide is accurate. • Other reasonable response. 3(e) Against: • The crime statistics are a social construction according to Interpretivists – they tell us more about the decisions made by those who compile the statistics than about the actual, real picture of crime. • Crime statistics may not give a valid picture of crime because they can be manipulated by Government sources – political bias. • Not all crime is reported by the public to the police, e.g. rape and embarrassment. • Not every criminal act is thought of as criminal by the victim e.g. illegal music downloading; therefore it’s not in the official statistics. • Not all crimes that are reported by the public are recorded by the police, e.g. petty crime. • Some social groups are more likely than others to be targeted by the police and so are more likely to be found committing criminal acts and therefore are more likely to be in the official crime statistics. • Not everyone is treated the same by the courts and so some social groups are more likely to be found guilty of a crime than others, e.g. chivalry thesis, institutional racism. • Victim surveys reveal a different picture of crime than that seen in the crime statistics. • Self-report studies show a different picture of offenders than that found in the crime statistics. • The crime statistics hide a large dark figure of crime. • White collar crimes and sexual crimes are notoriously under- represented in the crime statistics (tip of the iceburg). • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense, showing limited knowledge of whether the official crime statistics show an accurate picture of crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘crime statistics are kept up to date’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks), candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘the official crime statistics are the official figures to show the number of crimes and offenders’, as in the question. 3(e) Band 2 (5–8) In this band candidates will show some basic knowledge of whether the official crime statistics show an accurate picture of crime. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Candidates may discuss some reasons why the official crime statistics do show an accurate picture of crime, i.e. ‘based on factual records, compiled by recognised and trustworthy sources’,. but responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of whether the official crime statistics show an accurate picture of crime. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may be able to present a range of points to support the idea that the official crime statistics show an accurate picture of crime, but also be aware of some of the arguments against this, i.e. ‘not all crimes are reported, not all crimes are recorded by the police, the dark figure of crime’. There will be a two-sided response, but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well- developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the official crime statistics show an accurate picture of crime. There will be a strong grasp of the argument, as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. For example, candidates may say that ‘the crime statistics provide an accurate picture of crime because they are based on official police and court figures of recognised crimes. However, there are a number of crimes that do not appear in the statistics and many sociologists believe they merely show the tip of the iceberg. Not everyone has the same chance of appearing in the official crime statistics and so Interpretivist sociologists often claim that they are socially constructed and invalid.’. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the official crime statistics show an accurate picture of crime, citing some of the examples given. Section D: Media

Question 6

The media are thought to be a very powerful agency of socialisation that can affect the audience’s attitudes and behaviour. The traditional…

Accepted Answer

4(a) What is meant by the term ‘traditional media’? 2 Print and other, older media, such as film and radio, that have little, if any, interactivity. One mark for partial definition, e.g. magazines. Two marks for clear definition, e.g. old media where there is a one way channel of communication between the producer and a mass audience as seen in TV. 4(b) Describe two media gatekeepers. 4 Candidates will describe two media gatekeepers. These may take the form of a general response or be specific examples of gatekeepers. Either way is fine to credit. Gatekeepers – individuals who control the audience’s access to media information. If two separate and distinct examples are used from the same bullet point, this is fine to credit. Possible answers: • Owners, i.e. Rupert Murdoch/Berlusconi • Editors – of news programmes etc. deciding which stories to include e.g. newsworthiness. • Reporters – deciding what to cover; what to include in the coverage – news values etc. • Advertisers – media companies have to tailor their content to appeal to advertisers. • Audience – make their own decisions on what to consume. • Media conglomerates and corporations, e.g. Disney • Government – censorship, laws and propaganda • Political spin doctors – control a politician’s image and representation. • Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point developed (up to maximum of two). 4(c) Explain how different social groups use the media differently. 6 Candidates need to demonstrate an understanding of what is meant by different social groups, e.g. based on gender, age, ethnicity and social class. Candidates may choose to cover a wide range of these groups in their answer, or may focus on a smaller number in more detail, e.g. look at social class and consider the different consumption patterns of the working, middle and upper classes. Possible answers: • Males use computer games and new technologies more than females. • Men and women prefer different genres of TV and films, e.g. females consume more soap operas and males more documentaries/sport. • Males are more likely than females to decide on what is to be consumed, and to control recording and streaming devices. • The amount of TV watched increases after the age of 50; • Younger people are more likely than older consumers to engage with new media technologies and user-generated content – the digital divide. • Younger people typically go to the cinema more than older people. • Different social classes read different types of newspapers – typically tabloids for the lower social classes and broadsheets for the higher classes. • The lower social classes tend to watch more light entertainment than the higher social classes, who watch more niche/specialist programmes and channels. • Ethnic minority and immigrant groups are likely to consume more media from their country of origin than majority groups. • Other reasonable response. 4(c) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how different social groups use the media differently. Responses may be short and un- /underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘tabloid newspapers are more likely to be read by males and the lower social classes.’ Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how different social groups use the media differently. For example, discussing how males are more likely than females to choose what to watch on TV, how younger groups are more like to engage with interactive new media than older age groups etc. Sociological language and concepts should be expected. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why developments in new media are changing how social 8 groups are represented. Candidates should show an awareness of different social groups in the media such as males, the disabled, the elderly etc. and consider why the way these groups are typically represented is changing. This should be linked to developments in new media. Candidates may answer the question in a general way or may focus their discussion more specifically on particular social groups, e.g. youth, females, with specific examples. Possible answers: • Representations in new media mirror social reality and thus when society changes, so does the way the media reflects this, e.g. more working women in society, equals more working women seen in the media – linked to the Pluralist idea of the media giving the audience what they want. • The new media is now global, meaning that a diverse range of representations can be seen and accessed easily, which promotes social change – globalisation and diversity. • The rise of the new media means that the audience are actively involved in creating the representations that we see, rather than these being produced by media owners – interactivity. • Social attitudes and norms are changing and thus the media must reflect this to remain popular, e.g. positive representations of disabled people. • There is less broadcasting and more narrowcasting in new media today, meaning that niche audiences are catered for, which allows for greater diversity in media content and representations. • Owners of the media are no longer just a small, elite group in society, but instead are more diverse and in the new media could be said to be the audience members as well – these differences are reflected in the greater range of representations that are now commonly found in the media. • Changes in the law means that certain representations that were once commonplace are now considered unacceptable – new media must avoid these and offer something new in order to avoid public complaints and litigation, e.g. sexism/racism/ageism. • New media allows the audience to actively comment upon, change, challenge and create the representations of social groups (blogs, social media etc.) • Other reasonable response. 4(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why representations of different social groups in the media are changing. Candidates may not really understand what is meant by ‘different social groups’. Responses may be short and undeveloped, e.g. ‘attitudes of the audience are changing’, without justification/explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding of why representations of different social groups in the media are changing. Responses may be underdeveloped and lacking in range. Candidates may explain some of the reasons, e.g. changing social attitudes, rise of the new media and user generated content, greater media diversity and choice. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why representations of different social groups in the media are changing and will be well developed and explained. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented, e.g. ‘in order to remain popular and viable, the media must give the audience what it wants to see, according to the Pluralists. This means that when social attitudes change, so must the media representations. It is no longer acceptable, for example, to simply show a female in the housewife role’. At the top of the band, explanations will be clear throughout. 4(e) To what extent do the media affect voting patterns? 15 Candidates will need to look at a range of different ways that the media can affect voting patterns. Different types of media may be referred to in a candidate’s answers. Specific examples of voting patterns and outcomes may be discussed. These may be related to the candidate’s own cultural context. Possible answers: For: • Passive audience models, such as the hypodermic needle theory, suggest that the audience believe what they see/hear and thus voting patterns and results will be affected by media coverage. • Media role models may affect how the audience vote and are often used by political parties in advertising campaigns (celebrity endorsement). • Spin doctors can control the representation of politicians in the media and thus affect how the audience vote. • Privately owned media can and do take strong political positions, e.g. in the stories selected, the language used and the opinions expressed – issues of bias. • At election time, political parties make extensive use of the media in order to transmit their messages to the voters – political broadcasts, manifestos, posters etc. • Media reporting of the opinion polls can also influence voting patterns, as they claim to be able to show what the election result is likely to be. • Discussion and debates in the media between political parties and politicians are commonplace, and are an effective way of getting policies across and criticising the opposition; • Use of social media by the political parties allows politicians to interact with the voters and potentially affect voting patterns, e.g. Twitter. • Propaganda and highly censored media in some countries is likely to affect voting patterns. • Other reasonable response. 4(e) Against: • Active audience models, such as the uses and gratifications theory, suggest that the media has little direct effect upon the audience and that the audience can control what media they consume and how it affects them. • Voters today are aware that political parties use the media in an attempt to win votes and thus are unlikely to believe everything they see and hear (Hall – negotiated reading etc.) • The audience will actively choose to switch off/not listen to anything in the media that they disagree with thus their voting patterns will not be affected by the media. • Political socialisation through the family/peer group is likely to be more influential in determining voting patterns than the media. • Social characteristics of the audience, i.e. gender/age/social class/ethnicity are more likely to determine voting patterns than the media. • The audience themselves may influence voting patterns today more than the media can, through their ability to use new media technologies, in order to post comments, create blogs, engage in discussion forums etc. • A large number of people choose not to vote and thus the media will not affect their voting patterns. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense, showing limited knowledge of whether the media affects voting patterns. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘the audience believes what they see/hear 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, i.e. voting patterns / how voters choose to vote, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of whether the media affects voting patterns. Alternatively, they may offer an answer which is list-like in nature, but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Candidates may give examples of types of media, political parties and leaders, and election results. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. 4(e) A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of whether the media affects voting patterns. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may discuss the hypodermic needle approach, the influence of spin doctors, issues of bias in the media and the reporting of the opinion polls. On the other side of the debate the uses and gratifications theory may be referred to alongside increased audience awareness of and cynicism towards party political broadcasts and advertising. There will be a two-sided response, but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the media affects voting patterns. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Candidates may refer to the increased use of new media and audience interactivity, political socialisation and the wide range of political opinions and viewpoints available in a global media context. 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 affects voting patterns, citing some of the examples given.

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

Today’s media are increasingly difficult to control. Media representations of ethnic minorities are often stereotypical and propaganda is s…

Accepted Answer

4(a) What is meant by the term ‘propaganda’? 2 Use of the media to influence people to accept a particular point of view. One mark for partial definition. e.g. bias in the media. Two marks for clear definition, e.g. a one sided version of events e.g. Nazi Germany. 4(b) Describe two stereotypes of ethnic minorities seen in the media. 4 Candidates will describe two stereotypes of ethnic minorities seen in the media. Candidates may refer to ethnic minority representations holistically or give examples of stereotypes specific to particular ethnic minority groups. Possible answers: • Under-representation/invisibility – ethnic minorities are rarely seen in lead roles and parts in the media and are very under-represented; • Negatively stereotyped as different/dangerous etc.; • Black people represented as being criminal or deviant or involved with gangs; • Black people as sports players rather than academics; • Links with religious extremism and terrorism; • Asians with large extended families, owning corner shops etc.; • Tokenism – when an ethnic minority appears in the media, this may be an attempt by the media organisation to create the impression of equality; • Binary oppositions between ethnic majority and ethnic minority groups; • As illegal immigrants; • Those from developing countries as living in poverty and in need of charity; • The dangerous savage, e.g. the Indians in cowboy films; • Black people shown as entertainers – music, dance, comedy; • Non-white women represented as sexually exotic – dangerous and alluring and outspoken; • The rich, evil tyrant – e.g. Idi Amin in ‘The Last King of Scotland’; • Other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point developed (up to a maximum of two). 4(c) Explain how globalisation is changing media content. 6 Candidates need to demonstrate an understanding of the way globalisation is changing media content. Candidates may talk generally about globalisation or more specifically about particular examples from the media. Possible answers: • Globalisation leads to instant media content being available, unfolding international news content can be seen as it happens; • Citizen journalism means that the global audience can create media content; • The new media allows for a sense of a common culture and belonging, not to a national identity, but to a global village e.g. the growth of a global culture shown in media content; • New norms and values can be seen and shared through the global media leading to changing social attitudes and social change; • Advertising can be communicated on a global level and products are increasingly made to appeal to a global audience; • Local cultures may be lost by Western culture dominating the media; • A wider range of global products are available to, and can be consumed, by the audience i.e. Nollywood, Bollywood, Bhangra music etc.; • Other reasonable response. Band 0 (0) No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how globalisation is changing media content. Responses may be short and un-/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks) candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘showing things from other countries.’ Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how globalisation is changing media content. For example, discussing the diversity of media content today, changing norms and values and alternative ideologies. Sociological language and concepts should be expected. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well- developed way or cover several factors in less detail. 4(d) Explain why Governments try to control the content of the media. 8 Candidates should show an awareness of why Governments try to control the content of the media. This may be a generic discussion or may focus on specific Governments and their controls over media content. Possible answers: • To create a sense of national unity; • State-owned media can be used for propaganda so the audience will accept the world view being presented and not allowing access to alternative views; • In order to present the Government and its policies in a positive light and maintain power; • To control broadcast content, e.g. to have the power not to show stories or issues that would portray the Government in a negative light - censorship; • Alternative views or values tend to be marginalised and/or ridiculed in the media through the images seen and the language used which prevents resistance to the Government; • The Government can use the media to demonise and scapegoat certain social groups in order to justify oppressive policies or actions; • To protect the audience from unsuitable content, e.g. pornography, drug taking etc.; • To protect state secrets and publics security, e.g. through legislation such as The Official Secrets Act; • The media and therefore the Government can control the audience’s feelings and thoughts through selective representations and censorship; • Other reasonable response. Band 0 (0) No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why Governments try to control the content of the media. Candidates may not really understand what is meant by Government and control. Responses may be short and undeveloped, e.g. ‘to influence how the media think’, without justification/explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding of why Governments try to control the content of the media. Responses may be underdeveloped and lacking in range. Candidates may explain some of the reasons, e.g. dominant ideology being maintained, to protect the public from undesirable content etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. 4(d) Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why Governments try to control the content of the media and will be well developed and explained. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented, e.g. censorship, diverting attention away from the serious issues in society, propaganda etc. At the top of the band explanations will be clear throughout. 4(e) To what extent do the media shape the audience’s attitudes and 15 behaviour? Candidates will need to look at the ways in which the media can shape the attitudes and behaviour of the audience. A wide range of different media may be considered. The argument that the media does not influence the audience’s attitudes and behaviour could also be discussed in evaluation. Examples may be used to strengthen the points made. Possible answers: For • Advertising is all around us and is used to try and persuade people to spend their money and consume material goods leading to the creation of a consumer culture and an acceptance of capitalism; • Prevalence of new and social media means, for postmodernists, that the media is all around us, and with things ‘going viral’, this will affect attitudes and behaviour; • Imitation – the audience may copy what they see in the media, e.g. Grand Theft Auto video game copy catting incident in Japan, school shootings in America etc.; • The media can be used to set the agenda and thus tell the public what is important in society, influencing attitudes and behaviour; • News values in the media determine media content and this can determine how the audience think and behave • Biased media reporting, propaganda and censorship controls content of the media and thus affects the thoughts and actions of the audience; • Marxists believe that the media conveys the dominant ideology to the masses and ensures that ruling class power is maintained; • Feminists believe that the media conveys a patriarchal ideology to the audience and thus supports gendered inequalities in society; • Seeing and hearing the same messages and images on a regular basis in the media makes the audience more likely to be affected by and accept them - cultural effects model; • The use of role models in the media are a big influence on the audience and so can shape attitudes and behaviour, e.g. attitudes to drugs, fashion sense, language used etc.; • Media can often be used to shape gender identity, perhaps also used as part of primary socialisation; • The hypodermic syringe theory and other passive audience models argue that the audience are directly affected by what they see and the media; • Moral panics and the creation of folk devils in the media can shape the audience’s attitudes and behaviour towards crime and deviance; • Other reasonable response. 4(e) Against • The audience do not have to accept and believe the media version of events – negotiated and oppositional readings frequently occur (Hall); • Active audience models, such as the uses and gratifications theory, argue that it is the public who decide the effects the media have upon them: it is about choice; • The two-step flow model indicates that it is opinion leaders, rather than the media, that influences the audience’s attitudes and opinions; • In the postmodern world media outlets are everywhere and there is a diverse range of material and viewpoints for the audience to choose from, therefore the range of beliefs available to the audience are vast and diverse; • The new media allow the audience to be actively involved in media content through interactivity, therefore the role of the media in shaping attitudes and behaviour can be questioned – user-generated content etc.; • Agencies of socialisation, such as the family and the peer group, may be more influential in shaping attitudes and behaviour than the media; • If the media were solely responsible for creating attitudes and determining how people behave then there would be high levels of consensus across the globe – this is not the case, with a wide range of alternative ideologies being in existence; • Other reasonable response. Band 0 (0) No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense showing limited knowledge of whether the media shape the audience’s attitudes and behaviour. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. the audience buy what they see in adverts. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, i.e. attitudes are how we think and behaviour is how we act, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of whether the media shape the audience’s attitudes and behaviour. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Candidates may give examples of TV shows, newspapers and films and how these may affect the audience, e.g. children copying the violence they see in computer games. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. 4(e) A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of whether the media shape the audience’s attitudes and behaviour. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may discuss media effects theories, such as the hypodermic needle and the uses and gratifications model. They may also give specific examples, such as voting patterns, body image and advertising. Concepts such as imitation and role modelling may be referred to. There will be a two-sided response, but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the media shape the audience’s attitudes and behaviour. There will be a strong grasp of the argument, as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Candidates may refer to the idea that the audience are all individuals and thus be aware that it is impossible to generalise the effects of the media on attitudes and behaviour. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the media shape the audience’s attitudes and behaviour, citing some of the examples given.

Question 10

There are several reasons why different social groups do better than others in education. Some believe this is due to the peer group, where…

Accepted Answer

2(a) What is meant by the term ‘self-fulfilling prophecy’? 2 When people act in the way they have been expected to and so make that expectation come true. One mark for partial definition, e.g. do what others expect. Two marks for clear definition, e.g. acting up to the label given and making that label come true. 2(b) Describe two criticisms of IQ tests. 4 Candidates will describe two different criticisms of IQ tests. Possible answers: • If intelligence is linked to environmental factors, then a high score in the test may simply reflect a more stimulating environment in early childhood and not any innate ability. • IQ tests are based on a narrow range of reasoning skills and therefore exclude other types of intelligence – they don’t show the full picture. • IQ tests are written by people who inevitably build their own cultural norms and assumptions into the tests – this means those from other cultures are likely to find the test more difficult. • IQ tests reflect just one moment in time, but intelligence is developmental, so the scores should not be used to predict future achievement. • Timed conditions of IQ tests means there is no time for thought and reflection, which can cause some respondents to under-perform. • Performance in IQ tests can be affected by factors such as being nervous, feeling ill etc.; • Performance in IQ tests is found to improve with practice – many parents therefore get their children to repeat and practice the tests in order that they score high marks. • Some people who score low in the IQ tests go on to do well in their education and their career, whereas others who get high scores do not always succeed in later life. • Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to maximum of two). 2(c) Explain how the hidden curriculum controls pupils. 6 Candidates are likely to show an understanding of different types of sanctions used by schools, as well as discussing various aspects of the hidden curriculum. How these sanctions lead to student conformity (following the rules, doing what’s expected etc.) may also be discussed. Possible answers: • Informal sanctions such as glares, warnings and body language let children know whether their behaviour and actions are approved or disapproved of. • Pupils learn norms, values, beliefs and attitudes through their school experiences. • Classrooms are usually set out with the teacher at the front and the children seated – this sends out the message that the teacher has the power and is in control. • Rewards – children like to receive praise and therefore may do as they’re told by teachers in order to receive stickers, positive contact with home, merit rewards etc. • Schools are hierarchies and pupils soon learn their position in the hierarchy and conform accordingly. • Competitive sports and testing children sends out the message that doing better than others is more important than cooperating with them. • The importance of punctuality and being on time is soon learnt through schools. • Schools have rules that are enforced by teachers, sending out the message that you have to do what you are told by those in authority, whether you agree or not. • Marxists believe that the hidden curriculum maintains the ruling classes control of the lower classes through ideology (capitalism). • Marxists believe working class children are indoctrinated through education to learn a set of values that will make them good workers in the capitalist system, e.g. not questioning commands from a superior, learning the importance of punctuality. • Feminists see the hidden curriculum as conveying patriarchal values and norms, so teaching and reinforcing stereotypical and different expectations of each gender. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how the hidden curriculum controls pupils. Responses may be short and un- /underdeveloped. Description is likely. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘Students soon learn that when they don’t do what those in power want them to do, they get told off and punished.’ 2(c) Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how the hidden curriculum controls pupils. Sociological terms and concepts should be expected. Candidates may discuss for example: ‘the learning of norms and values; authority, secondary socialisation; Marxism, patriarchy.’ At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way, or cover several factors in less detail. 2(d) Explain why some sociologists believe that selective education is 8 unfair. Candidates should show understanding of the various reasons why some sociologists believe that selective education is unfair. Candidates may talk about different types of schools within their response. Candidates may talk about trends to do with ethnicity, gender, religion and social class, or may approach the question in more general terms. It is likely that private (paid for) schools and/or grammar schools (11+ exams) will be the focus of the candidate’s answer. Possible reasons: • Private schools have smaller class sizes and better facilities than state schools, which may advantage the students there in terms of educational achievement. • Teacher expectations – students are expected to work hard and do well in private schools and thus are pushed towards this. • Most parents cannot afford private schools – it is unfair that the rich can buy a better education. • Examination results in private schools are better than those in non- selective education. • The elite private schools spend about four times as much a year on each student as state schools do. • Private schools play an important role in ensuring that the higher classes can pass on their privileges to their children – maintaining the old boy network. • Research shows that even when children who go to private schools get worse examination results than those in state schools, they still go on to get better jobs. • Elite universities, e.g. Oxford and Cambridge, still recruit primarily from the private sector, and it is through attendance at such universities that individuals are able to access the elite jobs in society. • Selective education effectively means that wealthy parents can almost guarantee their children will have well paid future careers, which undermines any principles of equality; • Cultural and economic capital of the higher classes means they are more likely to pass selection tests for entry to private schools/elite universities. • Faith schools may not be aiding multiculturalism (segregation). • Single sex schools may be reinforcing patriarchy (feminism). • Other reasonable response. 2(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some sociologists believe that selective education is unfair. Responses may be short and undeveloped, e.g. ‘buying an education’, without justification. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding of why some sociologists believe that selective education is unfair. Responses may be underdeveloped and lacking in range. Answers may concentrate on only a few factors such as, ‘selective education maintains the elite position of power’ or ‘private schools get the best examination results’ and so be a little narrow. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some sociologists believe that selective education is unfair, and will be well-developed and explained, e.g. ‘Private schools are funded by parents, meaning that the schools have a lot of money and can afford to provide small class sizes for their students. This can lead to better educational performance as students have more one-to-one attention. Parents value educational success and have high levels of cultural capital, which favours these students over others. Students from private schools are more likely to attend elite universities and to then get the high flying and well-paid jobs in society’. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band, explanations will be clear throughout. 2(e) To what extent is the peer group the most influential factor in 15 determining educational achievement? Candidates should show an awareness of the various influences on educational achievement such as the peer group, home factors and school factors. Possible answers: For • Some students develop an anti-school subculture which provides students with a means to improve their own self esteem by giving them status within their peer group. • A culture of masculinity may form in counter-school cultures which causes these peers to disrupt the smooth running and learning of the school. • Peer pressure – young people want to fit in and thus the pressure from their peers (either positive or negative) may well determine how well they achieve at school, i.e. attitudes to homework, discipline, attendance. • Imitation – some children may copy their peers in order to conform and this can be either negative or positive: this is likely to affect educational achievement. • Sometimes pupils from ethnic minority groups are labelled as failures and placed in low sets and streams. These peer groups may then develop a shared set of values and develop a self- fulfilling prophecy. • Girls’ peer groups are more likely than those of boys to conform to school values and so to be successful in education. • Peer groups outside school may influence educational achievement e.g. gang culture. • Other reasonable response. 2(e) Against • Gender, not peer group, may be the most important factor in determining educational success. • Ethnicity, not peer group, may be the most important factor in determining educational success. • Social class, not peer group, may be the most important factor in determining educational success. • Home factors may be more important than the peer group, i.e. material/cultural deprivation / parental values and expectations. • School factors may be more important than the peer group, i.e. teacher stereotyping and labelling/setting and streaming/type of school attended. • Marxists would argue that educational success will always be more likely to be achieved by the higher social classes, as education simply reinforces the inequalities seen in society. • Linguistic codes – Bernstein argues that schools operate with an elaborate code which is also shared by the higher social classes. This makes educational achievement more likely for the higher social classes than the lower classes, who use a restricted code. • Functionalists would argue that the education system is fair and based on meritocracy, allowing all who work hard to be successful – only individuals, therefore, can be responsible for their own educational success or failure. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense, showing limited knowledge of whether the peer group is the most influential factor in determining educational achievement. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided, e.g. ‘children copy their peers’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks), candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘a peer group are people who share a similar social position’, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of whether the peer group is the most influential factor in determining educational achievement. Alternatively, they may offer an answer which is list-like in nature, but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points, for example ‘peer pressure is rife in schools and can be either negative or positive’. Alternatively, a list-like answer with little development, covering both sides of the argument, may score up to 8 marks. 2(e) A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of whether the peer group is the most influential factor in determining educational achievement. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Candidates may outline that for example, ‘The peer group is an important factor in determining educational success in schools. Research shows that ethnic minority males are most likely to form anti-school sub-cultures and that this negatively impacts upon their achievements’. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the peer group is the most influential factor in determining educational achievement. There will be a strong grasp of the argument, as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Candidates may outline and discuss different explanations for educational achievement, e.g. ‘hidden curriculum, teacher labelling, parental values and expectations, gender roles’. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the peer group is the most influential factor in determining educational achievement, citing some of the examples given. Section C: Crime, deviance and social control

Question 11

Official crime statistics are one way of measuring crime rates. This helps the Government to decide on effective punishments to control cri…

Accepted Answer

3(a) What is meant by the term ‘dark figure of crime’? 2 The unknown number of crimes committed that are not included in the official statistics. One mark for partial definition, e.g. crime not reported. Two marks for clear definition, e.g. unreported and unrecorded crimes that do not appear in the official statistics. 3(b) Describe two formal agencies of social control. 4 Candidates will describe two formal agencies of social control. Informal agencies should not be credited. Possible answers: • Government – make the laws that determine what is considered criminal. • Police – have the power of arrest and act as enforcers of the laws; a public deterrent. • Armed forces – can use physical force and weaponry to ensure conformity to the law. • Prison/the penal system – takes away an individual’s freedom as punishment for non-conformity to the law; keeps criminals out of society. • The judiciary/courts – decide whether an individual is guilty or not guilty and appropriate sentences for guilty parties. • Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to maximum of two). 3(c) Explain how community sentencing is an effective punishment for 6 crime. Candidates need to demonstrate an understanding of the ways in which community sentencing can be an effective punishment for crime. Possible answers: • It is a cheaper alternative to the penal system. • It makes offenders give something back to the community that they have committed crimes against. • It can often be a public punishment, e.g. offenders in public wearing a ‘uniform’ deters others from committing crime and humiliates the offender. • Rehabilitation – makes offenders realise there are consequences for their actions. • Often thought to be a fair system of punishment – the punishment fits the crime, i.e. if you vandalise a park you will be made to clean that park. • Specific examples of community sentencing may be discussed in terms of its effectiveness, e.g. tagging, curfews, community service. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how community sentencing is an effective punishment for crime. Responses may be short and un-/underdeveloped. Candidates may be confused as to what is meant by community sentencing. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘ways of making people make up for the crime they have committed’. Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how community sentencing is an effective punishment for crime. Sociological terms and concepts should be expected. Candidates may refer to public safety, rehabilitation, consequences, deterrence, fair justice etc. with examples. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way, or cover several factors in less detail. 3(d) Explain why some people adopt a deviant career. 8 Candidates need to identify what is meant by the term ‘deviant career’ and explain why they are adopted. Candidates may focus on specific social groups here (ethnic minorities, males, the working class etc.) or engage with more general theoretical explanations. These are all fine to credit. Possible answers: • Increasing role of a global media in society means that a wide variety of images and definitions of deviant/criminal youth can be seen, resulting in imitation and role modelling amongst people, e.g. copying criminal behaviour that is seen. • Gang culture – being in a gang involves the adoption of criminal and deviant behaviour, norms and values. • Status frustration – criminal youth sub-cultures may exist in order for some people to gain the status they crave in a society where they don’t feel they get much status. • Sociologist, David Matza, talks about young people ‘drifting’ into criminal sub-cultures. The idea that this is a phase in their life when they have few responsibilities and so can experiment with new norms and values in this stage of transition – crime being one such thing. • A lack of social control in society may lead to a state of anomie in which crime and deviance occur. • Resistance and rebellion – criminal youth sub-cultures are typically dominated by working class ethnic minority males and have been explained by Marxist sociologists as an opportunity for disadvantaged people to express their dissatisfaction with society, and all the pressures to consume that it places upon them through crime. • Excitement – Postmodern sociologists in particular talk about people joining criminal sub-cultures in order to engage in thrill seeking and risk taking behaviour, i.e. joy-riding. • Culture of masculinity – males are socialised through several agencies into the need to prove their masculinity; criminal behaviour is one way to do so. • Labelling theory – people are stereotyped as criminals and targeted by the police and thus this may become their master status via a self-fulfilling prophecy. • Peer group pressure – people may be pressured into criminal behaviour and activities by their peer group. • Criminal socialisation – people in certain localities and environments may grow up learning criminal norms and values, i.e. the illegitimate opportunity structure or through the family. • Unemployment / lack of legitimate opportunity / poverty – people may find it hard to get work and thus turn to crime for the money they need (Marxism). • Other reasonable response. 3(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why some people adopt a deviant career. Candidates may not fully understand what is meant by a deviant career. Responses may be short and undeveloped, e.g. ‘some people have little money and so turn to crime’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding of why some people adopt a deviant career. Candidates may say that, e.g. ‘the media promote the ‘gangsta’ lifestyle as glamorous and exciting and so some people copy the deviant role models that they see’. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why some people adopt a deviant career and will be well developed and explained. Candidates may discuss specific sociological theories such as Marxism, culture of masculinity, drift theory, Postmodernism etc. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent do official crime statistics provide an accurate picture 15 of crime? Candidates need to show an understanding of whether official crime statistics provide an accurate picture of crime. Candidates may focus on advantages and disadvantages of the crime statistics and/or consider alternative ways of measuring crime within their response. Either approach should be credited. It is unlikely that a balanced argument will be seen for this essay – this should not disadvantage candidates. Possible answers: For: • Official crime statistics are updated regularly and so provide an up- to-date picture of crime. • Official crime statistics are taken from official reports and records from the formal agencies and are therefore a reliable source of information. • The statistics provide a national picture and are therefore representative and generalisable. • Official crime statistics allow comparisons to be made with previous years to discover trends in crime. • Official statistics help the police and Government to prioritise crimes to target and areas to focus their attentions on. • Official crime statistics are easily accessible and so provide the public, often via the media, with information on crime patterns. • Governments are seen as trustworthy and therefore it is perceived that the picture of crime they provide is accurate. • Other reasonable response. 3(e) Against: • The crime statistics are a social construction according to Interpretivists – they tell us more about the decisions made by those who compile the statistics than about the actual, real picture of crime. • Crime statistics may not give a valid picture of crime because they can be manipulated by Government sources – political bias. • Not all crime is reported by the public to the police, e.g. rape and embarrassment. • Not every criminal act is thought of as criminal by the victim e.g. illegal music downloading; therefore it’s not in the official statistics. • Not all crimes that are reported by the public are recorded by the police, e.g. petty crime. • Some social groups are more likely than others to be targeted by the police and so are more likely to be found committing criminal acts and therefore are more likely to be in the official crime statistics. • Not everyone is treated the same by the courts and so some social groups are more likely to be found guilty of a crime than others, e.g. chivalry thesis, institutional racism. • Victim surveys reveal a different picture of crime than that seen in the crime statistics. • Self-report studies show a different picture of offenders than that found in the crime statistics. • The crime statistics hide a large dark figure of crime. • White collar crimes and sexual crimes are notoriously under- represented in the crime statistics (tip of the iceburg). • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense, showing limited knowledge of whether the official crime statistics show an accurate picture of crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘crime statistics are kept up to date’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks), candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘the official crime statistics are the official figures to show the number of crimes and offenders’, as in the question. 3(e) Band 2 (5–8) In this band candidates will show some basic knowledge of whether the official crime statistics show an accurate picture of crime. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Candidates may discuss some reasons why the official crime statistics do show an accurate picture of crime, i.e. ‘based on factual records, compiled by recognised and trustworthy sources’,. but responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of whether the official crime statistics show an accurate picture of crime. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may be able to present a range of points to support the idea that the official crime statistics show an accurate picture of crime, but also be aware of some of the arguments against this, i.e. ‘not all crimes are reported, not all crimes are recorded by the police, the dark figure of crime’. There will be a two-sided response, but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well- developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the official crime statistics show an accurate picture of crime. There will be a strong grasp of the argument, as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. For example, candidates may say that ‘the crime statistics provide an accurate picture of crime because they are based on official police and court figures of recognised crimes. However, there are a number of crimes that do not appear in the statistics and many sociologists believe they merely show the tip of the iceberg. Not everyone has the same chance of appearing in the official crime statistics and so Interpretivist sociologists often claim that they are socially constructed and invalid.’. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the official crime statistics show an accurate picture of crime, citing some of the examples given. Section D: Media

Question 12

The media are thought to be a very powerful agency of socialisation that can affect the audience’s attitudes and behaviour. The traditional…

Accepted Answer

4(a) What is meant by the term ‘traditional media’? 2 Print and other, older media, such as film and radio, that have little, if any, interactivity. One mark for partial definition, e.g. magazines. Two marks for clear definition, e.g. old media where there is a one way channel of communication between the producer and a mass audience as seen in TV. 4(b) Describe two media gatekeepers. 4 Candidates will describe two media gatekeepers. These may take the form of a general response or be specific examples of gatekeepers. Either way is fine to credit. Gatekeepers – individuals who control the audience’s access to media information. If two separate and distinct examples are used from the same bullet point, this is fine to credit. Possible answers: • Owners, i.e. Rupert Murdoch/Berlusconi • Editors – of news programmes etc. deciding which stories to include e.g. newsworthiness. • Reporters – deciding what to cover; what to include in the coverage – news values etc. • Advertisers – media companies have to tailor their content to appeal to advertisers. • Audience – make their own decisions on what to consume. • Media conglomerates and corporations, e.g. Disney • Government – censorship, laws and propaganda • Political spin doctors – control a politician’s image and representation. • Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point developed (up to maximum of two). 4(c) Explain how different social groups use the media differently. 6 Candidates need to demonstrate an understanding of what is meant by different social groups, e.g. based on gender, age, ethnicity and social class. Candidates may choose to cover a wide range of these groups in their answer, or may focus on a smaller number in more detail, e.g. look at social class and consider the different consumption patterns of the working, middle and upper classes. Possible answers: • Males use computer games and new technologies more than females. • Men and women prefer different genres of TV and films, e.g. females consume more soap operas and males more documentaries/sport. • Males are more likely than females to decide on what is to be consumed, and to control recording and streaming devices. • The amount of TV watched increases after the age of 50; • Younger people are more likely than older consumers to engage with new media technologies and user-generated content – the digital divide. • Younger people typically go to the cinema more than older people. • Different social classes read different types of newspapers – typically tabloids for the lower social classes and broadsheets for the higher classes. • The lower social classes tend to watch more light entertainment than the higher social classes, who watch more niche/specialist programmes and channels. • Ethnic minority and immigrant groups are likely to consume more media from their country of origin than majority groups. • Other reasonable response. 4(c) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how different social groups use the media differently. Responses may be short and un- /underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘tabloid newspapers are more likely to be read by males and the lower social classes.’ Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of how different social groups use the media differently. For example, discussing how males are more likely than females to choose what to watch on TV, how younger groups are more like to engage with interactive new media than older age groups etc. Sociological language and concepts should be expected. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why developments in new media are changing how social 8 groups are represented. Candidates should show an awareness of different social groups in the media such as males, the disabled, the elderly etc. and consider why the way these groups are typically represented is changing. This should be linked to developments in new media. Candidates may answer the question in a general way or may focus their discussion more specifically on particular social groups, e.g. youth, females, with specific examples. Possible answers: • Representations in new media mirror social reality and thus when society changes, so does the way the media reflects this, e.g. more working women in society, equals more working women seen in the media – linked to the Pluralist idea of the media giving the audience what they want. • The new media is now global, meaning that a diverse range of representations can be seen and accessed easily, which promotes social change – globalisation and diversity. • The rise of the new media means that the audience are actively involved in creating the representations that we see, rather than these being produced by media owners – interactivity. • Social attitudes and norms are changing and thus the media must reflect this to remain popular, e.g. positive representations of disabled people. • There is less broadcasting and more narrowcasting in new media today, meaning that niche audiences are catered for, which allows for greater diversity in media content and representations. • Owners of the media are no longer just a small, elite group in society, but instead are more diverse and in the new media could be said to be the audience members as well – these differences are reflected in the greater range of representations that are now commonly found in the media. • Changes in the law means that certain representations that were once commonplace are now considered unacceptable – new media must avoid these and offer something new in order to avoid public complaints and litigation, e.g. sexism/racism/ageism. • New media allows the audience to actively comment upon, change, challenge and create the representations of social groups (blogs, social media etc.) • Other reasonable response. 4(d) Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why representations of different social groups in the media are changing. Candidates may not really understand what is meant by ‘different social groups’. Responses may be short and undeveloped, e.g. ‘attitudes of the audience are changing’, without justification/explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding of why representations of different social groups in the media are changing. Responses may be underdeveloped and lacking in range. Candidates may explain some of the reasons, e.g. changing social attitudes, rise of the new media and user generated content, greater media diversity and choice. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why representations of different social groups in the media are changing and will be well developed and explained. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented, e.g. ‘in order to remain popular and viable, the media must give the audience what it wants to see, according to the Pluralists. This means that when social attitudes change, so must the media representations. It is no longer acceptable, for example, to simply show a female in the housewife role’. At the top of the band, explanations will be clear throughout. 4(e) To what extent do the media affect voting patterns? 15 Candidates will need to look at a range of different ways that the media can affect voting patterns. Different types of media may be referred to in a candidate’s answers. Specific examples of voting patterns and outcomes may be discussed. These may be related to the candidate’s own cultural context. Possible answers: For: • Passive audience models, such as the hypodermic needle theory, suggest that the audience believe what they see/hear and thus voting patterns and results will be affected by media coverage. • Media role models may affect how the audience vote and are often used by political parties in advertising campaigns (celebrity endorsement). • Spin doctors can control the representation of politicians in the media and thus affect how the audience vote. • Privately owned media can and do take strong political positions, e.g. in the stories selected, the language used and the opinions expressed – issues of bias. • At election time, political parties make extensive use of the media in order to transmit their messages to the voters – political broadcasts, manifestos, posters etc. • Media reporting of the opinion polls can also influence voting patterns, as they claim to be able to show what the election result is likely to be. • Discussion and debates in the media between political parties and politicians are commonplace, and are an effective way of getting policies across and criticising the opposition; • Use of social media by the political parties allows politicians to interact with the voters and potentially affect voting patterns, e.g. Twitter. • Propaganda and highly censored media in some countries is likely to affect voting patterns. • Other reasonable response. 4(e) Against: • Active audience models, such as the uses and gratifications theory, suggest that the media has little direct effect upon the audience and that the audience can control what media they consume and how it affects them. • Voters today are aware that political parties use the media in an attempt to win votes and thus are unlikely to believe everything they see and hear (Hall – negotiated reading etc.) • The audience will actively choose to switch off/not listen to anything in the media that they disagree with thus their voting patterns will not be affected by the media. • Political socialisation through the family/peer group is likely to be more influential in determining voting patterns than the media. • Social characteristics of the audience, i.e. gender/age/social class/ethnicity are more likely to determine voting patterns than the media. • The audience themselves may influence voting patterns today more than the media can, through their ability to use new media technologies, in order to post comments, create blogs, engage in discussion forums etc. • A large number of people choose not to vote and thus the media will not affect their voting patterns. • Other reasonable response. Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense, showing limited knowledge of whether the media affects voting patterns. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘the audience believes what they see/hear 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, i.e. voting patterns / how voters choose to vote, in the question. Band 2 (5–8) In this band candidates will show some basic knowledge of whether the media affects voting patterns. Alternatively, they may offer an answer which is list-like in nature, but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Candidates may give examples of types of media, political parties and leaders, and election results. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. 4(e) A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of whether the media affects voting patterns. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may discuss the hypodermic needle approach, the influence of spin doctors, issues of bias in the media and the reporting of the opinion polls. On the other side of the debate the uses and gratifications theory may be referred to alongside increased audience awareness of and cynicism towards party political broadcasts and advertising. There will be a two-sided response, but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 (13–15) Answers in this band will show excellent knowledge and understanding of whether the media affects voting patterns. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Candidates may refer to the increased use of new media and audience interactivity, political socialisation and the wide range of political opinions and viewpoints available in a global media context. 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 affects voting patterns, citing some of the examples given.

Question 13

Some sociologists believe that education is key to improving an individual's life chances, others believe that it simply maintains current …

Accepted Answer

2(a) What is meant by the term ‘social control’? 2 One mark for partial definition, e.g. doing what someone else wants you to. Two marks for clear definition, e.g. the process of persuading or forcing individuals to conform to norms and values. 2(b) Describe two features of the comprehensive system. 4 Possible answers: • schools that take pupils of all different backgrounds, classes and status; • schools that take pupils of all different abilities; • it is open to everyone – inclusive education, not selective; • based on principles of meritocracy in order to create equal opportunities in society (Functionalism); • children from a local area would all go to school together (different ethnicities/social classes, etc.) and so promote tolerance by breaking down social barriers; • often characterised by mixed ability teaching; • 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 ensure that pupils conform to social 6 expectations. Possible answers: • through socialisation in schools – pupils learn to accept authority and do as they are told; • through formal social control in schools such as detentions, isolation, exclusion, etc.; • through informal social control in schools such as teacher reprimands, warnings, peer pressure, etc.; • through the hidden curriculum – certain norms, values and beliefs are transmitted as normal and thus encourage children to conform to these; • through positive sanctions/rewards – children learn that if they conform they will be praised; • through negative sanctions/punishments – children learn that they will be punished if they don't conform; • through power and authority – students are expected to conform to the rules of those in a higher status; • other reasonable 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 schools ensure that pupils conform to social expectations and may talk about e.g. Children get punished if they don't do what they're told. 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 schools ensure that pupils conform to social expectations. Sociological terms and concepts should be expected e.g. Positive and negative sanctions can both be used by schools to promote conformity. Punishments can be used to shown the negative consequences of not doing what you're told whereas rewards and praise can be used to encourage compliance and future conformity. 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 there are differences in the educational achievement of upper 8 and working class students. Possible answers: • private education is available to the upper class where results are typically better – working class cannot afford this; • private education results in better qualifications than state schools due to smaller class sizes, better facilities and more resources than state schools; • the working class may experience material deprivation so they can't afford such things as private tutoring, internet, revision guides, etc.; • the working class student may be from a family that is not financially able to support them through Higher Education and students may therefore limit their ambitions and aspirations; • working class families may have a poorer diet than the upper class which is thought to affect concentration levels; • the working class student may live in overcrowded conditions that do not offer a quiet place to work and study; • working class students may be labelled as failures by their teachers and thus perform a self-fulfilling prophecy; • the culture of the working class home may not value education to the same degree that the upper class one does and this may affect educational achievement; • the upper class may possess cultural capital which makes educational success easier to achieve; • the language codes of the upper class are likely to match the elaborated codes used in schools and examinations and thus make success easier; • other reasonable 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 are differences in the educational achievement of the upper and working class. A tendency to description is likely. Responses may be short and undeveloped, e.g. Upper class students go to better schools, 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 are differences in the educational achievement of the upper and working classes. Responses may be underdeveloped and lacking in range, e.g. The upper class are more likely to go to private school where qualifications are better than state schools because of the better facilities and smaller class sizes, 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] 8 Answers in this band will show good sociological knowledge and understanding of why there are differences in the educational achievement of the upper and working classes and will be well developed and explained, e.g. The upper classes possess more cultural capital than the working class meaning that school and educational success is easier for them to access. They use the same linguistic elaborated codes as their teachers and therefore can access textbooks and examinations easier than the working class. Candidates may then expand on the explanation of this and other factors. 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 education maintain social stratification? 15 SOCIAL STRATIFICATION – the different levels into which societies are divided based on differences such as wealth, gender, ethnicity, class, power and status. Candidates may discuss this as social inequalities. Possible answers: FOR: • private education offers elite privileges to those who can afford to go there and so maintains social stratification; • private tutoring offers benefits and privileges for those able to afford it, resulting in better chances of educational success; • through practices such as the hidden curriculum, inequalities in society are reproduced and maintained in education i.e. gender roles; • in some societies males are prioritised over females in education which means social stratification continues; • many sociologists believe institutional racism is present in education which causes ethnic majority pupils to do better than ethnic minorities and so social stratification continues; • material factors mean that those from the higher classes tend to do better in education – these qualifications allow them to access the better jobs in society and so maintains the status quo; • cultural factors and cultural capital mean that those from the higher social classes and the ethnic majority are likely to be more successful in education as they feel at home in the institution – this maintains social stratification; • linguistic factors such as the use of elaborated code by the higher social classes/majority ethnic group means that they find the language of education easy to understand and use therefore they are more likely to be successful – this maintains social stratification; • the key trend in educational success is that those from the higher social classes/majority ethnic group do better in education – this ensures that their privileged position in the social hierarchy is maintained; • teacher stereotyping and labelling in the classroom is thought to lead to minority ethnic groups/working class pupils doing least well in the system – this maintains the social stratification system in society as little social mobility occurs; • functionalists believe that the positions people hold in the social stratification system are fair and just and thus education helps to place people in the correct position; • other reasonable response. 2(e) AGAINST: 15 • comprehensive education offers equal opportunities to all students to be successful – this means that social mobility is both possible and probable; • functionalists believe that we live in a meritocracy so the ability to improve a person's life chances is available through educational success – this can then alter a person's position in the social stratification system; • Marxists believe that the social stratification system is maintained by the system of capitalism not just education; • feminists believe that the social stratification system is maintained by the system of patriarchy not just education; • equal opportunity programmes in schools means that there are many chances for all students to do well and challenge their position in the social stratification system e.g. girls into STEM, etc.; • compensatory education attempts to alter the social stratification system be offering positive discrimination to disadvantaged social groups e.g. ethnic minority pupils; • education can be seen to challenge rather than maintain the social stratification system through the opportunities that it offers students; • positive role models exist in education for those groups of students who are not placed highly in the social stratification system i.e. female, working class and/or ethnic minority teachers; • 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 education maintains social stratification. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. If you buy an education you will get the best results OR The most powerful people do best in 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 in the question, e.g. social stratification means dividing people up. 2(e) Band 2 [5–8 marks] 15 In this band candidates will show some basic knowledge of whether education maintains social stratification. 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 get the best results so people that go there also get the best jobs OR Males are prioritised in education in some cultures so this gives them advantages in society, etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. 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 education maintains social stratification. 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 those from the most privileged backgrounds continuing to do the best in education, many opportunities exist for disadvantaged groups to be successful in increasingly meritocratic societies – such as scholarships, positive discrimination, compensatory education 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 marks] Answers in this band will show excellent knowledge and understanding of whether education maintains social stratification. 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 maintaining social stratification, citing some of the examples given.

Question 14

According to media representations and official measurements of crime, white-collar crime is unusual in society. Marxists do not believe th…

Accepted Answer

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

Question 15

Acts of crime and deviance are often associated with youth sub-cultures. Controlling crime in society is difficult to do. Some sociologists…

Accepted Answer

3(a) What is meant by the term ‘deviance’? 2 One mark for partial definition, e.g. illegal activities. Two marks for clear definition, e.g. actions that go against the norms and values of society e.g. committing a crime. 3(b) Describe two problems with official crime statistics. 4 Possible answers: • someone has to realise that a crime has taken place for it to be reported to the police i.e. murder of a homeless man; • the crime committed has to be reported to the police to appear in the OCS and this doesn't always happen i.e. due to fear of reprisals, embarrassment, knowing the perpetrator etc.; • crimes that involve insured articles are the most likely to be reported to the police which will skew the picture of crime seen in the OCS; • there is a large 'dark figure of crime' that is not known about and therefore does not appear in the OCS; • crimes have to be recorded by the police to appear in the OCS – police discretion means that this doesn't always happen; • different police forces and police officers will deal with crime differently meaning that the OCS's picture of crime may not be valid; • police targeting strategies affect which crimes are concentrated on; • crime statistics may be manipulated by the government/ruling class and therefore may be biased and so do not show a valid picture of all crimes committed; • official crime statistics often focus on the visible, street crimes typically associated with the working class rather than more middle class white- collar/corporate crimes therefore are not accurate; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how informal agencies of social control prevent crime. 6 Candidates need to show an understanding of how informal agencies of social control such as the media, family and education can prevent crime. It is likely that several different agencies will be discussed but candidates could answer the question by focusing on just one informal agency. This would not be sufficient range, however, to score full marks. Alternatively, answers may look at informal methods of control in a more general way in terms of processes. Possible answers: • informal agencies cause individuals to internalise society's norms and values and to conform to these therefore preventing crime; • informal agencies of social control can use punishments and negative sanctions to prevent individuals committing crime; • informal agencies can use praise and positive sanctions to encourage individuals to follow the law and so prevent crime; • the media – reporting about crime in the media shows individuals the negative consequences of their actions if they choose to commit a crime; • religion has many rules that believers must follow and these ensure that morals are taught and so help to prevent crime; • the workplace will dismiss or discipline individuals who break the law; • the family impose punishments to prevent illegal behaviour and use primary socialisation to teach people right from wrong; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how informal agencies of social control prevent crime and may talk about e.g. they give punishments to people committing crimes. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of awareness of how informal agencies of social control prevent crime and may talk about sociological terms and concepts should be expected e.g. The media use role models to socialise individuals into the right ways of behaving in society. This is then imitated in society and so serves to prevent crime. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why youth sub-cultures are often linked to crime. 8 Candidates may talk about youth sub-cultures generally (i.e. style based, criminal, deviant etc.) or may focus on particular examples such as the Skins, gangs etc. Possible answers: • young people are most susceptible to peer pressure and so join a sub- culture where crime is the norm; • youth sub-cultures may be a form of resistance to a perceived inequality in society – crime can therefore be justified e.g. the Skins resisting class inequalities through crime and deviance; • youth sub-cultures are perceived to be exciting and thrill seeking – committing crimes may simply be an extension of this for young people (Postmodernism); • youth sub-cultures may be joined when young people experience status frustration in society – the group allows for status to be achieved in alternative ways (Cohen); • youth sub-cultures may offer an alternative set of values to mainstream society which appeal to young people – this may involve criminal or deviant behaviour i.e. taking drugs; • youth sub-cultures can be used as part of the illegitimate opportunity structure when legitimate opportunities for success in society are limited e.g. gangs – this is particularly true for working class youth (Cloward and Ohlin); • youth sub-cultures are often linked with being masculine – young boys demonstrate toughness through crime in order to prove how ‘manly’ they are, this is part of a youth’s status (Miller focal concerns); • criminal activities of ethnic minority youth sub-cultures may be as a response to racism in society e.g. riots; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why youth sub- cultures are linked to crime. A tendency to description is likely. Responses may be short and undeveloped, e.g. youths want money for alcohol and drugs stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 3(d) Band 2 [4–6 marks] 8 Answers in this band will show basic sociological knowledge and understanding of why youth sub-cultures are linked to crime. Responses may be underdeveloped and lacking in range, e.g. Youth sub-cultures may form in working class areas where there are few jobs. OR Youth sub- cultures offer excitement through committing crimes for young people who are bored etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed /explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why youth sub-cultures are linked to crime and will be well developed and explained, e.g. It is typically young people from ethnic minorities and the working class who join a sub-culture. Legitimate opportunities for success may be limited in society and so they use sub- cultures to gain status – gangs are a good example of this. Sometimes they can be used to make a living, by selling drugs for example, as the young people in the sub-cultures are experiencing material deprivation. Cloward and Ohlin found this in their study of the illegitimate opportunity structure. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent do prisons fail to deter people from committing crime? Candidates should discuss the various ways that prisons may not deter people from committing crime. This may include how other agencies /sanctions e.g. the family are more effective deterrents. They may then consider why prison may well be an effective deterrent as evaluation. Possible answers: FOR: • re-offending rates are high therefore prison cannot be that much of a deterrent; • some people see prison as an 'easy ride' and therefore are not worried about being sent there; • for some people prison provides food, shelter and heating which is better than life on the outside therefore it is not a deterrent at all; • prison can be referred to as a 'university of crime' – criminals become better criminals when inside – therefore it is not a deterrent at all; • some people want to go to prison in order to access the comprehensive counselling, rehabilitation, treatment, education, training programmes that are available – prison therefore is not a deterrent; • punishments that involve some kind of 'putting things right' i.e. community service, are thought by many to be more effective than just locking someone away as they understand the consequence of their actions; • many people believe that informal agents of social control i.e. the family, are more effective deterrents to crime than impersonal formal agents such as prisons; • other sanctions such as surveillance, curfews, community sentences, fines and tags are thought by many to be more effective deterrents than prison as they carry shame and humiliation and/or financial implications with them which prevents further re-offending; • more serious sanctions such as the death penalty are thought by many to be a far greater deterrent to crime than prison; • other reasonable response. AGAINST: • prisons act as a deterrent because by sending someone there other people can see the consequence of criminal actions and so are put off from offending themselves; • prisons incapacitate people and this is a deterrent as people do not want to lose their freedom; • rehabilitation programmes are often a compulsory part of prison life and this may put people off offending as they do not want to be a part of this; • prisons are often portrayed as violent and dangerous places (e.g. in the media) and people are scared of this therefore this acts as a deterrent to crime; • people do not want to be unable to spend time with their loved ones and so prison acts as a deterrent; • a prison sentence brings with it a prison/criminal record and people are aware that this will make finding work difficult therefore this acts as a deterrent to crime; • other reasonable response. 3(e) Band 0 [0 marks] 15 No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of whether prisons fail to deter people from committing crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. Prisons are shown as easy places to be in the media. OR Prisons teach you how to be a better criminal. Lower in the band (1–2 marks) expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. fail to deter means to not put you off something, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether prisons fail to deter people from committing crime. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. prisons aren't tough enough on prisoners and they provide food and shelter and therefore aren't seen as a negative sanction by criminals etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of whether prisons fail to deter people from committing crime. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. prisons are seen by some as the ultimate sanction but others say that the rehabilitation and education/training programs offered by prisons means they are made too attractive to deter people from committing crime. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well- developed points. At the top of the band, expect a wider range of points and clear focus on the question. 3(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether prisons fail to deter people from committing crime. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether prisons fail to deter people from committing crime, citing some of the examples given.

Question 16

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 17

There are many explanations offered by sociologists as to why some individuals adopt a deviant career. Most members of society want the for…

Accepted Answer

3(a) What is meant by the term ‘deviant career’? 2 One mark for partial definition, e.g. being a criminal. Two marks for clear definition, e.g. when people labelled as ‘deviant’ have legitimate opportunities blocked so they turn to crime as a source of income and status. 3(b) Describe two informal agencies of social control. 4 Formal agencies must not be credited in any answers. Possible answers: • the family – through positive and negative sanctions; • the education system – through, for example, the hidden curriculum; • the media – through role modelling, stereotyping and imitation; • the peer group – through things such as peer pressure, exclusion, etc.; • religion – through expected codes of conduct and dress, sanctions, etc.; • the workplace – through re-socialisation into company norms, values and expectations; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how crime is relative. 6 Candidates need to show an understanding of the concept of ‘relativity’ here – demonstrating that there is no one definition of crime and that it is therefore socially constructed. Possible answers: • different cultures define crime differently e.g. it is illegal for Muslims to drink alcohol; • definitions of crime vary over time e.g. it is now a crime in most European counties to smoke in a public place; • different countries and societies define crime differently e.g. in America it is illegal to drink alcohol under the age of 21; • the role a person is playing can often determine whether something is perceived as a crime e.g. it is legal for a soldier to kill another human being on the battlefield but this would be classed as murder were a non-soldier to do it; • whether something is criminal or not may depend upon the situation e.g. it would be a criminal offence to be naked in public but this is perfectly acceptable in the privacy of your own home; • religious beliefs may determine whether something is criminal e.g. Muslim men are allowed more than one wife whereas for Christians this would be defined as bigamy; • whether the perpetrator can be seen to be culpable or not may decide whether the act is defined as criminal or not e.g. a person with mental health issues or a mental disability; • other reasonable 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 relativity and may talk about e.g. People view crime differently. 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 crime and relativity, e.g. Crime is relative because it is not a fixed term. One of the factors that affects whether something is defined as a crime is who commits it and the role they are playing. A policeman can physically restrain another human and use weapons to control him/her. However, were a non-policeman to do this it would be a criminal offence. 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 functionalists believe we have crime and deviance in 8 society. Candidates may discuss traditional functionalist explanations in their answer and/or strain theory, status frustration and New Right views. Possible answers: • a limited amount of crime in society is seen as beneficial to society – laws and punishments reinforce shared values; • crime can act as a ‘warning function’ that society is not running smoothly and that social change is necessary; • degradation ceremonies i.e. public hangings, remind members of society of the importance of conformity and deter them from committing crime; • Merton’s strain theory – crime may be committed when the goals of society cannot be achieved legitimately; • Cohen – status frustration – inequalities in society frustrate people as they cannot achieve their status legitimately, causing them to turn to crime; • inadequate socialisation in the family may cause some people to turn to crime; • Eisenstadt/Parsons believe delinquency is a transitional stage that allows teenagers to make mistakes before becoming adults; • crime and deviance flag up to government the need for change; • New Right (Murray) believe crime is caused through the inadequate socialisation from single parents and the feckless underclass; • other reasonable 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 we have crime and deviance in society. A tendency to description is likely. Responses may be short and undeveloped, e.g. Seeing criminals get punished scares people 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 we have crime and deviance in society. Responses may be underdeveloped and lacking in range, e.g. Crime can be good for society because it reminds people what happens when you do something 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. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why we have crime and deviance in society and will be well- developed and explained e.g. Functionalist, Merton, said crime happened when there was a strain between wanting success and the opportunities to achieve this. Those who cannot do so legally may turn to crime as this becomes the only way left. 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 the crime rate affected by police stereotypes? 15 Candidates should discuss the ways that the stereotypes the police hold of who commits crime affects how crime is dealt with and thus the crime rate. In evaluation, they can consider how other agents also affect the crime rate as well as arguing that police stereotypes are not affecting the crime rate. Possible answers: FOR: • police targeting – the police will target areas where they believe the crime rate is high so are more likely to catch people committing crimes there which will then affect the crime rate i.e. deprived areas; • police stop and search – evidence shows that the police are far more likely to stop and search black youths than any other social group – this then affects the crime rate; • police labels – the police have been shown to hold stereotypes of who is most likely to commit crime and so focus their efforts on these social groups rather than others – ‘typical delinquents’ (Cicourel); • white collar crime is thought to be rarely dealt with by the police meaning the higher classes get away with it and this then affects the crime rate; • some people may get fed up of being targeted by the police and so react against it in a self-fulfilling prophecy – living up to the label they have been given and committing more crime – this affects the crime rate; • the label given to people by the police can sometimes be accepted as their ‘master status’ meaning that more crime is committed and this then affects the crime rate – deviancy amplification; • the police have been accused of being ‘institutionally racist’ meaning that black people may be more likely to be perceived as criminals and thus more likely to be arrested – this affects the crime rate; • the police are said to treat women more leniently than men when it comes to crime – the chivalry thesis – so this will affect the crime rate; • other reasonable response. 3(e) AGAINST: • the police simply target and arrest those people in society who are most criminal – this is fair; • the arrest rate for females is rising, signalling the end of the chivalry thesis; • anti-racism legislation and positive discrimination means that institutional racism in the police force may be a thing of the past; • it is the courts, not the police, that determine the crime rate as they are responsible for sentencing a person; • police stereotypes of criminals are no different to the rest of society therefore maybe the media are to blame for the creation of these representations; • it is the media who are responsible for creating stereotypes of criminals through moral panics and folk devils, not the police; • media stereotypes of criminals often lead to moral panics and calls for action – the government must respond to this and often direct the police in how to behave and carry out their duties; • the crime rate is affected by other factors not just police stereotypes e.g. inadequate socialisation, material deprivation, 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 whether police stereotypes of who commits crime affect the crime rate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. The police have ideas of who to look for when a crime is committed. OR The police often don’t arrest rich people. Lower in the band (1–2 marks) expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. Police are the agent responsible for controlling crime in the question. 3(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether police stereotypes of who commits crime affect the crime rate. 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 police go to deprived areas to look for criminals and are more likely to arrest them, etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of whether police stereotypes of who commits crime affect the crime rate. 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 police targeting clearly being a reason why some social groups are more likely to be arrested than others, it is the courts who sentence people and so affect the crime rate. 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 police stereotypes of who commits crime affect the crime rate. 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 police stereotypes affecting the crime rate, citing some of the examples given.

Question 18

Changes in the media are a good example of globalisation, allowing the audience choice over content and patterns of consumption. Many socio…

Accepted Answer

4(a) What is meant by the term ‘globalisation’? 2 One mark for partial definition, e.g. using the internet to find out about other countries. Two marks for clear definition, e.g. the linking of societies across the world through communication, production and culture. 4(b) Describe two ways that the media can be biased. 4 Possible answers: • through propaganda i.e. state owned media only presenting the government in a favourable light; • through censorship – this determines what the audience can and cannot consume; • through stereotypical representations of various social groups; • media gatekeepers can control what the audience are able to access and consume; • news values determine which stories make it into the news and so which are seen by the audience; • Marxists believe that the media invisibilises or dismisses ‘extreme’ viewpoints and thus maintains the status quo; • Marxists believe that the media favours the ruling class – for example it can be accused of criminalising the working class; • GUMG – managers are given more screen-time than the trade unions and are reported upon in a more favourable light; • street crime often associated with the lower classes is given more time in the media than crimes of the middle classes such as white- collar crime; • moral panics exist in the media – certain social groups are represented in an exaggerated and sensationalised way that leads to the public becoming scared of them; • certain social groups are scapegoated by the media for negative things in society whereas other groups actions are ignored; • through the opinions and beliefs of the editors and journalists; • through ownership patterns – owners may use the media to protect their own interests or to circulate their own points of view; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how voting choices are influenced by the media. 6 Candidates need to show how the media can affect how people vote. They may discuss this generally, use specific examples and/or refer to relevant media effects models. Possible answers: • media i.e. newspapers are often biased and support a political party, shown through choice of language, stories and expressing opinions; • in election campaigns political parties make extensive use of the media to try and attract more voters i.e. TV political broadcasts and billboards; • election campaigns are often focused on the image of the party leader and this is constructed through the media, often highly influenced by the use of spin doctors – this affects voting choices; • The Sun newspaper in the UK claimed that it was responsible for the election of the Conservative party in 1992; • the media report on the opinion polls and these are central to determining how an individual may vote i.e. tactical voting; • propaganda and censorship – some countries use these in order to manipulate the voting patterns of the nation e.g. North Korea; • new/social media are increasingly being used by political parties to target and influence voters; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how the media can affect how people vote and may talk about e.g. Some politicians are made to seem smarter than others in the media. Responses may be short and un/under developed. At the bottom of the band (1 mark) expect one weak point. Higher in the band (2–3 marks) candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how the media affects how people vote. Sociological terms and concepts should be expected e.g. Spin doctors use the media to manipulate how politicians are presented. The GUMG, for example, found that some political parties and politicians were given far more favourable coverage than others and that this then influenced how the people decided to vote. They had effectively been manipulated by the media. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why the media offer the audience more choice and control than 8 ever before. Candidates are likely to be discussing aspects of Pluralism and/or Postmodernism in their responses. New media are likely to be the main focus of candidate’s answers. Choice and control do not need to be dealt with as separate factors. Possible answers: • pluralists argue that there are many small and independent media production companies that ensure that the audience have a good range of choice and control over the media that they consume; • the media is now global, meaning that the audience can access information and entertainment from all over the globe – the choices available have never been greater; • new media allow the audience to be interactive and thus control what they consume and how they consume it; • new media gives the audience the power to interact with and influence media content through such means as blogs, comments and forums; • citizen journalism is a commonly seen feature in news reporting today – allowing the audience the power to be able to control what news is reported upon and how it is portrayed; • many audience members are now also media producers – they upload content and have the power to be able to control the content of the media. This also increases audience choice; • satellite and cable TV means a greater range of choice for the audience with many specialist and niche programmes available; • the internet allows for a wider range of viewpoints to have a platform and an audience and thus opens up many more ideas and beliefs to the audience; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how today’s media offers more choice and control to the audience. A tendency to description is likely. Responses may be short and undeveloped, e.g. There are loads of TV channels to choose from now stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark) expect one weak point. Higher in the band (2–3 marks) candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of how today’s media offers more choice and control to the audience. Responses may be underdeveloped and lacking in range, e.g. There is a lot of choice for the audience today because of the development of new media meaning content from all over the world can be easily and quickly accessed anywhere, anytime, etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of how today’s media offer more choice and control to the audience and will be well-developed and explained, e.g. According to Pluralists, the audience today have a great deal of control over media content. This is largely because of the developments in new media that allow audience members to both consume and produce media content. They can therefore set their own agenda through uploads, citizen journalism and interactive blogs/forums on a global scale. This ultimately leads to more choice for the consumer. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent do the media set the agenda for how people think and 15 behave in society? SET THE AGENDA/AGENDA SETTING – the process of deciding what topics are included in the media and how they are presented to the audience. Candidates should consider the various ways that the media are able to set the agenda in society. They should then consider alternative viewpoints that challenge this idea of media power and control. New media is likely to be used for the evaluation but this is not essential. Possible answers: FOR: • the content of the media is a social construction based upon the decisions and choices of media professionals such as journalists – it therefore does not reflect reality which may affect how people think and behave; • some content makes it into the media, some does not – this idea of selection allows the media to set the agenda and so influence how people think and behave; • news values typically determine what stories and issues make the news – not everything that happens is reported upon therefore the media sets the agenda and so influences how people think and behave; • how the content of the media is presented to the audience also helps to set the agenda i.e. the angle or spin that a story or issue takes which then influences how people think and behave; • media gatekeepers decide what is important for the audience to know about and thus determine topics of conversation – setting the agenda and influencing how people think and behave; • Marxists believe that the media serve the needs of capitalism and set a capitalist agenda through the way media content supports the ruling class status quo which influences the audience; • GUMG research indicates that the way the news is presented influences how the audience think about particular issues e.g. management and workers on strike, so setting the agenda; • the scapegoating of certain social groups within the media also serves to set the agenda and diverts attention away from any ruling class wrongdoings e.g. corporate crime, so influencing the audience; • the hypodermic syringe and cultural effects models both say that the media does influence the way the audience think and behave; • other reasonable response. 4(e) AGAINST: • pluralists believe that the audience have the power to choose what they wish to consume and therefore are not subject to media agenda setting; • the uses and gratifications approach believes that the media serves audience needs rather than setting an agenda; • postmodernists believe that the media is so diverse today that there isn’t one agenda being set anymore; • new media is very difficult to control and therefore alternative and radical viewpoints can easily be disseminated; • new media allows the audience greater possibilities to control and alter the content of the media themselves – through such things as interactivity and uploading via the internet; • citizen journalism is a good example to argue that the media do not set the agenda in society – maybe the audience do instead; • it’s not the media that sets the agenda for how people think and behave but other informal agencies such as family, education, peers; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of whether the media set the agenda for how people think and behave in society. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. The media can present things in a certain way so that the audience believe what they see and read. Lower in the band (1–2 marks) expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. Agenda setting means telling people what to think, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether the media set the agenda for how people think and behave in society. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. The media is controlled by powerful people who support the ruling class so this viewpoint comes through in the media and the audience are influenced by it to think and act in a particular way, etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 4(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of whether the media set the agenda for how people think and behave in society. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well- developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. Despite Marxists claiming that the media do determine what is covered in the media through, for example, prevalent news values, Pluralists believe that the audience have the power to select for themselves what they consume and so the ability to avoid any agenda setting. With the advent of new media this has increasingly become the case as the audience are now active media producers as well as consumers meaning that they could be said to set the agenda as much as the media do. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether the media set the agenda for how people think and behave in society. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks) the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of media agenda setting influencing audience thoughts and actions, citing some of the examples given.

Question 19

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 20

Different social groups vary in their educational achievement. Whilst there are policies and initiatives to promote equality and social mob…

Accepted Answer

2(a) What is meant by the term ‘social mobility’? One mark for partial definition, e.g. ‘getting more status’. Two marks for clear definition, e.g. ‘the movement of individuals or groups up or down the social hierarchy’. 2 2(b) Describe two ways that schools socially control pupils. Possible answers: • Through formal social control – exclusions and school rules; • Through informal social control – warnings; • Through negative sanctions such as detentions – fear of punishment; • Through deterrence – punishment puts children off from misbehaving again; • Through encouraging conformity – children like to fit in; • Through positive sanctions such as stickers and praise – this encourages children to continue behaving in the ‘right’ way; • Through the hidden curriculum – Marxist ideas of ideological control; • Through the patriarchal curriculum – feminist ideas of male control; • Through positive or negative peer pressure – anti-school or pro-school sub-cultures; • Through secondary socialisation processes – teachers teaching the expected norms and values for later life; • Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 2(c) Explain how positive discrimination can improve the educational achievement of some social groups. Possible answers: • Some schools have introduced schemes to encourage girls to aim higher, especially in science and technology subjects (STEM policies, GIST, WISE, etc.). Girls may be given preferential access to lab equipment, for example; • Single-sex classes within co-educational schools – thought to improve the performance of both males and females; • Lessons geared towards boys’ ways of learning (active learning) have been introduced in many schools to enable boys to fulfil their academic potential; • Ethnic minority pupils may be given small group/individual/additional lessons in English as an additional or secondary language to boost educational achievement; • Some universities and private schools are now setting quotas that ensure they admit pupils from disadvantaged backgrounds – often with lower results than the average; • Financial bursaries, scholarships, policies that give financial aid/resources to students and incentives are often available to benefit and support those from socioeconomically deprived and/or ethnic minority backgrounds; • Extra-curricular, additional and holiday lessons/summer schools are run by many schools for less privileged social groups to attend; • Educational priority zones/ZEPs can receive better funding and additional resources to improve educational achievement of deprived individuals; • Other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the concept of positive discrimination and its influence on educational achievement and may talk about e.g. ‘helping poorer students do better’. 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 positive discrimination and improved educational achievement. Sociological terms and concepts should be expected e.g. ‘Many schools have introduced STEM initiatives and clubs to better engage females in science and technology subjects. They have been given privileged access to equipment and offered mentors and visits to improve their motivation and performance.’ 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 2(d) Explain why education is necessary in modern industrial societies. Possible answers: • Hidden curriculum – to learn and accept society’s culture; • Socialisation – learning and reinforcing of norms and values; • Social control – to ensure that individual’s know their place in society and/or conform; • Knowledge – to learn and to understand further; • To gain qualifications which will allow for further study and access to a career of choice; • Learning of national identity through such things as the singing of the national anthem, culture and history, shared values, etc.; • To provide the skills and abilities to ensure that society and the economy functions well in a modern, technological society; • Marxists believe education exists to indoctrinate individuals into accepting capitalism and its inequalities as normal and fair; • Feminists believe that education reinforces and teaches patriarchal values and makes distinctions between the expectations of males and females; • Education is meritocratic according to functionalists and therefore exists as a means of social mobility; • Functionalism – role allocation – getting the right people into the right positions, allowing society to function smoothly; • Other reasonable 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 is necessary in modern industrial societies. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘so we know about important 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 education is necessary in modern industrial societies. Responses may be underdeveloped and lacking in range, e.g. ‘Education is a crucial part of the socialisation process and reinforces norms, values and gender roles in individuals’. 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. 8 Question Answer Marks 2(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why education is necessary in modern industrial societies and will be well developed and explained, e.g. ‘Different sociological theories believe there are different reasons as to why education is important. Functionalists see it as a positive institution where social mobility possibilities are created whereas Marxists see it as an agency where capitalist inequalities are reproduced’. 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 do social factors, such as gender, determine an individual’s educational achievement? Possible answers: FOR: • Gender – in some developing countries and in some cultures boys may be more likely to attend school than girls and so achieve better; • In most industrial societies girls perform better than boys in their examinations – the culture of masculinity and pressure to be a ‘lad’ may be a reason to explain this; • Boys are more likely to join an anti-school subculture than girls which may negatively affect their achievement; • Negative peer pressure is thought to affect boys more than girls and the fear of informal sanctions from their peers discourages boys from studying and working hard; • More positive role models in education for girls may be one of the reasons for their improved performance; • Positive discrimination policies regarding gender e.g. girls into STEM can affect achievement; • Pupils from ethnic minorities tend to do less well in education – cultural factors such as language barriers may be one reason for this; • Prejudice, discrimination and racism may explain why some ethnic minorities do not do well in education; • The ethnocentric curriculum may be a factor to explain why ethnic minorities do not do well in education; • Some ethnic groups e.g. Chinese, do well in education due to parental expectations and the value placed on educational success; • Higher class students are more likely to attend private schools and so are more likely to do well in education; • Bourdieu – lack of capital (e.g. cultural) may be a reason to explain different attainment levels by students from different social classes; • Material deprivation is more likely to be relevant for those in the lower social classes and may affect how well an individual does in education; • Immediate gratification may be a cultural norm for the lower social classes, whereas deferred gratification is linked with those from the higher social groups; • Teacher labelling (either positive or negative) regarding gender/class/ethnicity may lead to a self-fulfilling prophecy and thus affect educational achievement; • Other reasonable response. 15 Question Answer Marks 2(e) AGAINST: • Nothing to do with social factors but with genetic differences in intelligence; • This approach is too deterministic – every individual is different, you cannot generalise about all members of a social group being the same in terms of educational achievement; • Functionalism – educational success depends upon how hard you work and the efforts you make; • Education today is based on equal opportunities (functionalism and meritocracy) therefore social factors are no longer relevant; • Educational success is not determined by your social group but by school factors e.g. culture of learning/setting/teacher labelling/curriculum options/fee paying schools, etc.; • Educational success is not determined by your social group but by the value placed upon education in the home and how much parental encouragement a child receives; • Educational success is closely linked to location (this could be on a global, national or local scale) and funding not on social factors; • Educational success is determined by the teacher and the school structures and expectations, not on social factors; • Peer group factors – it is the peer group that the student associates with that determines educational achievement, not social factors; • Positive discrimination and equal rights legislation means that previous barriers faced by some social groups in education are no longer relevant; • 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 social factors determine educational success. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘Girls do better than boys because they work harder’ or ‘Poor people don’t do as well as rich people’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms, e.g. ‘educational success is how well a person does in education’, in the question. Question Answer Marks 2(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which social factors determine 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. ‘Some social groups do much better in education than others. Ethnic minorities may face racism in schools and so they don’t do very well’. 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 factors determine educational success. 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 equal opportunity legislation in education, some social groups still do better than others. In many countries, for example, boys are more valued than girls and so are more likely to go to school and study. Girls fall behind and so do not achieve as well. Feminists would link this to patriarchy.’ 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 factors determine educational success. 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 factors determining educational success, citing some of the examples given.

Question 21

(a) What is meant by the term ‘self-report studies’? [2] (b) Describe two examples of how crime and deviance are relative. [4] (c) Explain …

Accepted Answer

3(a) What is meant by the term ‘self-report studies’? One mark for partial definition, e.g. ‘you tell someone about crime’. Two marks for clear definition, e.g. ‘a research method that asks people what crimes or deviant acts they have committed’. 2 3(b) Describe two examples of how crime and deviance are relative. Possible answers: • Role based explanations, e.g. it is ok to kill as a soldier in wartime but that same individual is not allowed to kill when not in the soldier role; • Cultural/societal explanations, e.g. in Rastafarianism it is acceptable to smoke marijuana whereas in many cultures this is an illegal act; • Situational deviance, e.g. it is acceptable to be naked in the shower but not in a public place; • Social factors, e.g. age of the offender – something that is considered as criminal for an adult may not be seen as such for a child; • Time/era – definitions of crime and deviance change over time, e.g. smoking used to be widespread, in many countries today it has now been banned from public places; • Interactionism – one person’s definition of what is criminal/deviant may not be the same as someone else’s; • Public and private deviance – what is ok in private is often not ok in public where it would be considered criminal or deviant; • Other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 3(c) Explain how the police enforce the law. Possible answers: • The power of arrest is a formal method of control that the police can use to ensure the law is adhered to; • Police are able to use physical restraint or force in order to ensure the law is followed; • The sight of a police officer on the street often acts as a deterrent to criminals and thus prevents crimes from being committed; • Police may target certain individuals, areas or social groups (often due to media labelling) in order to reduce crime – this could be through a large police presence on the streets; • Zero tolerance campaigns can be used by the police in order to send out the message that they are getting tough on crime; • Community policing can be used whereby the public are encouraged to support the police and integrate them into the community to increase social cohesion and conformity; • Military policing – weapons/force can be used to enforce the law and to deter individuals from crime; • Police surveillance – can be through technology e.g. cameras or through police officers themselves; • Stop and search – this can help to both deter individuals from crime as well as detect crimes; • Other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how the police enforce the law and may talk about, e.g. ‘they arrest bad people’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how the police enforce the law. Sociological terms and concepts should be expected, e.g. ‘Police targeting is frequently used to try and reduce crimes in particular areas or by particular social groups such as targeting inner city areas for gang crime’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 6 Question Answer Marks 3(d) Explain why informal methods of social control may deter people from committing crime. Possible answers: • Informal agents of social control typically have a closer relationship to people than formal agents therefore people conform to social expectations and don’t commit crime as they don’t want to let people down; • The family deters people from committing crime through positive role modelling that family members can imitate; • Education deters people from committing crime through the hidden curriculum that teaches the importance of conformity and reinforces commonly accepted norms and values e.g. following the law; • The media shows the negative consequences of committing crime e.g. the harshness of prison life; • The media often turns criminality into a moral panic e.g. drug taking, and criminals into folk devils which deters others from committing crime; • The peer group may encourage conformity through positive peer pressure and ostracise/exclude those who do not conform and commit deviance instead; • The workplace deters people from committing crime through the fear/threat of dismissal or other sanctions; • All of the informal agencies of social control can use negative sanctions to put people off committing crime; • All of the informal agencies of social control can use positive sanctions to encourage people to conform and to avoid a criminal lifestyle; • Other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why informal methods of social control may deter people from committing crime. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘people don’t want to lose their job’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 8 Question Answer Marks 3(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why informal methods of social control may deter people from committing crime. Responses may be underdeveloped and lacking in range, e.g. ‘The family teaches children that crime is bad and so children don’t do it as they don’t want to be sanctioned’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why informal methods of social control may deter people from committing crime and will be well developed and explained, e.g. ‘Informal methods of social control all socialise people to believe that crime is wrong, The media, for example, shows the negative consequences of criminality and often turns criminals into folk devils through sensationalised reporting and moral panics. Similarly, both the formal and the hidden curriculum in education teach that crime is a bad thing and give out negative sanctions if it is committed. Positive sanctions on the other hand are given when people conform to society’s non-criminal norms and values’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 3(e) To what extent can crime be explained by an individual’s lack of status in society? Possible answers: FOR: • Cohen – status frustration – a lack of educational success can lead to crime for many working class youths; • Gang crime – lack of status in society is a reason for many young people to join gangs and to commit crimes to ‘prove themselves’; • Women may commit crime e.g. white collar crime due to a lack of status in the business world; • Men may commit crime as a way to prove their masculinity and gain status in a society that increasingly sees women gaining power and status; • Ethnic minorities may suffer from racism, prejudice and discrimination in society and so turn to crime as a way to increase their status; • Merton’s ‘strain theory’ suggests that not everyone can be successful in society and so those with lower status are more likely to turn to crime; • Sexual crimes maybe committed as a form of power and control in order for the perpetrator to increase their status; • Young people suffer from a lack of status in society and so may turn to crime as a way to gain this; • Terrorism may be interpreted by some as a way of gaining status for a belief/religion/ideology in society; • Other reasonable response. AGAINST: • Lack of status may be a useful explanation for many youth crimes but not for adult crime; • Expressive crimes cannot be adequately explained by lack of status; • Middle class crimes e.g. white collar/fraud cannot be explained by a lack of status; • Upper class, corporate and green crimes have little to do with a lack of status in society; • Youth crime may be more about resistance and rebellion than a lack of status; • Crime may be committed due to material/relative deprivation, not a lack of status; • Interactionists believe crime is caused due to the labelling of individuals/police targeting, not a lack of status; • The New Right believe crime is committed because of a lack of adequate socialisation leading to moral decline in the form of an underclass; • A lack of status may be one explanation for crime but it does not fit every crime or criminal; • Other reasonable response. 15 Question Answer Marks 3(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which crimes can be explained by an individual’s lack of status. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘Gang members beat people up to get status’ or ‘People with little status in society may commit crime to get it’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms, e.g. ‘status is a person’s social standing in society’, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which crimes can be explained by an individual’s lack of status. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘People who don’t do very well in education will find it hard to get status in society so might turn to crime’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which crimes can be explained by an individual’s lack of status. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite Cohen showing that status frustration was a major reason for much crime, this cannot explain the crimes committed by the higher classes who already have considerable power in society’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Question Answer Marks 3(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which crimes can be explained by an individual’s lack of status. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of lack of status being an explanation for crime, citing some of the examples given.

Question 22

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 23

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 24

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 25

In the past media owners and professionals were criticised for creating folk devils. Today new media have given more power and control to t…

Accepted Answer

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

Question 26

Sociologists debate the reasons why some individuals do better in education than others. Anti-school sub-cultures and family background are…

Accepted Answer

2(a) What is meant by the term ‘positive discrimination’? 2 One mark for partial definition e.g. treating some people differently to others Two marks for clear definition e.g. giving disadvantaged groups better treatment than others to try and make up for their disadvantage 2(b) Describe two sociological reasons why children go to school. 4 Responses may engage with functionalist and/or Marxist theory in their response, although this is not necessary for the marks to be awarded. Possible answers: • to learn the necessary knowledge and skills for society; • to be socialised into the norms and values of society; • to learn social expectations such as how to get on with others; • to control the thoughts and behaviour of children; • to learn the importance of conformity through sanctions and social control; • to learn and accept their future roles in society; • to be prepared for the world of work e.g. ICT skills, importance of punctuality etc.; • feminism – to learn that males have more power than females in society thus reinforcing patriarchy; • Marxism – to learn to be a good, conformist worker for capitalist society; • 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 anti-school sub-cultures can affect educational 6 achievement. Possible answers: • these sub-cultures reject the rules and values of the school and develop an alternative value system instead which may disrupt educational achievement; • these sub-cultures are peer group based and therefore there is a lot of pressure not to conform to school norms and values thus affecting achievement; • these sub-cultures are often associated with lower sets and streams where educational achievement is less – teacher expectations; • teacher labelling – those in an anti-school subculture may be negatively labelled by their teachers so leading to a self-fulfilling prophecy of low educational achievement; • the counter values of anti-school sub-cultures often involve truancy, getting into mischief, not completing work and being rude to the teacher – these are unlikely to lead to high educational achievement; • anti-school sub-cultures allow students to gain respect and status from their peer group therefore there is less of a need to gain this from educational achievement; • Paul Willis’ study – the working class ‘lads’ came to school not to learn but to ‘have a laugh’, enjoying breaking the school rules and messing about in and out of lessons to annoy teachers; • other reasonable 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 ‘naughty students who don’t do their school work’. 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. ‘anti-school sub-cultures are based on an alternative set of values than those associated with educational success. Peer group pressure means that students search for status from their peer group rather than from doing well at school. This often results in work not being completed, truancy and being placed into lower sets’. 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 not functional for all students. 8 Candidates should show an awareness of the various reasons why schools are not functional for all students. Possible answers: • feminists believe that schools benefit males more than females; • Marxists believe that schools benefit the higher classes rather than the lower classes; • setting and streaming means that the experience of schooling for students can be very different with those in the lower sets often experiencing low teacher expectations; • the ethnocentric curriculum may mean that schools are not perceived to address the needs of ethnic minority students; • schools have been accused of institutional racism and so may not be functional for ethnic minority students; • anti-school sub-cultures evidence the fact that not all students engage well with schools and value education – students rebel against the social control; • teacher stereotyping and labelling means that some students may not be well thought of and may suffer from a self-fulfilling prophecy; • other reasonable 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. For example, ‘not all students do well at school, some are naughty and do not do their work’. At the bottom 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, ‘ Setting and streaming is thought by the labelling theory to stereotype some students as successes and some as failures. This can cause a self-fulfilling prophecy to occur’. 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) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of the question. For example, ‘Marxists talk about education being a tool of the ruling class that exploits the working class through Bourdieu’s idea of capital, setting and streaming and negative teacher labelling. This may result in the formation of an anti-school sub-culture where academic achievement is low’. 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 family background influence educational 15 achievement? In interpreting ‘family background’, candidates may discuss factors such as ethnicity, religion, social class, locality, culture etc. Candidates should show awareness of the ways that family background may influence educational achievement. This could be culturally and/or materially. In evaluation, they should consider how these family factors may not influence educational achievement and discuss how other factors such as school / peer group can be influential instead. Possible answers: For: • material factors – children living in poverty are likely to be educationally disadvantaged i.e. over-crowded accommodation, part-time jobs, few resources to support education at home etc; • cultural factors – members of the working class are thought to want immediate rather than deferred gratification and therefore value education less than middle class parents; • there may be an absence of successful role models in the family who have done well in education and therefore this route is not seen as an option for many children; • Bourdieu – cultural capital – familiarity with literature, visits to museums and galleries and knowledge of how the education system works are seen to advantage some children in education; • gender roles – girls may be socialised to see their future roles in terms of marriage and children and not in terms of educational success; • Bernstein – believes the working class use a restricted code and the higher classes an elaborated code at home which makes the ‘world’ of education far easier to access and be successful in; • minority students may be taught in a language that is not their home language and so may face problems of understanding and of written / verbal expression; • other reasonable response. 2(e) Against: • pupil sub-cultures may be influential over educational achievement (pro or anti-school sub-cultures); the set / stream a pupil is in may be a very important factor in determining educational achievement; • teacher expectations may affect educational achievement through labelling and the self-fulfilling prophecy or the halo effect; • students in private schools typically achieve better educational qualifications than those in state schools, perhaps due to smaller class sizes, better resources and better teachers; • the ethnocentric curriculum may be a reason why ethnic minority students do less well in education than others; • schools can be seen as institutions that reinforce traditional gender roles through careers advice, subject choice etc and this can affect educational achievement; • a culture of masculinity is encouraged in many peer groups and this makes it very difficult for males to be hard working and studious in school; • government / school policy may influence educational achievement more than family background e.g. girls aren’t always sent to school / compensatory education 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 question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. For example, ‘if parents don’t think education is important then the children won’t either’. 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 with more money are able to buy resources like laptops and revision guides which can help to improve student achievement, poorer students can’t afford this’. 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 the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. For example, ‘As Bourdieu points out family background is very important when it comes to capital however it is not the only relevant factor. For ethnic minorities it might be an ethnocentric curriculum and institutional racism that determines educational success, 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 background influences 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 debate in the question, citing some of the examples given.

Question 27

Crime remains a big problem in society with many people believing that crime rates are rising. Formal and informal agencies of social contr…

Accepted Answer

3(a) What is meant by the term ‘community sentencing’? 2 One mark for partial definition e.g. doing work in the community Two marks for clear definition e.g. a punishment that involves a non- custodial sentence like carrying work out for the community e.g. litter picking. 3(b) Describe two crimes related to new technologies. 4 Candidates may describe specific crimes in their response or may describe a type of crime – either way is fine to credit. Possible answers: • cybercrime – crimes involving new technologies such as computers; • fraud / identity theft e.g. creating false social media accounts for criminal activity; • the spreading of obscene or offensive content via the internet (the dark web / net may be referred to); • harassment through the internet e.g. cyberbullying; • trading in illegal goods / drugs; • cyberterrorism – the internet is used to deliberately attack computer networks e.g. to disable a Government website; • internet crime and scams – crimes committed through use of the internet e.g. hacking; • people / human trafficking e.g. for sex crimes, slavery etc; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how crime rates are measured. 6 Possible answers: • police records of the numbers of crimes committed based on crimes reported to them and crimes recorded by them; • court records of the total number of convictions for different offences and the social characteristics of the offenders; • Government official statistics published each year compiled from figures submitted by all police forces used to measure patterns and trends and make comparisons; • national victim surveys (e.g. the Crime Survey of England and Wales / British Crime Survey) that ask a representative sample of people whether they have been a victim of crime, often in the past year; • local victim surveys that try and establish the amount and type of crime in a particular area e.g. Lea and Young / Islington Survey etc; • feminist victim surveys that focus particularly on women’s experiences as victims of crime e.g. sexual crimes and uncover much of the OCS’s ‘dark figure’; • self-report studies – these ask a sample of people what crimes they have committed in the last year; • non-official measures e.g. surveys, questionnaires etc that are often used by sociologists to measure crime rates; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘percentages of crimes shown in the media’. Responses may be short and un / underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected e.g. ‘Sociologists use a wide variety of means to measure crime. The official way is through analysis of the official crime statistics that show patterns and trends in offending. However, other alternatives have also been developed such as victim surveys which ask a sample of people whether they have been a victim of crime in the last year. An example of this is The Islington Crime Survey from the UK’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why labelling an individual as ‘criminal’ can affect their master 8 status. Candidates should show an awareness of the various reasons why the label ‘criminal’ can affect an individual’s master status. Master status – a status that overrides all others and becomes the way that individuals see themselves and are seen by others. Possible answers: • the label of ‘criminal’ is a negative one and can override all other labels that an individual has e.g. when looking for a job; • Cicourel proved that working class youths were more likely to be labelled and thought of as criminals than the middle class so making them more likely to be targeted by the police; • if others think of an individual in a particular way e.g. as a criminal, then this label may stick and become a self-fulfilling prophecy for the person; • the labelled person’s identity may change as they adopt a deviant career and join an organised criminal group due to being labelled as criminal; • others may reject an individual if they are believed to be criminal and therefore the individual spends more and more time with other criminals, so reinforcing their criminal master status; • ethnicity – higher rates of stop and search by the police may lead to a self-fulfilling prophecy and so make some ethnic minorities more likely to be caught and labelled as criminals; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and undeveloped / underdeveloped. For example, ‘Everyone thinks that the person is a thief’. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected. For example, ‘The label may become a person’s master status through the self-fulfilling prophecy where they start to act like the label’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of the question. For example, ‘Cicourel’s study shows that the police and the courts have a stereotypical idea of who the typical delinquent is. This means that the police will target these people most frequently which may cause them to become disillusioned with the police and so cause deviancy amplification. In this way they have started to be thought of in terms of the negative label of ‘criminal’ and it has become their master status. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent can agencies of social control prevent crime? 15 Candidates may refer to agencies of social control generally or may choose to discuss specific agencies more explicitly. Both formal and informal agencies could be discussed here. To evaluate, candidates may consider how agencies of social control (either collectively or individually) cannot prevent crime and so may consider other preventative measures instead. Possible answers: For: • informal agencies of social control can use negative and positive sanctions to ensure people conform to society’s norms and values; • formal agencies of social control are enforced by government and its agencies and so can prevent crime through rules and legislation; • family can prevent crime through effective socialisation and through the bond created between members (Hirschi); • education can prevent crime through teachings about right and wrong through the hidden curriculum and through citizenship / morality lessons; • religion can prevent crime through teachings about the afterlife and rewards and punishments based on life choices; • media can prevent crime through showing the consequences of being a criminal and through public naming and shaming; • peer group can prevent crime through being pro-school and valuing educational success and working hard; • police can prevent crime through the power of arrest and their presence – a deterrent; • courts can prevent crime through sending out a clear message about the consequences of criminality through their sentencing; • prisons can prevent crime by taking away a person’s freedom and removing criminals from society; • other reasonable response. Against: • agencies of social control can be ignored and therefore may not prevent crime; • socialisation processes do not guarantee conformity to societal norms and values; • informal agencies do not prevent crime – if they did there would be no need for formal agencies; • formal agencies do not prevent crime – despite their existence we still have high rates of criminality in society; • outside agencies offering restorative justice may be more successful at preventing crime; • outside agencies offering therapy, rehab and discussion groups may be better equipped to prevent crime; • structural factors may cause crime e.g. poverty / racism and therefore agencies of social control will not be able to combat this; • biological factors may cause crime e.g. the criminal genes / hormones and therefore agencies of social control will not be able to combat this; • other reasonable response 3(e) Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. For example, ‘prisons control crime because people get locked up’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the question. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited / some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. For example, ‘the family can prevent crime by making sure that people are socialised correctly to know the difference between right and wrong’. ‘Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks.A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. For example, ‘agencies of social control can be both formal and informal and all can help to prevent crime. However, they are not completely successful because we still have high crime rates and rates of re-offending remain high’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which agencies of social control can prevent crime. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

Question 28

Young people are not always presented fairly in the media. Many sociologists believe that they are represented stereotypically and can some…

Accepted Answer

4(a) What is meant by the term ‘scapegoats’? 2 One mark for partial definition e.g. blamed for something Two marks for clear definition e.g. a group singled out for negative treatment after being wrongly blamed for something 4(b) Describe two ways the audience can influence media content. 4 Possible answers: • user generated content – the audience upload content to the media; • citizen journalism – the audience write, create and influence news content; • interactivity e.g. voting for acts on television shows influences media content; • pressure groups – can lobby and push for change to media content; • self-censorship by the audience e.g. parental filters allows the audience to influence media content; • the audience can choose the channel / print product / web content that they wish to consume and so are in charge of the content they consume; • personalisation – having news, for example, on particular topics emailed to them influences content; • contributions to online discussions, forums, chat rooms influences content; • making a website or writing a blog influences media content; • the audience have control of social media e.g. can control who they follow on Twitter, the content and style of their Facebook profile 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). 4(c) Explain how the media create folk devils. 6 Possible answers: • media content is decided by a small group of people and their views may well be biased against certain groups e.g. young people, so creating folk devils; • within a moral panic, events and actions can be exaggerated and sensationalised so leading to the formation of folk devils; • media labelling of some social groups can lead to a self-fulfilling prophecy which in turn creates a folk devil; • certain stereotypical representations are dominant in the media and this leads to the creation and reinforcement of folk devils; • some social groups are blamed by the media for problems in society (scapegoated) and so become folk devils; • Cohen’s study of the Mods and the Rockers may be quoted as an example of a moral panic made by the media; • Fawbert’s study of the ‘hoodies’ maybe used as a more modern example of the media creating folk devils; • social media today can create a moral panic through the speed of sharing information as stories and news goes viral on a global scale; • repetition of ‘facts’ can cause folk devils to be created as people start to believe the dominant media message; • other reasonable 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 ‘the important people control what’s put into the media’. Responses may be short and un / underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected e.g. ‘the study by Cohen on the Mods and the Rockers shows how the media can create folk devils through their stereotypical, negative and repeated representations. This study shows how sensationalised the media reporting really was’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why media content needs to be controlled. 8 Candidates should show awareness of the various reasons why media content needs to be controlled. Possible answers: • vulnerable groups in the population e.g. children, need to be protected from adult content hence film certification and parental advisory censorship; • laws are needed to protect the state e.g. UK Official Secrets Act; • libel and slander laws prevent the media from making unfounded allegations against individuals; • laws are needed to prevent the unfair and discriminatory treatment of such groups as ethnic minorities, homosexuals, women etc; • the watershed for TV prevents some sex, violence, swearing and drug use being shown before 9pm, again to prevent children from viewing unsuitable material; • in a democracy, propaganda should not be allowed, allowing instead ‘due impartiality’ that gives a much fairer and more balanced picture; • the hypodermic model of media effects says that the audience copy what they see / hear therefore media content needs to be controlled in order to protect the public; • postmodernists believe with the advent of new media we now live in a media saturated society therefore the possibility of the media influencing the audience is amplified (social media, fake news, cyberbullying, cyberterrorism etc.) – increasing the need for content to be controlled; • other reasonable 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. For example, ‘obscene materials and violence should not be shown in the media’. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected. For example, ‘the watershed on TV protects children from inappropriate material such as bad language and swearing which children might copy’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well- developed way or cover several factors in less detail. 4(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of the question. For example, ‘laws are required to keep the country safe, particularly in times of war and conflict. There are acts in place such as The Official Secrets Act and the D Notice which ensure that material that could harm the nation is not allowed to be shown.’ They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are representations of age in the media stereotypical? 15 Candidates should show awareness of the ways that media representations of age are stereotypical and are likely to refer to examples of this. They may talk about such age groups as children, youth, adults and the elderly in their answer. To evaluate, candidates could consider how media representations of age are changing and are no longer stereotypical . Different forms of media may be referred to here e.g. traditional ‘vs’ new media. Possible answers: For: • stereotypes of age are frequently used in the media to attract a mass audience as they are easy to understand and so are used regularly; • children – typically represented as innocent and vulnerable e.g. in advertising; • teenagers are typically shown as rebellious and irresponsible e.g. the coverage of the Mods and the Rockers (Cohen); • teenagers are often shown as folk devils in a moral panic e.g. Fawbert’s ‘hoodies’ study saw teenagers as a threat to society; • middle aged people are often shown as responsible and law-abiding figures of authority; • middle aged people are often shown as being boring with no sense of fun; • older people may be stereotyped as vulnerable, weak and a burden to society; • other reasonable response. Against: • new media starts to challenge traditional stereotypes and introduces newer and less rigid representations of age; • social media allows people to create their own identities and representations through user generated content and citizen journalism; • children can also be represented as having greater wisdom than adults, dealing with complex and sensitive issues themselves; • children / teens today may be sexualized in the media e.g. Postman’s study on childhood; • teenagers can also be represented positively e.g. in the Harry Potter films; • middle aged people can be shown to be throwing off their air of respectability e.g. a mid-life crisis, having an affair, selling their material assets and going travelling etc; • older people can be shown positively as wise and caring characters; • older actors / actresses are challenging their representations of being ‘past it’ e.g. Helen Mirren; • the spending power of the older generation means that representations of this age group in advertising are changing in order to maximise profits (the grey pound); • postmodernists believe that in the ‘mix and match’ society we now live in, age is just a number and therefore representations of age are diverse and fluid; • other reasonable response 4(e) Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. For example, ‘old people are shown to be grumpy in the media’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the question. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited / some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. For example, ‘sociological studies show that teenagers are often represented negatively in the media, as ‘thugs’ or deviants for example’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. For example, ‘age representations of the young and the old remain stereotypical in the media. However, there are some changes occurring. Due to allegations of ageism in the film industry, we are starting to see older people taking more active roles, as action heroes for example. Postmodernists believe this is typical of the ‘mix and match’ generation in which we now live’. 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. 4(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which age representations in the media are 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 debate, citing some of the examples given.

Question 29

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 30

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 31

In the past media owners and professionals were criticised for creating folk devils. Today new media have given more power and control to t…

Accepted Answer

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

Question 32

Sociologists debate why an individual might take part in criminal and deviant behaviour. Some blame inadequate socialisation, others look a…

Accepted Answer

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

Question 33

Does deprivation cause crime? This question is debated by sociologists and politicians who want to prevent anomie in society. However, due …

Accepted Answer

3(a) What is meant by the term ‘anomie’? 2 One mark for partial definition, e.g. society has broken down ... is in chaos Two marks for clear definition, e.g. when the social bonds and shared values between society and individuals are broken ... normlessness 3(b) Describe two reasons for the dark figure of crime. 4 Possible answers: • not all crimes are known about, e.g. victimless crimes; • not all crimes are reported to the police, e.g. out of embarrassment/a feeling that nothing will be done/fear of reprisals, etc.; • sexual crimes are grossly under-reported due to the sensitive and somewhat taboo nature of these crimes; • not all crimes reported are recorded by the police – they may be perceived as being too petty or unlikely to be solved; • white-collar/corporate crimes are often dealt with by the company/business involved and so never make it into the crime statistics; • governments may massage the crime statistics so that they appear in a good light; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how crime can be committed using the internet. 6 Possible answers: • cybercrimes – these are becoming more commonplace and include any crime involving the use of new digital technologies such as the internet; • examples of internet crime may be discussed such as fraud, identity theft, catfishing, internet scams, etc.; • cyberterrorism is a growing phenomenon whereby the internet is used for deliberate, widespread attacks on computers, e.g. hacking a Government website; • trade in illegal drugs and goods is thought to be aided by the internet which makes it easier for buyers and sellers to contact each other; • harassment through cyberstalking and cyberbullying is increasing as the internet provides anonymity to the criminal; • policing internet crimes is difficult because they cross national boundaries and/or are committed on the dark net; • criminals often have more specialist internet knowledge than the police or surveillance operations and thus can commit complex crimes that the authorities have little idea how to prevent; • digital piracy and illegal streaming of media entertainment occurs regularly and is almost impossible to control; • the dark web/dark net can be used to commit crime due to the lack of control and formal surveillance; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about examples of crimes that can be committed on the internet in a list-like manner, e.g. fraud, cybercrimes, etc. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected, e.g. ‘globalisation means that many internet crimes cross national boundaries and so are hard to police. Different forces operate different policies with different priorities. Also the criminals are often more adept than the authorities at these cybercrimes as they involve the use of complex and specialist technologies. Cyberterrorism is one such crime’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why societies need prisons. 8 Possible answers: • prisons act as a formal agent of social control for society, maintaining social order; • incapacitation – prisons prevent offenders from committing more crimes; • deterrence – prisons deter both offenders and other members of society from committing crimes by making them aware of the consequences of offending; • rehabilitation – prisons offer courses, support and training facilities that can prevent the offender from committing further offences by changing their attitudes and behaviour; • prison offers a form of punishment and/or revenge by taking away a person’s freedom and making them pay for the crimes they have committed; • for functionalists prisons act as a sign to the population of what will happen if they step out of line and fail to conform to society’s norms and values – warning functions; • prisons lock dangerous criminals away and so protects society and individuals – keeps them safe; • a prison sentence allows victims to feel that justice has been served; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘they lock the bad people away’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why societies need prisons. Responses may be underdeveloped and lacking in range, e.g. ‘prisons send out a warning signal to others in society about what will happen if they commit a crime’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band [3–8 marks] Answers in this band will show good sociological knowledge and understanding of why societies need prisons and will be well developed and explained, e.g. ‘prisons aim to rehabilitate prisoners in order to make them better members of society. They do this through support programmes and training courses and so are essential for society’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is crime caused by deprivation? 15 Possible answers: For: • Marxism – inequalities caused by capitalism means that some people find themselves living in poverty, this may lead to crime; • events such as the London Riots 2011 saw those young people feeling excluded and marginalised from society committing crime (Lea and Young); • material deprivation – lacking desirable resources and money may lead some individuals to crime; • relative deprivation – when individuals or social groups see themselves as not having what others have crime may result; • Merton’s strain theory – the inability to achieve what others are achieving legitimately may lead some people into crime; • cultural deprivation – those deprived of a good upbringing (inadequate socialisation) may also turn to crime; • those deprived of the opportunities to gain educational qualifications and so to access the job ladder may turn to crime as a response; • Cohen – status frustration – those deprived of status in society may turn to crime as an alternative means of gaining their status; • according to the OCS (official crime statistics) most crimes are committed by those from the lower strata of society, i.e. the deprived; • other reasonable response. 3(e) Against: • deprivation cannot explain the crimes of the powerful, e.g. white-collar, corporate, green, etc.; • functionalists believe crime can be a good thing for society and that it is not linked to deprivation, e.g. a warning function; • postmodernists believe crime is committed as a release from boredom, a way to have fun by participating in ‘edgework’; • feminists believe that crime is committed to enable men to further dominate women in a patriarchal society; • Matza believes that crime is a normal part of growing up for young people from all social classes and backgrounds – it is not linked to deprivation; • expressive crimes are often committed for no financial gain and therefore cannot be linked to deprivation; • labelling theorists believe that crime is caused by giving someone a master status of ‘criminal’ through the creation of a self-fulfilling prophecy; • police targeting of certain social groups may lead to deviancy amplification through, for example, perceived institutional racism; • crime may be caused by peer pressure rather than deprivation, particularly for young people; • sub-cultural explanations for crime, e.g. Miller’s focal concerns, the illegitimate opportunity structure may be more appropriate than deprivation; • status frustration may be a more convincing explanation for crime than deprivation; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘people steal if they haven’t got enough money’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘deprivation means being poor’. 3(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the question. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely, e.g. ‘when someone realises they do not have the same as others they may turn to crime as a way of getting what they want’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that ‘despite poverty and deprivation clearly being a relevant factor in explaining crime, other factors need to also be considered. For example, poor socialisation may be a reason, with individuals either being brought up not knowing right from wrong or with criminal role models to teach them about a life of crime’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well- developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which crime is caused by deprivation. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether crime is caused by deprivation, citing some of the examples given.

Question 34

Sociologists debate why an individual might take part in criminal and deviant behaviour. Some blame inadequate socialisation, others look a…

Accepted Answer

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

Question 35

Many people believe that stricter controls are needed in order to reduce the problem of crime in society. Different explanations have been …

Accepted Answer

3(a) What is meant by the term ‘relative deprivation’? 2 One mark for partial definition, e.g. being poor. Two marks for clear definition, e.g. the feeling of having less than others in a society. 3(b) Describe two agencies of social control. 4 Candidates will describe two different agencies of social control, these can be either formal or informal or a mixture of both. Possible answers: • the police – control through the power of arrest, surveillance and their presence; • the Government – control through the making and implementation and enforcement of the law; • the penal system – control through incarceration/prison, taking away freedom and choices; • the judiciary – control through sentencing, deciding if someone is guilty or innocent and, if guilty, how best to sentence them; • the family – control through sanctions, imitation, gender roles (canalisation etc.); • education and schools – control through negative and positive sanctions, the hidden curriculum etc.; • the workplace – control through promotion, dismissal, paying wages, re- socialisation; • the peer group – control through peers wanting to fit in, peer pressure, role models; • the media – control through representations and stereotypes, moral panics, imitation, agenda setting, norm referencing etc.; • religion – control through the ultimate sanctions of heaven and hell, dress codes, dietary requirements, prayer 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 Marxists view crime. 6 Candidates should show an understanding of the Marxist view of crime. This can also include Left Realist explanations such as Lea and Young’s. Possible answers: • laws are made in the interests of the ruling class and criminalise the actions of the working class – this is why there are so many more working class criminals; • white-collar and corporate crime is hidden in the OCS as the agents of social control focus their attentions on the lower classes; • police, as agents of the state, target and arrest the working class far more than the ruling class meaning they are over-represented in the OCS and the prison population; • working class crime as an expression of resistance against the structural inequalities of society; • material deprivation – poverty leads to crime; • relative deprivation – in a consumer driven society material possessions become highly valued but not everyone can afford them, hence crime occurs; • status frustration, marginalisation and alienation – lower social classes and some ethnic minorities do not feel part of wider society so have no other outlet for their frustrations and anger than rioting, vandalism and crime; • Marxists believe that capitalism causes crime; • Marxists believe that the police operate a system of selective law enforcement through, for example, targeting particular social groups; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of Marxist explanations for crime and may talk about e.g. ‘some people in society are poor so they can’t get all the things they want and so turn to crime’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 3(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of Marxist explanations for crime. Sociological terms and concepts should be expected e.g. ‘Marxists believe the laws and the criminal justice system are made in favour of the ruling class. Thus the working classes are frequently targeted by the state agents, the police, and so are arrested and imprisoned more. This can often lead to frustrations and anger at the perceived unfairness and this can cause more crime to occur’. 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 prisons are thought to be an effective deterrent to crime. 8 Candidates should show an understanding of a range of reasons why prisons are thought to be an effective deterrent to crime. Answers focusing on policing or non-custodial sentences should not be credited. Possible answers: • incapacitation – prison prevents the offender from committing more crime by locking them away, this deters people from crime; • prison is represented in the media as a violent, scary place and so this deters people from committing crime as they do not want to be sent here; • warning function – sending criminals to prison deters others in society from committing crime as it serves as a reminder of what could happen to them; • prison forces criminals to deal with the consequences of offending – there are now schemes of restorative justice as well as compulsory counselling and treatment programmes that prisoners have to attend. This acts as a deterrent to others; • prison uniforms are thought by many to act as a form of humiliation and thus as a deterrent to others to not commit crime – stripping away of an individual’s identity; • restrictions on everyday, taken for granted activities such as showering, seeing loved ones, exercise etc. are a deterrent as these are seen as basic human rights; • prisons act as a deterrent to crime as people do not want to get a criminal record – this can, for example, negatively affect job opportunities; • other reasonable 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 penal system is an effective deterrent to crime. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘people are afraid to go to prison so they don’t commit crime’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the penal system is an effective deterrent to crime. Responses may be underdeveloped and lacking in range. e.g. ‘Prisons deter people from committing crime because they are represented in the media in a negative and scary way meaning people are afraid to go there and so conform to the law’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the penal system is an effective deterrent to crime and will be well developed and explained. e.g. ‘Prisons are thought to act as a warning function in society. This means that they are a constant reminder to others of what the consequences of committing crime are. Prisons are shown to be violent and intimidating and so most people are scared of the thought of them which means they act as an effective deterrent and promote societal conformity’. etc. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent are the formal agencies of social control racist? 15 Candidates should consider the extent to which the formal agencies of social control may be racist. This may include consideration of the judiciary, the police and the prison system. They could talk generally about this topic or could focus more specifically on specific examples of racism. Local/culturally specific examples may be referred to and should be credited accordingly. Possible answers: FOR • arrest and stop and search rates for ethnic minorities are considerably higher than for the ethic majority e.g. 6 times higher for Afro-Caribbeans than whites in the UK; • Cicourel’s study shows that the police and courts have a picture in their heads of the ‘typical delinquent’ and this is linked to ethnicity; • the police, judiciary and other formal agents of social control are all dominated by the ethnic majority, this may lead to prejudice and discrimination against ethnic minorities; • the Metropolitan police in London were branded as institutionally racist by an independent report after the death of Stephen Lawrence, a black teenager; • ethnic minorities are over-represented in the prison system which may be a sign of the formal agents of social control being racist; • police labelling of ethnic minorities as criminals may lead to police targeting of areas dominated by ethnic minorities e.g. inner city gangs, this could be racist; • Hall et al ‘Policing the Crisis’ shows how young Afro-Caribbeans became stereotyped as muggers which led to police crackdowns on this social group following pressure from the Government; • research shows that members of ethnic minorities face more custodial sentences than the ethnic majority as well as receiving a longer prison term; • Islamaphobia has been blamed by many sociologists for the increases in targeting, arresting and sentencing of Asians in recent years; • other reasonable response. AGAINST • Marxists would claim that the formal agents of social control are more biased against those from the working class than ethnic minorities; • many sociologists believe that being young and male are greater ‘risk’ factors when it comes to unequal treatment by the formal agents of social control than ethnicity; • the Race Relations Act and other equal opportunities legislation means that everyone is very aware of the need to treat all ethnic groups fairly, thereby eliminating racism in the formal agents of social control; • there have been several active campaigns to increase numbers of ethnic minorities in positions of power in the formal agents of social control e.g. the police, in order to prevent future cases of racism; 3(e) • racism is illegal and therefore the formal agents of social control would be subject to severe negative sanctions were they shown to be racist; • positive ethnic discrimination may take place which may lead to the more favourable treatment of ethnic minorities in the criminal justice system; • many sociologists believe that the reason there seems to be a disproportionate number of ethnic minorities involved with the formal agents of social control is because demographically they are a young population – something which is proven to be linked with higher levels of offending; • Marxist/Left Realist sociologists believe ethnic minorities may commit more crime than the ethnic majority due to material deprivation and marginalisation – this is not evidence of racist formal agents of social control; • New Right cultural explanations (Murray) that the formal agents are not racist but instead that some ethnic groups do commit more crime; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which formal agents of social control are racist. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g.‘the formal agents may well be racist because there are a lot more ethnic minorities in prison than the ethnic majority’. 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 formal agents are the police, prisons and the courts. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the formal agents of social control is racist. 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 ‘Media stereotypes of ethnic minorities as criminals may lead the police to believe that they are bad people and so arrest them more’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which the formal agents of social control are racist. 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 much evidence to suggest racism in the formal agents of social control, it may be more accurate to consider the reasons why ethnic minorities do commit crime. The Marxists, for example talk about material deprivation and how this may lead some ethnic minorities to crime as they do not have legitimate means to succeed or gain status. The Left Realists similarly believe their higher rates of offending may be due to them feeling alienated from the host nation and not experiencing those bonds of attachment. It is thus the society itself that is racist, not the formal agents’. 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 formal agents of social control are racist. 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 formal agents of social control are racist, citing some of the examples given.

Question 36

In many countries there is public service broadcasting. However, some media is controlled by private companies who make large profits. Audi…

Accepted Answer

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

Question 37

There are official and non-official statistics that measure the crime rate in a society. However, not all crimes are accurately represented…

Accepted Answer

3(a) What is meant by the term ‘formal social control’? 2 One mark for partial definition, e.g. the police. Two marks for clear definition, e.g. formal social control is the ways the Government or its agencies get people to conform to the law. 3(b) Describe two punishments for crime. 4 Candidates will describe two different punishments for crime – these could be formal or informal. Possible answers: • a prison sentence – takes away a person’s freedom; • the death sentence – for the most serious crimes the punishment may be death; • corporal punishment – some societies punish criminals physically e.g. with lashes; • community sentencing – non-custodial sentences that help the community in some way; • exile or ostracism – the offender has to leave or is excluded from their community; • tagging – electronic tags can be used to monitor a person’s behaviour and whereabouts; • fine – a monetary sanction designed to punish offenders financially; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how poverty can be linked to crime. 6 Candidates should show an understanding of how poverty can be linked to crime. Specific examples may be referred to as may the Marxist view. Possible answers: • relative deprivation – when individuals see themselves as deprived in relation to others crime may occur (Merton strain theory); • marginalisation – when groups have no organisations to represent and protect their interests therefore may turn to crime to vent their frustrations and anger at society (Lea and Young); • in countries with no/inadequate welfare systems, crime may be the only way to survive; • Cloward and Ohlin believed that in deprived and poor communities individuals engaged in criminal or deviant behaviour to be part of the illegitimate opportunity structure when mainstream society offered them few possibilities for legitimate success; • poorer people are more likely to be labelled as criminal and are thus targeted more by the formal agents e.g. stop and search/arrest rates; • deviant careers – the effects of public labelling can devastate a person and give them little choice but to adopt a life of crime; • Cohen – status frustration – poorer people may find it difficult to achieve status in legitimate means in society and so may turn to crime for this instead; • Marxists believe that capitalism causes crime as it creates an unequal society that keeps poor people poor and rich people rich and sees a growing gap in inequalities; • the media often turn the poor into folk devils and blame them for criminal activities in society; • individuals may turn to crime in response to these negative labels; • the underclass – Charles Murray – are said to have a distinct set of deviant values which can be linked to criminality; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how poverty can be linked to crime and may talk about e.g. ‘many poorer people may commit crime as a way to get desirable items in society’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 3(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how poverty can be linked to crime and deviance. Sociological terms and concepts should be expected e.g. ‘The media create folk devils from poor people and the underclass in society who are blamed for certain crimes e.g. inner-city riots. This can lead to the group or individual feeling status frustration and therefore turning to crime as a response. They self-fulfil their negative label which further links poverty to crime’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why white-collar crime is under-reported and under-recorded 8 in the official crime statistics. Candidates should show an understanding of a range of reasons why white- collar crime is under-reported and under-recorded in the OCS. Candidates do not need to discuss both under-reporting and under-recording separately to score the marks. WHITE-COLLAR CRIME – non-violent crime committed by middle class people for financial gain e.g. fraud, embezzlement. Possible answers: • not reported – as white-collar crimes are financial rather than physical people are not always aware that they have been a victim; • not reported – some people may feel that reporting a white-collar crime is a waste of time as nothing can be done about it; • not reported – sometimes white-collar crimes may not be reported because the victim may be part of the organisation that has committed the crime and does not want to get into trouble themselves; • white collar crimes are sometimes not seen to be as important as other types of crime hence why they are not always reported and not always recorded; • not recorded – the police may feel there is little chance of a prosecution due to a lack of evidence; • the police may take bribes from the offending company/individual which leads to under-recording; • Marxists believe that the police work for the state and therefore are reluctant to record white-collar crimes as they are part of this same exploitative elite leading to under-recording; • police may not record white-collar crimes because they are dealt with internally by the company involved; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why white-collar crime is under-reported and under-recorded in the OCS. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘police officers take bribes from wealthy business men’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point. 3(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why white-collar crime is under-reported and under-recorded in the OCS. Responses may be underdeveloped and lacking in range. e.g. ‘white-collar crime is financial and so does not cause any physical harm to people which makes it harder to spot. Many people don’t know they have been a victim of this kind of crime and so that is why it doesn’t get reported’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why white-collar crime is under-reported ad under-recorded in the OCS and will be well developed and explained. e.g. ‘under-reported and under-recorded crime is known as the dark figure. There is a large dark figure of white-collar crime because many people are not aware that they have been a victim of this kind of invisible crime. The police may also not record these crimes very often as often other companies deal with the offence instead e.g. credit card companies, financial institutions. They do not want the crimes to be public knowledge and cause a moral panic and so these are often kept hidden’ etc. ’ They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent are self-report studies the most accurate measurement 15 of crime? Candidates should consider the ways in which self-report studies could be the most accurate measurement of crime. Local/culturally specific examples may be referred to. In evaluation the issues with self-report studies could be considered and/or the advantages of victim surveys and official statistics as better measurements of crime. Possible answers: FOR • official measures of crime such as statistics contain a huge dark figure and therefore unofficial methods like self report studies are a better measure of crime as the dark figure is uncovered; • self-report studies ask people anonymously whether they have committed a crime thus revealing a better, more valid picture of crime than the official one as non-convicted criminals are also included; • criminals may be more likely to talk about their offending to a researcher using a self-report study than a formal agent like the police as they know there are no repercussions and so feel more comfortable; • self-report studies are confidential therefore people may reveal crimes they have committed that they would not have otherwise admitted to; • self-report studies question who they ‘typical offender’ really is – they show, for example, that significant amounts of crime are committed by the middle class and women which challenges the accuracy of official measures of crime; • lots of data both qualitative and quantitative and can be gathered quickly and cheaply from different groups and large samples by using a self- report study; • other reasonable response. AGAINST • self-report studies may not include valid information as they are reliant on individuals admitting to crimes that they have committed; self-report studies can be criticised for a lack of representativeness as they are often carried out with young people – serious and white-collar crimes may therefore be omitted; • official statistics are collected by official agencies and thus are more credible and trustworthy; • official statistics show police counts of the total numbers of charges for different types of offences; • official statistics show court records of the total number of convictions for different crimes; • official statistics reveal patterns and trends in the social characteristics of offenders; • official statistics are collected and published annually therefore always show an up-to-date picture of crime; • official statistics allow for comparisons to be made e.g. between different areas, genders etc; 3(e) • many non-official measurements of crime such as self-report studies do not include victimless crimes such as drug use and therefore provide an incomplete picture of crime; • non-official measurements of crime such as self-report studies rely on the criminal or victim’s memory for its information and this may not be true – people forget things, exaggerate etc; • local victim surveys take an in-depth look at the experiences of victims which self-report studies do not, building up trust and so may get people to open up about what has happened to them e.g. feminist VS’s and sexual crime; • victim surveys may be more accurate than self-report studies as non- official ways of measuring crime as they ask the victims rather than the offenders who are more likely to tell the truth; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which self-report studies are the most accurate way of measuring crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. e.g. 'they find out about crimes the police don't know about'. Lower in the band (1-2 marks), expect one or two weak points. Higher in the band (3-4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. self-report studies ask people what crimes they have committed. in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which self-report studies are the most accurate way of measuring crime. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. Not everyone reports a crime committed against them to the police so unofficial measures of crime like self-report studies are a good way to find out about these unknown crimes’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which self-report studies are the most accurate way of measuring crime. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite the OCS being recognised as the most easily accessible and generalisable source of information on crime in most societies, self-report studies are thought by many sociologists to produce a far more valid picture due to their uncovering of the dark figure of crime. They are both confidential and anonymous which means offenders are likely to be honest in their answers. It is from these sources that our understanding of who he typical criminal is in society has been challenged. Self-report studies reveal, for example, the large amount of crime committed by women and the middle classes.’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which self-report studies are the most accurate measurement of crime. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the usefulness of self-report studies as a measure of crime, citing some of the examples given.

Question 38

The media is often accused of exaggerated and sensationalist content, particularly in the news. This can be due to the pressures of adverti…

Accepted Answer

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

Question 39

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 40

Crime rates differ depending upon the type of crime, where it is committed and the way it is measured. The rates of offending and convictio…

Accepted Answer

3(a) What is meant by the term ‘targeting’? 2 One mark for partial definition, e.g. police stereotypes. Two marks for clear definition, e.g. when the police focus on a particular group of people, believing them to be more likely to be involved in criminal behaviour than others. 3(b) Describe two ways of measuring crime. 4 Candidates will describe two ways of measuring crime. Specific examples may be used to support the ideas and these may be from a local context. Possible answers: • official statistics – the official government figures from the police and courts to measure the number of crimes and offenders; • self-report studies – research which asks people what crimes they have committed; • victim surveys – research that asks people what crimes they have been victims of; • national victim surveys – as above but done on a national scale e.g. the CSEW to measure patterns of crime within a country; • local victim surveys e.g. left realist research – focused on a local area to find out the reality of crime there for the community; • local victim surveys e.g. feminist – research – focused on a local area to uncover the dark figure of invisible crime; there is a particular focus on sexual assault and domestic abuse; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how crime can be linked to new technologies. 6 Candidates should show an understanding of how crime can be linked to new technologies. This is likely to be linked to the internet/social media and may refer to specific examples. Possible answers: • cybercrime – crime involving the use of new technologies such as computers; • internet crime – crime involving the use of the internet such as paeodophile rings, catfishing etc; • spreading computer viruses and malware through the internet; • increased possibilities for fraud and identity theft due to the internet e.g. phishing; • internet scams targeting individual users; • websites with obscene or offensive content e.g. the dark web; • harassment by cyberstalking or cyberbullying or trolling via social media; • trade in illegal goods e.g. drugs (internet makes it easier for the buyer and seller to contact each other); • cyberterrorism – using the internet for widespread, deliberate attacks on computer networks; • organised global crime – human trafficking e.g. in child labour, prostitution, slavery via the internet; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how crime can be linked to new technologies and may talk about e.g. ‘the internet has caused a lot of new crimes to appear such as identity theft’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how crime can be linked to new technologies. Sociological terms and concepts should be expected e.g. ‘The internet has created a lot of new crimes that can be spread globally far quicker than ever before. For example, cyberterrorism has emerged where the internet is used for deliberate and widespread attacks on companies or computer groups. These crimes may be committed for political reasons, by activist groups or by lone hackers. The police find it difficult to control such crimes’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why crime rates for some ethnic groups are higher than 8 others. Candidates should show an understanding of a range of reasons why crime rates for some ethnic groups are higher than others. It is likely that specific ethnic groups will be referred to and that these will reflect the candidate’s local context. Candidates may approach the question with reasons to explain the offending of particular ethnic groups or by questioning the accuracy of the official crime/conviction rates. Possible answers: • official crime statistics may reflect the biases and prejudices of the police force (Cicourel) in their assumptions about who is more likely to be criminal – police targeting; • some police forces may be institutionally racist (e.g. the McPherson Report) and so deal differently with some ethnic groups than others; • stop and search rates – research shows that these are a lot higher for some ethnic groups e.g. Afro-Caribbeans in the UK than for others; being searched increases the likelihood of arrest; • some ethnic groups are more likely to be involved with gangs than others, hence commit more crime; • most crime is committed by young people – ethnic minorities typically have a higher proportion of young people than the majority group; • victims may be biased – they may be more likely to report a crime committed by an ethnic minority due to their own racial prejudice; • crime by some ethnic groups may be in response to racism in society, a form of resistance to ethnic majority oppression; • marginalisation and relative deprivation – ethnic minority groups share the same goals and aspirations as the majority ethnic group but find it difficult to achieve these goals legitimately; • different norms and values – ethnic groups may have different beliefs than the ethnic majority which may see them engaging in criminal behaviour e.g. polygamy, smoking marijuana etc.; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why crime rates are higher for some ethnic groups than for others. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘the police may be racist,’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 3(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why crime rates are higher for some ethnic groups than for others. Responses may be underdeveloped and lacking in range. e.g. ‘Some ethnic groups commit more crime because they feel marginalised in society. They may struggle to get a good job and so turn to crime instead as a way to gain material goods’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why crime rates are higher for some ethnic groups than for others and will be well developed and explained. e.g. ‘Crime rates indicate that some ethnic groups are more criminal than others but is this really the case? Interactionist sociologists refer to the official figures as a social construct as they are believed to show the prejudices of the law enforcement agencies. Police target particular groups of people based on their perception of who is most likely to be criminal and this can often be ethnic minorities, often due to biased media reporting. This then leads to higher stop and search rates and so more arrests. Some police forces have even been called institutionally racist’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent can formal social control reduce crime? 15 Candidates should consider the ways formal social control can reduce crime. Informal agents and methods cannot be credited as ‘for’ points. Expect consideration of things like the government, the police, prisons, the army, rules, laws, the judiciary etc. They could talk generally about this formal control or could focus more specifically on specific examples/processes of formal social control. In evaluation the limitations of formal control should be considered. Possible answers: FOR • the government may introduce laws in an attempt to reduce behaviours that they do not find acceptable e.g. theft, murder etc. – people will not want to break the law and so will not offend; • the police are a visible presence and so act as a deterrent to those considering law/rule breaking; • the police have the power of arrest and thus can remove potential criminals from the streets, so reducing crime; • courts can pass sentence on an accused criminal e.g. deciding if they are guilty or innocent and therefore can reduce crime by the sentences that they impose; • the penal system can reduce levels of crime by locking away those in society deemed to be a risk to the public, this reduces crime; • the death penalty is a strong deterrent against crime and in the countries/states where it is legal may be a major reason for reductions in crime; • the armed forces can use physical punishment and weaponry in order to reduce crime – this can be in situations of war, rioting, looting etc.; • formal, written rules and laws ensure that a standardised process to crime is taken meaning that everyone is treated the same, regardless of social position or status; • other reasonable response. AGAINST • recidivism/re-offending is high suggesting that formal methods such as incarceration do not work at reducing crime; • research suggests that prison can act as a ‘university of crime’ teaching those convicted to be better criminals rather than reducing crime; • research shows that high levels of crime occurs within prisons e.g. assaults, attacks, sexual crime, beatings etc; • courts don’t always get their sentencing right e.g. there have been many cases of innocent people being convicted and guilty people walking free, this does not reduce crime; • sometimes the visible presence of the police only serves to antagonise people and so incites crime rather than reducing it; • formal methods and agents of control cannot be that effective or otherwise we would not see such a big problem with crime in societies across the globe; 3(e) • with new technologies now being used to commit crime, the formal methods are less effective at reducing crime than ever before – they do not have the global powers or often the technical skills needed to prevent it; • many sociologists believe that informal methods and agents of control are more effective than formal ones due to the more regular contact and more personal relationships that they involve; • for teenagers many believe it is the peer group who have most influence over whether or not a young person engages in criminal behaviour, not formal control; • functionalist sociologists believe that effective primary socialisation in the family is needed in order to instill the correct norms and values needed to ensure that crime is not committed not formal control; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which formal social control reduce crime. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘people are scared of going to prison so they don’t commit crime’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. formal social control is ways that the government make people do what they want. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which formal social control can reduce crime. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘Prisons are a good way of reducing crime as people are scared of being locked away and losing their freedom, this makes them stick to the laws rather than offend’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which formal social control can reduce crime. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite formal social control clearly having a role to play in reducing crime, it is not always successful. Rates of re-offending once released from prison are high which suggests that prison doesn’t always work. Prisons themselves have also been accused of being training grounds for criminality, places where criminals can mix together and share offending tips – this does not reduce crime. Crimes committed within prison are also high, again suggesting that this formal agent is not particularly effective at reducing crime’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which formal social control can reduce crime. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether formal social control can reduce crime, citing some of the examples given.

Question 41

There are many different types of schools students can attend today, such as private and state schools. Experiences of education and educat…

Accepted Answer

2(a) What is meant by the term ‘state schools’? One mark for partial definition, e.g. a comprehensive school. Two marks for clear definition, e.g. schools that are run directly or indirectly by the government. this question. 2(b) Describe two school factors, apart from the type of school, that may affect a student’s educational achievement. Possible answers: • good schools have better examination results than bad schools (Rutter), e.g. high expectations of pupils, quality teaching, system of rewards, teacher role models; • teacher expectations – teachers may assume that working class students are less intelligent than higher class students and so they are more likely to be placed in the lower sets which may result in a self-fulfilling prophecy; • teacher expectations – higher class students may be seen as more intelligent by teachers thus are more likely to be in the higher sets and experience the halo effect; • the peer group a student mixes with inside school is likely to affect achievement, e.g. whether the student joins a pro or an anti-school subculture; • Marxists believe the hidden curriculum in schools encourages working class underachievement and vocational rather than academic aspirations; • Becker states that teachers label students – they have a picture in their heads of the ‘ideal student’ and those that match this stereotype are more likely to achieve well in school; • Rosenthal and Jacobson – when teachers believe students are bright they challenge and push them more and so the students achieve higher results; 4 Candidates will describe two school factors that may affect a student’s educational achievement – any that describe home, cultural or linguistic factors should not be credited. Type of school attended should also not be credited. Question Answer Marks Guidance 2(b) • setting and streaming students is seen to limit what they are able to achieve academically; • there may be gendered expectations in school transmitted through the hidden curriculum that may result in gendered subject choice and achievement; • there may be an ethnocentric curriculum in place that alienates certain students and so negatively affects their educational achievement; • 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 social control can be experienced in education. Possible answers: • formal social control – if a student breaks a recognised rule then they can expect to be punished through a series of written sanctions by a teacher; • social control may be physical, such as corporal punishment; • social control may be to do with time, e.g. detentions, isolations and exclusions; • social control can be informal – teachers looks, words and instructions will often ensure the student conforms; • social control can also be exercised in schools through the peer group – peer group pressure, for example. This may result in the formation of pro or anti-school subcultures; • bullying from peers may control students through pressure and coercion; • social control may be through negative sanctions – these act to punish students for their actions and deter them from doing them again; 6 Candidates should consider how social control can be experienced in education/schools. Candidates may refer to informal or formal social control or a combination of the two. Question Answer Marks Guidance 2(c) • social control may be positive through a system of rewards and praise to encourage conformity; • social control can be experienced in different ways according to the gender/ethnicity/class of the student, e.g. boys are more likely to be excluded from school than girls; • other reasonable 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 2(d) Explain why some boys underachieve in education compared to girls. Possible answers: • most school work is based on reading and writing whereas boys typically prefer work that is practical and active. Education is therefore thought to be a feminine institution; • with the decline of the primary sector and the feminisation of many secondary sector jobs, some boys may feel that there is little point in trying hard in school when there are no jobs available for them in society; • laddish behaviour – boys may belong to anti-school or anti-learning subcultures in which they think they will lose status in front of their peers if they are seen to be working hard in school (Willis); • social control – girls are still more likely to be heavily socially controlled outside school than boys. Boys are more likely to have later curfews and be outside playing with their friends whereas girls are often found in their bedrooms (McRobbie’s bedroom subculture) which is more conducive to study; • boys are said to be overly confident and so over estimate their own intelligence and abilities, they believe they can do well without trying hard. Girls are typically more likely to underestimate their ability and so work harder to try and be successful; • teachers may treat boys and girls differently in schools, poor behaviour may be more tolerated in boys as teachers think this is ‘normal’ whereas it will be sanctioned if a girl does it. This means boys spend more time not involved in their learning than girls do; • some ethnic minority boys may feel a double pressure – because of both their maleness and their ethnicity. Afro-Caribbean boys, for example, are often involved in hyper-masculine behaviour which goes against all school values and often results in sanctions; • working class students may already suffer from a lack of status in society and so use school as a way of trying to improve their status – through being the class clown or being cheeky to the teacher – Cohen status frustration theory; 8 Candidates need to explain different reasons why some boys underachieve in education compared to girls. Question Answer Marks Guidance 2(d) • girls are still thought by many to be socialised to be more passive than boys, this will then translate to them being more conformist in school and so more likely to do well; • media role models for males often emphasise violence, hyper masculinity and anti-education values which can lead to male under-achievement as compared to girls; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. Question Answer Marks Guidance 2(e) To what extent is there meritocracy in education? Arguments for: • in most modern industrial societies education is free giving everyone an equal chance of educational success; • functionalists believe that education is characterised by meritocratic principles whereby those who put the effort in will be rewarded; • educational success is measured by sitting examinations which reward those who have worked and tried hard; • standardised curriculum – e.g. national curriculum – this ensures that all students are taught the same core subjects and content thus making it meritocratic; • success in education mirrors societal values of having a strong work ethic and ensures that it is those most deserving of success, regardless of class, gender or ethnicity, who achieve it; • educational success can improve the life chances of those from poorer backgrounds allowing them upward social mobility as long as they demonstrate a good work ethic; • most educational establishments operate some system of setting and streaming which means that those who work the hardest to achieve their best will be rewarded with challenging lessons and high teacher expectations; • at the opposite end of the spectrum, those who do not take education seriously and do not work hard will find themselves in the bottom sets, sometimes unable to sit a full range of qualifications – this is only fair; • even for private schools that charge fees, bursaries and scholarships are available to those poorer students who have worked hard to achieve well to ensure that they can also access the best education, regardless of family income; • other reasonable response. 15 Candidates are likely to engage with the functionalist theory of education in their ‘For’ arguments. This view can then be criticized in the ‘Against’ section and/or other theoretical explanations can be considered, e.g. Marxist views of meritocracy. Question Answer Marks Guidance 2(e) Arguments against: • the best qualifications are typically gained in private schools, as these are fee paying this cannot be meritocratic; • not all schools receive the same levels of funding, resources or support which means that schools aren’t operating on an equal playing field – they’re not meritocratic; • material deprivation may compromise the notion of meritocracy as not all students can afford private tutors, additional learning resources, internet access, etc.; • feminists argue that in some cultures a boy’s education is prioritised over a girl’s, meaning that boys have greater chances of educational success; • due to teacher stereotypes and expectations some groups of students may be thought to be less capable than others which may result in them being placed in lower sets where they are unable to achieve highly; • an ethnocentric curriculum may mean that ethnic minority students feel alienated from the education system and so don’t have the same chances to be successful; • teachers label some students as bright and others as unintelligent, this can result in a self-fulfilling prophecy or a halo effect – either result is not meritocratic; • education is seen to be a middle class institution based on middle class values and norms – those who possess the most cultural capital are typically the most successful. This is nothing to do with how hard a person works; • schools use an elaborated code in their teaching and assessment which is thought to favour the higher classes who also use this code at home, unlike the lower classes who use a restricted code; • Marxists believe that education is not meritocratic as it benefits the ruling class more than the working class through factors such as private education, the hidden curriculum and unequal economic capital; Question Answer Marks Guidance 2(e) • gender – an examination based system of assessment is thought to favour boys over girls whereas a coursework based system seems to favour girls – this is not meritocratic; • 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 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 42

Who commits crime and why do they do it? This is a question often debated in sociology with different explanations being offered. Factors s…

Accepted Answer

3(a) What is meant by the term ‘surveillance’? One mark for partial definition, e.g. watching people. Two marks for clear definition, e.g. monitoring individuals and groups by governments or other agents such as the police, collecting information with the intention of preventing crime. 3(b) Describe two sociological explanations for crime. Possible answers: • inadequate socialisation – not being taught the correct norms and values of society; • labelling theory – being stereotyped to be criminal and living up to this label (self-fulfilling prophecy); • Marxism – crime is resistance to the upper class exploitation of the working class in society; • material/relative deprivation – not having enough money to buy desired material goods leads to crime; • status frustration – Cohen – a lack of status in society may lead some people to turn to crime; • a search for thrills – postmodernism and edgework (Katz, Lyng); • peer pressure – particularly with young people; juvenile delinquency, gangs etc.; • being in a time of transition characterised by a lack of responsibility, e.g. functionalism and drift theory (Matza); • hegemonic masculinity – pressure on men to be the breadwinner and to prove their masculinity may lead to crime; • 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 sociological explanations for crime. Question Answer Marks Guidance 3(c) Explain how punishment can reduce crime. Possible answers: • financial punishments – the fear of being penalised financially deters people from committing crimes; • incapacitation – punishments that do this prevent crimes from being committed and reduce re-offending rates; • methods of punishment that rehabilitate criminals, e.g. anger management, education and training can all reduce crime; • public humiliation – this can reduce crime through the embarrassment factor that people do not want to experience, either for themselves or for their families causing them not to commit crime; • punishments leading to criminal records can reduce crime as people are aware of the impact this is likely to have on their ability to gain employment; • restorative punishment – having to ‘face your victim’ can reduce crime as it demonstrates the consequences of criminal behaviour and breeds empathy for the victim; • conditional sentencing, e.g. tagging can reduce crime as it imposes restrictions on where people can go and what they can do, limiting the individual’s freedom and ability to commit crime; • capital punishment – the criminal is removed from society and therefore cannot commit crime – it can also act as a public deterrent; • exclusion – prisons take away freedom and thus stop individuals from seeing their families whilst also excluding and isolating them from society – the thought of this reduces/deters crime; • informal punishments, e.g. from family members, can reduce levels of crime as individuals do not want to let their families down and thus do not commit crime or stop committing it; • other reasonable response. 6 Candidates should show an understanding of how punishment can reduce crime. Examples of punishments may also be discussed but in order to be made relevant these need to be linked to the reduction of crime. Question Answer Marks Guidance 3(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 3(d) Explain why some crimes are not reported to the police. Possible answers: • victimless crime – not every crime has a victim and therefore there is no motivation or need to report it to the police, e.g. drug taking; • if people are not aware that they are a victim of crime then they will not report it to the police, e.g. petty theft, child abuse; • certain communities have little trust in the police force and therefore will rarely report crimes to them; • in certain contexts, e.g. gangs, sub-cultures, prisons, crime is a normal part of life and therefore will not be reported to the police; • some crimes are very sensitive and personal, e.g. sexual crimes, abuse, and so victims may be reluctant to report these to the police – feminism; • Marxists talk about how invisible white-collar and corporate crime is as they believe the formal agents act to protect the higher classes from prosecution – companies often deal with these kind of crimes themselves and therefore they are not likely to be reported to the police; • if there is no motivation to report the crime, e.g. the victim does not think anything will be done about it because it is too petty, no insurance claim or there is too little evidence then it is likely to be reported to the police; • some new crimes such as cybercrimes are not reported to the police due to factors like embarrassment, not recognising the act as a crime etc.; • criminals as family members – crimes may not be reported when the criminal is part of a person’s family, they do not want to get them into trouble; • other reasonable response. 8 Candidates should show an understanding of a range of reasons why some crimes are not reported to the police. Points about why the police do not always record crimes or why not all crimes are prosecuted cannot 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 is age the most influential factor in determining whether an individual commits crime? Arguments for: • according to the official crime statistics youths commit a high proportion of crime – police therefore target them which may lead to youths living up to the negative label and committing more crime (self-fulfilling prophecy); • some offences committed by young people are ‘status crimes’ – only criminal because of their age; • Matza’s drift theory says that petty offending is just a normal part of growing up so it’s not surprising young people commit a lot of these crimes; • postmodernists talk about the thrill of committing crimes as being particularly appealing to the young – edgework, Katz and Lyng; • functionalism – they see adolescence as a period of transition in which young people ‘test the boundaries’ thus making criminal/deviant behaviour quite likely; • young people are more likely than adults to be part of criminal sub- cultures and gangs – in these contexts committing crime is expected and often necessary to prove your loyalty, e.g. initiation ceremonies; • young people are more subject to peer pressure than older people and so may commit more crime; • young people are typically more ‘media technology savvy’ and thus have the skills to commit cybercrimes that the older generations do not; • young people typically have fewer responsibilities than older age groups and in this sense have less to lose from committing crime; • if young people are not successful in school they may resist authority and turn to a delinquent lifestyle for their status instead – Cohen (status frustration); 15 The ‘Against’ arguments may consider flaws in the ‘age is important’ arguments and/or consider other social factors as being more influential, e.g. gender, ethnicity and social class. Question Answer Marks Guidance 3(e) • middle aged people may have opportunities to commit crime in their everyday work role, e.g. white-collar/corporate crimes; • functionalists believe that as older people disengage from society there will be less opportunities for them to commit crime; • the elderly do not fit Cicourel’s stereotype of the typical delinquent and so are unlikely to be targeted or suspected by the police meaning they are able to get away with crime; • other reasonable response. Arguments against: • not every young person commits crime and not every elderly person is law abiding – age may be a relevant factor but it does not determine criminality; • gender may be more important than age – males are under pressure to be masculine, to be the provider and to have high status – this may all lead to criminal behaviour; • ethnicity may be more important then age – resistance to racism may cause some ethnic minorities to commit crime as they feel marginalised from mainstream society; • social class may be more important than age – material deprivation and Merton’s strain theory may better explain why some people turn to crime; • age is more likely to intersect with other social factors rather than be a singular determining factor – for example, a high amount of crime is committed by young, working class males; • the social context needs to be considered – in Japan, for example, elderly crime is growing and the over 65 category now commit approximately 15% of all the country’s crimes due to Japan’s increasing economic problems; • the official crime statistics may hide the true amount of crime by age groups other than youths, e.g. Marxists believe most white-collar criminals do not get prosecuted – typically older adults; • 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 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. 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 43

The media today can be split into two types, traditional and new media. Both can have positive and negative effects on the audience. Conten…

Accepted Answer

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

Question 44

The education system uses sanctions and rewards which many sociologists consider to be as important as teaching knowledge and skills and ga…

Accepted Answer

2(a) What is meant by the term ‘sanctions’? One mark for partial definition, e.g. punishment. Two marks for clear definition, e.g. any way in which children are reprimanded or receive something negative for something they have done. 2 Examples are likely to be used in this question. 2(b) Describe two ways students’ subject choice can be influenced by gender. Possible answers: • male subject choice – boys are more likely to select physical or higher status subjects such as P.E., Woodwork, Business Studies, Economics – often linked to the breadwinner role; • female subject choice – girls are more likely to select communication based/expressive subjects often seen as ‘softer’, e.g. Health and Social Care, Sociology, Sewing, Cooking – often linked to the domestic role; • vocational education – manual work and sport is perceived as being ‘for males’ and beauty/caring courses for females; • the family – socialisation here may still be different according to gender (e.g. Oakley’s work on manipulation/canalisation) which would then influence students in the subjects they chose at school; • teacher expectations/labelling – teachers may influence student subject choice through acting as role models, conversations with students, setting, etc.; • peer pressure – males are pressured by their peer group to choose masculine subjects such as P.E., whereas girls may be pressured into more feminine subjects such as Health and Social care – fear of negative sanctions; • careers advice – advisors may suggest particular subjects to support particular careers which are often influenced by gender, e.g. expressive subjects if you want to work with people; 4 Candidates will describe two different ways that students’ subject choice can be influenced by gender. Candidates may describe the subjects chosen by males and/or females and link this to gender or consider what influences students to make these choices, e.g. family, teachers. Either way is fine to credit. Question Answer Marks Guidance 2(b) • textbook representations – textbooks may still be heavily stereotyped when it comes to gender representations, e.g. girls reading books, boys using ICT; • type of school attended – attending a single sex school may reduce gender bias when it comes to a student’s subject choice; • science labs – research shows that these are typically dominated by males (students and teachers) and therefore this may influence male students to choose science and female students not 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). Question Answer Marks Guidance 2(c) Explain how linguistic influences from the family can affect educational achievement. Possible answers: • social class – Bernstein – the higher classes are likely to use the school language of the elaborated code at home with the family and therefore it is easy to transfer this linguistic code to school; • social class – Bernstein – the lower classes are more likely to be socialised through the restricted code which is the opposite to that which is required and valued at school thus making achievement more difficult; • ethnic minorities may be brought up with a different first language than that used at school, that makes achievement more difficult; • dual language – being brought up knowing more than one language (bilingualism, for example) can often advantage the student in education, e.g. in an international school where the home language may not be the language of the classroom or the examination; • certain cultures may use a form of dialect such as patois as a way of communicating, e.g. Jamaicans. This is alien to the school culture and so makes achievement more difficult; • the kind of language used by ethnic minorities (Labov) may be thought by teachers to be wrong and ungrammatical thus causing them to label those students as ‘unintelligent’. They may end up in lower sets and thus be less successful in school; • teacher labelling – students who are not perceived to communicate ‘well’ in schools because of the language used at home may be judged as less bright by their teachers – this can be de-motivating and thus negatively affect achievement; • any other reasonable response. 6 Candidates should consider how linguistic influences (language) from home and the family can affect how well an individual does at school. It is likely that social class and/or ethnicity will be the focus of the response, but this needs to be linked (at least implicitly) to educational achievement. Question Answer Marks Guidance 2(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. Question Answer Marks Guidance 2(d) Explain why material factors can influence educational success. Possible answers: • examination results are typically highest in private schools – only the rich can afford for their children to attend these elite schools; • some schools have more funding than others which can affect the amount and quality of resources and thus affect educational success; • home factors – if the family home is overcrowded and living conditions are not great, lower class students may find it difficult to study effectively; • those from lower income families may not be able to afford to participate in the extra-curricular activities and visits that a school offers, so missing out on opportunities to gain the capital thought to be so important for educational success; • inadequate diet – not everyone can afford the more expensive fresh food and diet is thought to be a major influence on an individual’s educational success; • poorer students may have to combine part time jobs with studying at school in order to help their families, this makes achieving highly far more difficult; • poorer families may not be able to support their children through university so perhaps limiting their educational success; • if a child has not gone to preschool education (often has to be paid for) then she/he may start primary education already at an educational disadvantage to those richer children who have had this experience; • richer parents can buy in private tutors and additional resources to try and boost their child’s educational performance in selection tests and external examinations; • any other reasonable response. 8 Candidates need to explain different reasons why material factors (money) can influence educational success. Candidates may well focus on social class within their answers (higher class advantage and/or lower class disadvantage) these are fine to credit. Question Answer Marks Guidance 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. Question Answer Marks Guidance 2(e) To what extent does private education challenge the functionalist view that education is meritocratic? Arguments for: • private education gets better results and is fee paying – this excludes some students from being able to attend; • private schools operate the old boys network and so make it easier for some students to access elite jobs and experiences than others – social capital; • private schools attract the best paid and best qualified teachers therefore this, alongside small class sizes, makes private education superior – this is not meritocratic; • private schools according to Marxists foster a culture of elitism, making those that attend feel they are superior to others because of their wealth, education and status; • top universities in the world are dominated by private school students, e.g. Cambridge and Oxford in the UK which seems to suggest that a private education results in improved life chances; • studies show that there is a correlation between a person achieving a well-paid, elite, high status job in society and their attendance at a private school, this is not meritocratic; • Marxists believe private schools are a tool of the state that exists in order to ensure that the higher classes pass on their privileges to their children so resulting in social closure; • many private schools are single sex and may reflect the gendered culture of the society meaning that one gender has improved life chances over the other; • private schools typically operate an interview policy with parents and students as part of the selection process. Those from the higher classes are more likely to get through this procedure as they already have the elaborated code and cultural capital (Bourdieu) that is so highly valued by private schools; • any other reasonable response. 15 Candidates are likely to outline functionalist views of education looking at the positive factors and meritocracy. This can then be evaluated with alternative explanations such as Marxism. Relevant points may also be made that are not linked to a specific theory, such as the benefits of private education – these are still fine to credit. Question Answer Marks Guidance 2(e) Arguments against: • private schools all offer scholarships and bursaries to ensure that those intelligent students from poorer backgrounds are able to attend; • curriculum – the (national) curriculum is standardised across different types of school and therefore what a pupil is taught is the same regardless of which type of school is attended – this is meritocratic; • compensatory education schemes and positive discrimination means that in some circumstances a poorer student has a better chance of being accepted to a private school than a higher class student regardless of their intelligence or test scores; • in private schools, teachers do not necessarily have to be qualified and therefore it may well be that students that attend these types of schools actually receive a worse quality education than that provided by the state; • competition exists even within a private school – in order to achieve success hard work and effort is still required, i.e. meritocracy; • it is actually meritocratic that the best students are offered the best opportunities for success in private schools (role allocation or sifting and sorting); • in a postmodern society characterised by diversity, private schools sit alongside many other different types of schools as just another option for parents and students – there are educational institutions to suit everybody today; • students who work hard at school will do well and be duly rewarded regardless of the type of school attended; • it is only a minority of students that receive a private education – most students will be educated in the state/comprehensive system which is meritocratic as all students can be admitted; • any other reasonable response. Question Answer Marks Guidance 2(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the 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 a clear focus on the question. Question Answer Marks Guidance 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 45

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 46

There are many different types of schools students can attend today, such as private and state schools. Experiences of education and educat…

Accepted Answer

2(a) What is meant by the term ‘state schools’? One mark for partial definition, e.g. a comprehensive school. Two marks for clear definition, e.g. schools that are run directly or indirectly by the government. this question. 2(b) Describe two school factors, apart from the type of school, that may affect a student’s educational achievement. Possible answers: • good schools have better examination results than bad schools (Rutter), e.g. high expectations of pupils, quality teaching, system of rewards, teacher role models; • teacher expectations – teachers may assume that working class students are less intelligent than higher class students and so they are more likely to be placed in the lower sets which may result in a self-fulfilling prophecy; • teacher expectations – higher class students may be seen as more intelligent by teachers thus are more likely to be in the higher sets and experience the halo effect; • the peer group a student mixes with inside school is likely to affect achievement, e.g. whether the student joins a pro or an anti-school subculture; • Marxists believe the hidden curriculum in schools encourages working class underachievement and vocational rather than academic aspirations; • Becker states that teachers label students – they have a picture in their heads of the ‘ideal student’ and those that match this stereotype are more likely to achieve well in school; • Rosenthal and Jacobson – when teachers believe students are bright, they challenge and push them more and so the students achieve higher results; 4 Candidates will describe two school factors that may affect a student’s educational achievement – any that describe home, cultural or linguistic factors should not be credited. Type of school attended should also not be credited. Question Answer Marks Guidance 2(b) • setting and streaming students is seen to limit what they are able to achieve academically; • there may be gendered expectations in school transmitted through the hidden curriculum that may result in gendered subject choice and achievement; • there may be an ethnocentric curriculum in place that alienates certain students and so negatively affects their educational achievement; • 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 social control can be experienced in education. Possible answers: • formal social control – if a student breaks a recognised rule then they can expect to be punished through a series of written sanctions by a teacher; • social control may be physical, such as corporal punishment; • social control may be to do with time, e.g. detentions, isolations and exclusions; • social control can be informal – teachers looks, words and instructions will often ensure the student conforms; • social control can also be exercised in schools through the peer group – peer group pressure, for example. This may result in the formation of pro or anti-school subcultures; • bullying from peers may control students through pressure and coercion; • social control may be through negative sanctions – these act to punish students for their actions and deter them from doing them again; 6 Candidates should consider how social control can be experienced in education/schools. Candidates may refer to informal or formal social control or a combination of the two. Question Answer Marks Guidance 2(c) • social control may be positive through a system of rewards and praise to encourage conformity; • social control can be experienced in different ways according to the gender/ethnicity/class of the student, e.g. boys are more likely to be excluded from school than girls; • 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 2(d) Explain why some boys underachieve in education compared to girls. Possible answers: • most school work is based on reading and writing whereas boys typically prefer work that is practical and active. Education is therefore thought to be a feminine institution; • with the decline of the primary sector and the feminisation of many secondary sector jobs, some boys may feel that there is little point in trying hard in school when there are no jobs available for them in society; • laddish behaviour – boys may belong to anti-school or anti-learning subcultures in which they think they will lose status in front of their peers if they are seen to be working hard in school (Willis); • social control – girls are still more likely to be heavily socially controlled outside school than boys. Boys are more likely to have later curfews and be outside playing with their friends whereas girls are often found in their bedrooms (McRobbie’s bedroom subculture) which is more conducive to study; • boys are said to be overly confident and so over estimate their own intelligence and abilities, they believe they can do well without trying hard. Girls are typically more likely to underestimate their ability and so work harder to try and be successful; • teachers may treat boys and girls differently in schools, poor behaviour may be more tolerated in boys as teachers think this is ‘normal’ whereas it will be sanctioned if a girl does it. This means boys spend more time not involved in their learning than girls do; • some ethnic minority boys may feel a double pressure – because of both their maleness and their ethnicity. Afro-Caribbean boys, for example, are often involved in hyper-masculine behaviour which goes against all school values and often results in sanctions; • working class students may already suffer from a lack of status in society and so use school as a way of trying to improve their status – through being the class clown or being cheeky to the teacher – Cohen status frustration theory; 8 Candidates need to explain different reasons why some boys underachieve in education compared to girls. Question Answer Marks Guidance 2(d) • girls are still thought by many to be socialised to be more passive than boys, this will then translate to them being more conformist in school and so more likely to do well; • media role models for males often emphasise violence, hyper masculinity and anti-education values which can lead to male under-achievement as compared to girls; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. Question Answer Marks Guidance 2(e) To what extent is there meritocracy in education? Arguments for: • in most modern industrial societies education is free, giving everyone an equal chance of educational success; • functionalists believe that education is characterised by meritocratic principles whereby those who put the effort in will be rewarded; • educational success is measured by sitting examinations which reward those who have worked and tried hard; • standardised curriculum – e.g. national curriculum – this ensures that all students are taught the same core subjects and content thus making it meritocratic; • success in education mirrors societal values of having a strong work ethic and ensures that it is those most deserving of success, regardless of class, gender or ethnicity, who achieve it; • educational success can improve the life chances of those from poorer backgrounds allowing them upward social mobility as long as they demonstrate a good work ethic; • most educational establishments operate some system of setting and streaming which means that those who work the hardest to achieve their best will be rewarded with challenging lessons and high teacher expectations; • at the opposite end of the spectrum, those who do not take education seriously and do not work hard will find themselves in the bottom sets, sometimes unable to sit a full range of qualifications – this is only fair; • even for private schools that charge fees, bursaries and scholarships are available to those poorer students who have worked hard to achieve well to ensure that they can also access the best education, regardless of family income; • any other reasonable response. 15 Candidates are likely to engage with the functionalist theory of education in their ‘For’ arguments. This view can then be criticized in the ‘Against’ section and/or other theoretical explanations can be considered, e.g. Marxist views of meritocracy. Question Answer Marks Guidance 2(e) Arguments against: • the best qualifications are typically gained in private schools, as these are fee paying this cannot be meritocratic; • not all schools receive the same levels of funding, resources or support which means that schools aren’t operating on an equal playing field – they’re not meritocratic; • material deprivation may compromise the notion of meritocracy as not all students can afford private tutors, additional learning resources, internet access, etc.; • feminists argue that in some cultures a boy’s education is prioritised over a girl’s, meaning that boys have greater chances of educational success; • due to teacher stereotypes and expectations some groups of students may be thought to be less capable than others which may result in them being placed in lower sets where they are unable to achieve highly; • an ethnocentric curriculum may mean that ethnic minority students feel alienated from the education system and so don’t have the same chances to be successful; • teachers label some students as bright and others as unintelligent, this can result in a self-fulfilling prophecy or a halo effect – either result is not meritocratic; • education is seen to be a middle class institution based on middle class values and norms – those who possess the most cultural capital are typically the most successful. This is nothing to do with how hard a person works; • schools use an elaborated code in their teaching and assessment which is thought to favour the higher classes who also use this code at home, unlike the lower classes who use a restricted code; • Marxists believe that education is not meritocratic as it benefits the ruling class more than the working class through factors such as private education, the hidden curriculum and unequal economic capital; Question Answer Marks Guidance 2(e) • gender – an examination based system of assessment is thought to favour boys over girls whereas a coursework based system seems to favour girls – this is not meritocratic; • 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 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 47

Who commits crime and why do they do it? This is a question often debated in sociology with different explanations being offered. Factors s…

Accepted Answer

3(a) What is meant by the term ‘surveillance’? One mark for partial definition, e.g. watching people. Two marks for clear definition, e.g. monitoring individuals and groups by governments or other agents such as the police, collecting information with the intention of preventing crime. 3(b) Describe two sociological explanations for crime. Possible answers: • inadequate socialisation – not being taught the correct norms and values of society; • labelling theory – being stereotyped to be criminal and living up to this label (self-fulfilling prophecy); • Marxism – crime is resistance to the upper class exploitation of the working class in society; • material/relative deprivation – not having enough money to buy desired material goods leads to crime; • status frustration – Cohen – a lack of status in society may lead some people to turn to crime; • a search for thrills – postmodernism and edgework (Katz, Lyng); • peer pressure – particularly with young people; juvenile delinquency, gangs etc.; • being in a time of transition characterised by a lack of responsibility, e.g. functionalism and drift theory (Matza); • hegemonic masculinity – pressure on men to be the breadwinner and to prove their masculinity may lead to crime; • 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 sociological explanations for crime. Question Answer Marks Guidance 3(c) Explain how punishment can reduce crime. Possible answers: • financial punishments – the fear of being penalised financially deters people from committing crimes; • incapacitation – punishments that do this prevent crimes from being committed and reduce re-offending rates; • methods of punishment that rehabilitate criminals, e.g. anger management, education and training can all reduce crime; • public humiliation – this can reduce crime through the embarrassment factor that people do not want to experience, either for themselves or for their families causing them not to commit crime; • punishments leading to criminal records can reduce crime as people are aware of the impact this is likely to have on their ability to gain employment; • restorative punishment – having to ‘face your victim’ can reduce crime as it demonstrates the consequences of criminal behaviour and breeds empathy for the victim; • conditional sentencing, e.g. tagging can reduce crime as it imposes restrictions on where people can go and what they can do, limiting the individual’s freedom and ability to commit crime; • capital punishment – the criminal is removed from society and therefore cannot commit crime – it can also act as a public deterrent; • exclusion – prisons take away freedom and thus stop individuals from seeing their families whilst also excluding and isolating them from society – the thought of this reduces/deters crime; • informal punishments, e.g. from family members, can reduce levels of crime as individuals do not want to let their families down and thus do not commit crime or stop committing it; • any other reasonable response. 6 Candidates should show an understanding of how punishment can reduce crime. Examples of punishments may also be discussed, but in order to be made relevant these need to be linked to the reduction of crime. Question Answer Marks Guidance 3(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 3(d) Explain why some crimes are not reported to the police. Possible answers: • victimless crime – not every crime has a victim and therefore there is no motivation or need to report it to the police, e.g. drug taking; • if people are not aware that they are a victim of crime then they will not report it to the police, e.g. petty theft, child abuse; • certain communities have little trust in the police force and therefore will rarely report crimes to them; • in certain contexts, e.g. gangs, sub-cultures, prisons, crime is a normal part of life and therefore will not be reported to the police; • some crimes are very sensitive and personal, e.g. sexual crimes, abuse, and so victims may be reluctant to report these to the police – feminism; • Marxists talk about how invisible white-collar and corporate crime is as they believe the formal agents act to protect the higher classes from prosecution – companies often deal with these kind of crimes themselves and therefore they are not likely to be reported to the police; • if there is no motivation to report the crime, e.g. the victim does not think anything will be done about it because it is too petty, no insurance claim or there is too little evidence then it is likely to be reported to the police; • some new crimes such as cybercrimes are not reported to the police due to factors like embarrassment, not recognising the act as a crime etc.; • criminals as family members – crimes may not be reported when the criminal is part of a person’s family, they do not want to get them into trouble; • any other reasonable response. 8 Candidates should show an understanding of a range of reasons why some crimes are not reported to the police. Points about why the police do not always record crimes or why not all crimes are prosecuted cannot 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 is age the most influential factor in determining whether an individual commits crime? Arguments for: • according to the official crime statistics youths commit a high proportion of crime – police therefore target them which may lead to youths living up to the negative label and committing more crime (self-fulfilling prophecy); • some offences committed by young people are ‘status crimes’ – only criminal because of their age; • Matza’s drift theory says that petty offending is just a normal part of growing up so it’s not surprising young people commit a lot of these crimes; • postmodernists talk about the thrill of committing crimes as being particularly appealing to the young – edgework, Katz and Lyng; • functionalism – they see adolescence as a period of transition in which young people ‘test the boundaries’ thus making criminal/deviant behaviour quite likely; • young people are more likely than adults to be part of criminal sub- cultures and gangs – in these contexts committing crime is expected and often necessary to prove your loyalty, e.g. initiation ceremonies; • young people are more subject to peer pressure than older people and so may commit more crime; • young people are typically more ‘media technology savvy’ and thus have the skills to commit cybercrimes that the older generations do not; • young people typically have fewer responsibilities than older age groups and in this sense have less to lose from committing crime; • if young people are not successful in school,l they may resist authority and turn to a delinquent lifestyle for their status instead – Cohen (status frustration); 15 The ‘Against’ arguments may consider flaws in the ‘age is important’ arguments and/or consider other social factors as being more influential, e.g. gender, ethnicity and social class. Question Answer Marks Guidance 3(e) • middle aged people may have opportunities to commit crime in their everyday work role, e.g. white-collar/corporate crimes; • functionalists believe that as older people disengage from society there will be less opportunities for them to commit crime; • the elderly do not fit Cicourel’s stereotype of the typical delinquent and so are unlikely to be targeted or suspected by the police meaning they are able to get away with crime; • any other reasonable response. Arguments against: • not every young person commits crime and not every elderly person is law abiding – age may be a relevant factor, but it does not determine criminality; • gender may be more important than age – males are under pressure to be masculine, to be the provider and to have high status – this may all lead to criminal behaviour; • ethnicity may be more important than age – resistance to racism may cause some ethnic minorities to commit crime as they feel marginalised from mainstream society; • social class may be more important than age – material deprivation and Merton’s strain theory may better explain why some people turn to crime; • age is more likely to intersect with other social factors rather than be a singular determining factor – for example, a high amount of crime is committed by young, working class males; • the social context needs to be considered – in Japan, for example, elderly crime is growing and the over 65 category now commit approximately 15% of all the country’s crimes due to Japan’s increasing economic problems; • the official crime statistics may hide the true amount of crime by age groups other than youths, e.g. Marxists believe most white-collar criminals do not get prosecuted – typically older adults; • 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 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. 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 48

The media today can be split into two types, traditional and new media. Both can have positive and negative effects on the audience. Conten…

Accepted Answer

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

Question 49

Agencies of social control all try to create conformity in society. Despite this, crime and deviance still occur in many forms such as burg…

Accepted Answer

3(a) What is meant by the term ‘conformity’? 2 One mark for partial definition, e.g. fitting in. Two marks for clear definition, e.g. attitudes and behaviour fit in with those of the dominant social group. 3(b) Describe two examples of corporate crime. 4 Candidates will be expected to describe two examples of corporate crime. Possible answers: • false claims – companies may falsely claim on insurance policies in order to accrue money; • tax evasion – not paying correct taxes on profits made, e.g. General Electric, Starbucks; • violations of environmental laws – e.g. a company disposes of its waste illegally/pollution; • business/financial fraud – embezzlement of money in order to increase the company’s profits, e.g. Enron; • bribery – of public officials in order to benefit the company, e.g. to get planning permission; • insider trading – manipulation of the financial stock market in order to make the company money; • corporate manslaughter – e.g. when workers die due to the company’s failure to follow health and safety legislation, e.g. Far West Water; • selling a deadly/dangerous product, e.g. thalidomide drug/Peanut corporation of America; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how informal agencies of social control can prevent crime. 6 Candidates should discuss the ways informal agencies of social control, e.g. schools, families, media, workplace, religion and peers can prevent crime. Possible answers: • informal sanctions – such as ridicule, comments and disapproving looks – persuade people not to commit crime as they internalise that these reactions are negative ones; • Informal agencies typically have close relationships with individuals therefore have more influence over them in persuading them not to commit crime; • religion – has rules regarding behaviour for their followers which typically ensures criminal behaviour is avoided, e.g. the 10 commandments in Christianity forbid certain actions; • media – reporting criminal behaviour and creating folk devils makes people realise criminal actions will be punished and stigmatised; • family – act as role models for their offspring and so will ensure sanctions are put in place to prevent rule breaking behaviour, e.g. grounding; • education – the hidden curriculum transmits a set of values that encourages conformity and non-criminal behaviour; • peer group – positive peer pressure and the values of one’s sub-culture can ensure that members do not commit criminal acts; • workplace – will often use severe sanctions such as sackings, demotions, etc. if criminal behaviour occurs – this deters individuals; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why official measurements of crime may not always be 8 accurate. Candidates should discuss issues with the official measurements of crime, e.g. the OCS. This is likely to consider problems of both reporting and recording but this is not essential. Possible answers: • most crimes that make it to the statistics are reported to the police either by victim or witness – if a crime is not reported then it will not make the statistics (dark figure of crime); • trivial crimes – often not reported to the police as people do not believe the police can do anything; • benefit to victims – crimes involving insured items are much more likely to be reported to the police as the insurance company requires a crime number; • reprisal – victims and witnesses may not report a crime to the police if they fear they will be threatened with reprisal, e.g. gangs; • embarrassment – victims may not report crimes to the police because they are embarrassed about what has happened • e.g. sexual crimes – these are notoriously under-reported; • invisible crimes – many white-collar and corporate crimes are unlikely to come to the attention of the police as they are either unknown about or dealt with internally by the company involved; • police discretion – not all crimes reported to the police are recorded in the statistics; • cuffing – police are under pressure to achieve targets and so may manipulate statistics to create a good impression of the job they do, e.g. by downgrading a crime’s seriousness or filing it as a false report; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is gender the most important factor in determining 15 whether an individual commits crime? Candidates should consider how gender may determine whether an individual commits crime. This means they could look at either men or women or both genders. In evaluation they may argue that it is other social factors rather than gender that are most important, e.g. age, ethnicity and/or social class. Possible answers: FOR • masculinity – crime is a way of achieving masculinity for males and thus increasing their status; • risk taking behaviour – males are more likely to take risks and commit ‘edgework’ (postmodernism) than females which may account for their higher crime rate; • aggression – this is a way for males to assert their masculinity against other males or females (expressive crime/protector role); • breadwinner – traditional gender roles say that the man should provide for his family, if he cannot do this legitimately then he may turn to crime; • gangs – are dominated by males and gangs initiation ceremonies and lifestyle choices often involve criminal behaviour, e.g. drug dealing; • socialisation – girls and boys are socialised differently – girls to be passive, males to be active (Oakley) – this may result in higher levels of male criminality; • social control – girls are more socially controlled than boys and so may have less chance to commit crime, e.g. street culture versus bedroom subculture; • biology – testosterone and greater physical strength mean that males are more likely to commit criminal/deviant acts than females; • labelling and stereotyping – those in the CJS are likely to perceive males as being the most likely to commit crime and so target them – this can lead to a self-fulfilling prophecy (Becker, Cicourel); • other reasonable response. 3(e) AGAINST • self-report studies show that the number of female offences is under- estimated which implies that the idea that gender is a reason to explain criminality is wrong; • as society becomes more egalitarian so it seems that female criminality rises, e.g. girl gangs, ladettes, which implies that crime cannot be explained by gender; • police labelling – Cicourel says there is a picture of a ‘typical delinquent’ in the police and courts heads that criminals are male – this means males are more likely to be stopped and searched and arrested than females not that they are actually any more criminal (chivalry thesis – Pollak); • age – is said by many sociologists to be more important than gender in explaining criminality, e.g. most offenders are young; • ethnicity – is said by many sociologists to be a more important social factor than gender – ethnic minorities are disproportionately reflected in the criminal population, e.g. prison rates; • social class – many sociologists believe that it is a person’s class position that is the most influential in determining their criminality • e.g. the lower a person’s class, the higher their rates of offending; • type of crime – rates of shoplifting are similar for both males and females making it difficult to argue that gender is a reason to explain different offending rates; • Interpretivism – people commit crimes for different reasons and to generalise that this is because of their gender is misleading; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

Question 50

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 51

Patterns of educational achievement vary across social groups. This has led some sociologists to question how fair the education system is …

Accepted Answer

2(a) What is meant by the term ‘social conformity’? 2 One mark for partial definition, e.g. following the rules. Two marks for clear definition, e.g. fitting in with the social expectations for behaviour. 2(b) Describe two patterns of educational achievement. 4 Candidates will be expected to describe two patterns of educational achievement. The answer is likely to focus on social factors such as gender, social class and ethnicity. Possible answers: • gender – in many developing countries boys are more likely to receive an education than girls meaning that they achieve better; • gender – in modern industrial societies girls typically achieve higher than boys in terms of the amount of qualifications gained and the grades/levels achieved; • gender – subject choice – educational achievement is dependent upon the subjects chosen for study e.g. in the UK sociology is dominated by females, PE by males; • gender – over time – in modern industrial societies pre-1990’s boys achieved better than girls; • gender – over time – both boys and girls achieve better today than in the past; • gender – university – in modern industrial societies more girls are going to university than boys and achieving highly; • ethnicity – ethnic minority groups in a country typically do less well e.g. in the USA African-American students do not achieve as well as white American students; • ethnicity – traveller children (Roma/gypsies) typically do not do well within education; • ethnicity – in the UK, Indian and Chinese students achieve the best; • social class – students eligible for free school meals do less well than those who don’t qualify for this support; • social class – the higher a students’ social class position, the better they are likely to do in education; • social class – students in private schools achieve higher than students in state/government schools (better resources 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). 2(c) Explain how the culture of masculinity may affect the educational 6 achievement of males. Candidates should discuss how the culture of masculinity may affect the educational achievement of males. Effects on educational achievement may be negative, positive or a combination of both. Possible answers: • boys may choose different subjects to girls e.g. PE, Design etc. as they feel they can do well in them; • boys’ leisure activities e.g. sports, video games may lead them to focus on activities not linked to school – this may negatively affect their educational achievement; • pressure to be masculine may lead some boys to join anti-school subcultures and so negatively affect their educational achievement e.g. Willis ‘the lads’; • aggressive masculine norms may mean that boys get into fights and arguments at school and so receive more sanctions, negatively affecting their educational achievement; • masculine behaviour e.g. toughness, street smartness etc. is not valued in education and so may result in teachers negatively labelling boys, thus leading to a self-fulfilling prophecy of underachievement; • wanting to look ‘cool’ may mean that boys do not study as much as girls leading to them being placed into lower sets thus negatively affecting their educational achievement; • the culture of masculinity may attract boys to gangs meaning that they drop out of school and do not succeed in their exams; • the culture of masculinity in schools may suggest male dominance and success e.g. males in positions of authority – these male role models may encourage boys to do well in school; • culture of masculinity in wider society makes boys believe they are more powerful and dominant than girls therefore they do not feel that they need to try at school as they are already dominant; • other reasonable 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 there are different types of schools. 8 Candidates should discuss the reasons why there are different types of schools. It is likely that specific types of schools will be explicitly discussed. Possible answers: • marketisation of education – means there needs to be choice in place for parents and students to decide which school a child attends; • single sex schools – proven to get higher results than mixed sex schools so feminists may say this is empowering for females; • faith schools – in a secular society little religious education may be taught at schools, therefore faith schools allow for the teaching of particular religious beliefs, norms and values; • private schools – typically produce the best results in the education system so allow parents who can afford the tuition fees to send their children there (selective education; • comprehensive education – based on principles of equality (meritocracy) and allow any student to attend, so giving equal opportunities to all; • special schools – allow students with additional needs e.g. learning disabilities, to be specifically supported and catered for in their education; • primary schools – allows for a more generic curriculum to be taught to students that inculcates them with society’s norms and values; • secondary schools – allows for a more specialist and academic curriculum to be followed, building upon the foundations taught at the primary level; • technical schools – allows students to be best prepared for the world of work through vocational courses and qualifications; • Marxism – private schools maintain social inequalities through the creation of an elite education for the rich – needed to support capitalism and elitism; • choice – different types of schools mean that everyone’s needs are catered for (postmodernism) in a diverse society; • parental attitudes and beliefs – Montessori schools are thought by some to be a more natural and enjoyable way for children to learn that help students develop the social, emotional, and intellectual skills they need for long-term success in school and in life; • IQ – different types of schools exist in order to cater for different ability levels of students e.g. the tripartite system, academic vs vocational schools etc.; • 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 education system fair? 15 Candidates should consider the ways in which the education system can be seen to be fair. In evaluation, the reasons why it is not so fair or not fair for everyone should be discussed. Possible answers: FOR • functionalism – the education system is meritocratic; everyone has the same opportunities to be successful; • equality legislation – this ensures that all social groups are given the right to education and that they cannot be discriminated against by teachers; • option subjects – these allow students to choose their own curriculum path that best suits their own talents and interests – this is clearly fair; • national curriculum – this ensures that all students study the same core subjects so that everyone has the same basic grounding; • setting and streaming – students are put into classes that best suit their needs and abilities – this gives everyone the best chance of being educationally successful; • both vocational and academic educational qualifications are available to students – this allows them to make the best choice for themselves; • scholarships – fee paying schools offer scholarships and bursaries to ensure that money does not prevent bright students from receiving a top education; • selective role – education acts as a filtering system (functionalism) to ensure that the brightest students are stretched and challenged to achieve highly and the weaker students are offered courses and levels that better suit their needs; • comprehensive schools – anyone can attend this type of school, regardless of educational ability or social factors, so making the system fair; • parental choice – in a lot of countries, parents have free choice to decide where to apply for their child’s schooling, making the system fair; • other reasonable response. 2(e) AGAINST • private education (Marxism) – fee paying private schools get better exam results on average than state schools, meaning that those students who can afford to attend are likely to do better due to factors such as higher expectations, smaller class sizes and better schools resources; • ethnocentric curriculum – if the curriculum is biased towards the majority group in society and marginalises other ethnic and cultural experiences then this cannot be fair; • gendered subject choice – feminists believe that students subject choices remain gendered and that this is often encouraged by teachers and careers advisors – this can limit certain fields of high status/high paying employment later in life; • role modelling – positions of authority in schools are said to be dominated by white males – this implies that other social groups are less likely to be successful which is not fair; • cultural capital (Bourdieu) – middle class children arrive at school with the norms and values that are inherent in an academic education, this makes school an easier and more enjoyable experience for them; • material deprivation – those students across all schools who can afford private tutoring, revision resources and study supports are likely to do better than those who cannot – this isn’t fair; • funding – schools in different areas, even within the same country, are funded at different levels per pupil meaning that some schools have more opportunities than others to offer more extra-curricular activities, smaller teacher-pupil ratios and more specialist equipment and teachers; • teacher labelling – this has been proven to disadvantage certain groups of students in schools who are stereotyped to be ‘troublemakers’ or ‘less bright’ – this is not fair; • other reasonable response. 2(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

Question 52

Some sociologists argue that globalisation has improved equality in the media. Other sociologists believe there is now a digital divide and…

Accepted Answer

4(a) What is meant by the term ‘moral panic’? 2 One mark for partial definition, e.g. a negative media story. Two marks for clear definition, e.g. an exaggerated social reaction to deviance, creating public fear. 4(b) Describe two ways globalisation has affected the media. 4 Candidates will be expected to describe two ways globalisation has affected the media. They could consider factors such as content, ownership, access, distribution etc. Possible answers: • access – media is now instantly available around the globe via the internet and digital technology; • ownership – large media companies typically own and distribute media across the globe e.g. Disney; • streaming – digital media can be streamed live from nearly all areas of the globe to anywhere in the world; • media products – products today are often made for a global rather than a national audience e.g. advertising and the lowest common denominator; • non-Western media – because the media is now global, non-Western products can be accessed globally e.g. Nollywood films; • the global village – McLuhan – new media has made the media world a smaller place making it easier for consumers to access material from anywhere in the world; • culture – globalisation may mean that local cultures are swamped with western culture spread by the media and so may dilute their own language, culture and traditions; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how different ethnic groups use the media. 6 Candidates should discuss how different ethnic groups use the media. Possible answers: • specialist media from the ethnic minority’s country of origin is now widely available in the native language through for e.g. satellite TV, allowing cultures to be maintained; • different ethnic groups have different cultural traditions that can be incorporated into the media e.g. Nollywood, Bollywood etc; • ethnic minorities are increasingly owning and producing media for their own ethnic community e.g. in the UK Pride magazine, The Voice etc. to demonstrate cultural pride and heritage; • ethnic minorities may not ‘read’ the media in the same way as the ethnic majority and may use the media as a form of cultural borrowing e.g. Gillespie study; • new media has made it increasingly easy for ethnic minorities to produce and access global media targeted specifically at their ethnic group; • ethnic minorities may use the media to reinforce traditional cultural traditions, norms and values; • some ethnic minorities may use media output to learn about the majority culture/language; • to reject a muted voice – interactive new media, user generated content, drill music etc can all give young ethnic minorities a platform to address social inequalities; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why some sociologists criticise stereotypical gender 8 representations in the media. Candidates should discuss the reasons why some sociologists criticise stereotypical gender representations in the media. Possible answers: • binary opposition – the media typically shows males and females as opposites e.g. strong males and weak females – this is overly simplistic and untrue; • under-representation – females are said to be under-represented in most areas of the media e.g. main characters are still males, implying that males are more important than females (feminism); • roles – both males and females are shown in a narrow range of roles which can limit their aspirations and opportunities in society; • physical appearance – there remains a focus upon how females look within the media reinforcing stereotypical expectations e.g. McRobbie’s ‘slimblondeness’; • digital manipulation – males and females seen in today’s media are so digitally altered that real people are unable to attain these looks. This leads to people feeling inadequate and unable to reach these levels of perfection and has been linked to rising eating disorders; • passive females – this representation leads to women being perceived as weak as incapable and thus reinforces their subordinate positions in society (feminism); • aggressive males – this representation leads to men being perceived as more dangerous, threatening and criminal than women and may explain the manifold moral panics concerning males and the police targeting of males; • sexualisation of females – feminists are critical of the sexualised representations in the media that have become normalised of women e.g. Mulvey’s male gaze theory; • mental health – gender representations have been criticised for being dangerous to those consuming them e.g. very thin models on the catwalk have been blamed for rises in eating disorders; • hegemonic masculinity (Connell) – the media’s dominant representation of males in this stereotyped way makes it hard for men to show their emotions, take responsibility for childcare and to enter the caring professions; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 4(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent is the hypodermic-syringe model an accurate 15 explanation of how the media affects audiences? Candidates should consider the ways in which the hypodermic-syringe model of media effects is an accurate explanation of how the media affects audiences. In evaluation, the reasons why it may not be accurate should be discussed. Possible answers: FOR • passive audience – if the audience are using the media as a form of entertainment/escapism then they may be more likely to accept the content without question; • 24/7 media – the media is so pervasive in society today that it is difficult to escape it and thus it may be more likely to affect the audience (media culture); • advertising – this industry is based upon the principles from the hypodermic model – that the audience are influenced and persuaded by the media they consume; • propaganda – the media has frequently been used as a source of propaganda throughout history e.g. Nazi Germany, therefore it must be able to influence the audience; • media violence – there have been several instances of the audience copying what they have seen in the media e.g. video games, video ‘nasties’, horror films etc. – this shows the power of the media to influence the audience; • voting – biased coverage of politics and elections in the media demonstrates how the media can influence the audience, e.g. The Sun newspaper in the UK’s influence over election results; • stereotyping – stereotypes are regularly criticised in the media (e.g. gender, ethnic, age etc) as being potentially harmful to people in society and contributing to social inequalities – gender stereotyping in advertising has now been banned, indicating the harmful influence that it must have had upon the audience; • censorship – if there wasn’t truth to the hypodermic model’s claims about the power of the media then there would be no need for censorship in the media; • other reasonable response. 4(e) AGAINST • it is unlikely that the media has direct and immediate effects upon the audience, any effects that it does have are more likely to be built up over time (cultural effects theory); • the hypodermic model’s methodology (Bandura’s experiment) is heavily flawed therefore what credible evidence exists to support this model of media effects?; • the hypodermic model has morphed into the two-step flow model today whereby the role of an ‘opinion leader’ in influencing the audience is thought to be crucial – no mention was made of this in the original hypodermic model; • it is now thought that the effects of the media cannot be generalised in the way that the hypodermic model did – factors such as age, intelligence, gender etc all influence how much we are affected by different forms and content of media; • audience selection – we do not have to believe everything that we consume in the media, different audiences encode the media differently (Hall’s reception theory); • active audience – the audience today are not passive consumers, we choose from a plethora of media options, personalise our consumption, stream, use on-demand services and even create our own media; • Glasgow University Media Group – their research showed that the audience can distinguish between fact and fiction and therefore are not simply soaking up what the media tells them; • uses and gratifications – audiences are in control of what they consume and how it effects them – we choose different forms and varieties of media to serve different need and purposes; • new media – blogs, vlogs, forums, uploads, social media platforms, citizen journalism etc. all mean that the audience is today creating and shaping the media – the very opposite of the claims made by the hypodermic model; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

Question 53

Agencies of social control all try to create conformity in society. Despite this, crime and deviance still occur in many forms such as burg…

Accepted Answer

3(a) What is meant by the term ‘conformity’? 2 One mark for partial definition, e.g. fitting in. Two marks for clear definition, e.g. attitudes and behaviour fit in with those of the dominant social group. 3(b) Describe two examples of corporate crime. 4 Candidates will be expected to describe two examples of corporate crime. Possible answers: • false claims – companies may falsely claim on insurance policies in order to accrue money; • tax evasion – not paying correct taxes on profits made, e.g. General Electric, Starbucks; • violations of environmental laws – e.g. a company disposes of its waste illegally/pollution; • business/financial fraud – embezzlement of money in order to increase the company’s profits, e.g. Enron; • bribery – of public officials in order to benefit the company, e.g. to get planning permission; • insider trading – manipulation of the financial stock market in order to make the company money; • corporate manslaughter – e.g. when workers die due to the company’s failure to follow health and safety legislation, e.g. Far West Water; • selling a deadly/dangerous product, e.g. thalidomide drug/Peanut corporation of America; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how informal agencies of social control can prevent crime. 6 Candidates should discuss the ways informal agencies of social control, e.g. schools, families, media, workplace, religion and peers can prevent crime. Possible answers: • informal sanctions – such as ridicule, comments and disapproving looks – persuade people not to commit crime as they internalise that these reactions are negative ones; • Informal agencies typically have close relationships with individuals therefore have more influence over them in persuading them not to commit crime; • religion – has rules regarding behaviour for their followers which typically ensures criminal behaviour is avoided, e.g. the 10 commandments in Christianity forbid certain actions; • media – reporting criminal behaviour and creating folk devils makes people realise criminal actions will be punished and stigmatised; • family – act as role models for their offspring and so will ensure sanctions are put in place to prevent rule breaking behaviour, e.g. grounding; • education – the hidden curriculum transmits a set of values that encourages conformity and non-criminal behaviour; • peer group – positive peer pressure and the values of one’s sub-culture can ensure that members do not commit criminal acts; • workplace – will often use severe sanctions such as sackings, demotions, etc. if criminal behaviour occurs – this deters individuals; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why official measurements of crime may not always be 8 accurate. Candidates should discuss issues with the official measurements of crime, e.g. the OCS. This is likely to consider problems of both reporting and recording but this is not essential. Possible answers: • most crimes that make it to the statistics are reported to the police either by victim or witness – if a crime is not reported then it will not make the statistics (dark figure of crime); • trivial crimes – often not reported to the police as people do not believe the police can do anything; • benefit to victims – crimes involving insured items are much more likely to be reported to the police as the insurance company requires a crime number; • reprisal – victims and witnesses may not report a crime to the police if they fear they will be threatened with reprisal, e.g. gangs; • embarrassment – victims may not report crimes to the police because they are embarrassed about what has happened • e.g. sexual crimes – these are notoriously under-reported; • invisible crimes – many white-collar and corporate crimes are unlikely to come to the attention of the police as they are either unknown about or dealt with internally by the company involved; • police discretion – not all crimes reported to the police are recorded in the statistics; • cuffing – police are under pressure to achieve targets and so may manipulate statistics to create a good impression of the job they do, e.g. by downgrading a crime’s seriousness or filing it as a false report; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is gender the most important factor in determining 15 whether an individual commits crime? Candidates should consider how gender may determine whether an individual commits crime. This means they could look at either men or women or both genders. In evaluation they may argue that it is other social factors rather than gender that are most important, e.g. age, ethnicity and/or social class. Possible answers: FOR • masculinity – crime is a way of achieving masculinity for males and thus increasing their status; • risk taking behaviour – males are more likely to take risks and commit ‘edgework’ (postmodernism) than females which may account for their higher crime rate; • aggression – this is a way for males to assert their masculinity against other males or females (expressive crime/protector role); • breadwinner – traditional gender roles say that the man should provide for his family, if he cannot do this legitimately then he may turn to crime; • gangs – are dominated by males and gangs initiation ceremonies and lifestyle choices often involve criminal behaviour, e.g. drug dealing; • socialisation – girls and boys are socialised differently – girls to be passive, males to be active (Oakley) – this may result in higher levels of male criminality; • social control – girls are more socially controlled than boys and so may have less chance to commit crime, e.g. street culture versus bedroom subculture; • biology – testosterone and greater physical strength mean that males are more likely to commit criminal/deviant acts than females; • labelling and stereotyping – those in the CJS are likely to perceive males as being the most likely to commit crime and so target them – this can lead to a self-fulfilling prophecy (Becker, Cicourel); • other reasonable response. 3(e) AGAINST • self-report studies show that the number of female offences is under- estimated which implies that the idea that gender is a reason to explain criminality is wrong; • as society becomes more egalitarian so it seems that female criminality rises, e.g. girl gangs, ladettes, which implies that crime cannot be explained by gender; • police labelling – Cicourel says there is a picture of a ‘typical delinquent’ in the police and courts heads that criminals are male – this means males are more likely to be stopped and searched and arrested than females not that they are actually any more criminal (chivalry thesis – Pollak); • age – is said by many sociologists to be more important than gender in explaining criminality, e.g. most offenders are young; • ethnicity – is said by many sociologists to be a more important social factor than gender – ethnic minorities are disproportionately reflected in the criminal population, e.g. prison rates; • social class – many sociologists believe that it is a person’s class position that is the most influential in determining their criminality • e.g. the lower a person’s class, the higher their rates of offending; • type of crime – rates of shoplifting are similar for both males and females making it difficult to argue that gender is a reason to explain different offending rates; • Interpretivism – people commit crimes for different reasons and to generalise that this is because of their gender is misleading; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 3(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

Question 54

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 55

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 56

Public funding is one of the ways the media is funded. The funding and regulation of the media affects media content and representations. S…

Accepted Answer

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

Question 57

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 58

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 59

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 60

As an increasingly important agency of socialisation, the media has a lot of power in society. The media has been accused of stereotyping, …

Accepted Answer

4(a) What is meant by the term ‘agenda setting’? 2 The ability of the media to make some topics important. One mark for partial definition, e.g. what’s seen/heard in the media. Two marks for clear definition, e.g. the process in which the media selects which stories to report and bring to the public’s attention. 4(b) Describe two examples of interactivity in the media today. 4 Possible answers: • personalised media content i.e. notifications or email alerts, music playlists etc; • the audience can create their own media i.e. uploading videos and photos or writing a blog (prosumers); • audience members contribute to online chats, comments and discussion forums; • global online gaming and role playing; • audience change/influence the content of the media i.e. voting for/against contestants/game shows etc; • citizen journalism – members of the public are using digital technology to contribute to what we see as news; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point developed (up to a maximum of two). 4(c) Explain how the media serves the interests of powerful people in 6 society according to the Marxist perspective. Possible answers: • through exaggerated, selective and distorted media reporting that can be used to give a biased viewpoint that favours the ruling class; • the media convey the dominant ideology and values and so keep people in a state of false consciousness; • the media are owned and controlled by the capitalist class who use the media to maintain their own power and prevent social change and discontentment in the masses; • scapegoating – certain groups are blamed in the media by the ruling class for social problems and so become seen as folk devils – these are typically those with less power in society i.e. the working class, ethnic minorities etc; • the media help capitalism through the advertising industry by creating false needs and making the audience into passive consumers who will work hard for the ruling class in order to buy the products they think they need; • the media divert attention from the important issues in society, feeding the audience with gossip and trivia instead and ridiculing or ignoring radial and alternative ideas; • the ruling class protect their powerful positions through controlling people’s thoughts and beliefs – the media presents a picture that justifies the way things are, the status quo, and persuades people that alternatives are not possible or necessary; • 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 the media serves the needs of the powerful people in society. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point e.g. shows a biased viewpoint. 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. ‘the media is owned and produced by people in the higher social classes.’ Band 2 [4–6 marks] A clear and accurate explanation showing good sociological knowledge and understanding of how the media serves the needs of the powerful people in society. For example, discussing how selective reporting can lead the audience to believe in a common world view that benefits the capitalist class by presenting inequalities as necessary and inevitable. Sociological language and concepts should be expected. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 4(d) Explain why violence in the media may not always increase levels of 8 violence in society. Possible answers: • media violence may be cathartic for the audience i.e. by releasing aggressive impulses through playing violent computer games which does not involve real violence; • the shock effect of seeing violence in the media can cause people to take action against real life violence e.g. public safety campaigns (sensitisation); • much media violence is recognised as being fictional by the audience and thus does not lead to increased levels of violence in society; • violence in the media does not affect everyone in the same way and therefore to link it with increased levels of violence in society is a very generalised statement; • it is difficult to accurately pinpoint the media as a reason for increased levels of violence in society – peers, family, education etc. may all have a role to play; • adults may have a filter to understand the difference between fictional and non-fictional violence; • research, such as Bandura et al, that claims to show a link between media violence and real life violence has been largely discredited – it is an artificial one-off situation; • any violence in the media is seen by a large number of people and yet virtually none of these are influenced by the media to be violent; • active audience approaches, such as the uses and gratifications theory, see the audience as active consumers who make their own decisions and choices about the media they consume and the effects it has on them; • 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 violence in the media may not increase levels of violence in society. Responses may be short and undeveloped. e.g. ‘we don’t all copy what we see’ without justification/explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why violence in the media may not increase levels of violence in society. Responses may be underdeveloped and lacking in range. Candidates may explain some of the reasons e.g. audiences are not passive, they make their own consumption choices AND violence in the media is recognised by the audience to be fictional and thus does not affect their behaviour etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. 4(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why violence in the media may not increase levels of violence in society and will be well developed and explained. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented e.g. catharsis, sensitisation, shocking images, active audience etc. At the top of the band explanations will be clear throughout. 4(e) To what extent does the media continue to reinforce gender 15 stereotyping? Arguments for: • images of women seen in the media typically emphasise their physical appearance, the concept of ‘slim-blondeness’; • male gaze theory – Mulvey – the media gives males prominence and reduces women to traditional stereotypes; • females tend to be under-represented in most areas of the media, particularly lead roles and areas/topics considered to be important; • females are shown in a very narrow range of roles and these are typically the stereotypical roles of domestic life, mother, wife, girlfriend etc; • women in the media are typically airbrushed/digitally altered in order to give them an appearance that is not attainable by the audience, the stereotypical sex symbol; • women are shown to be passive, weak and helpless – in need of being rescued by the male hero – a common representation in films, for example; • Meehan’s ‘Ladies of the Evening’ research found females to be very stereotyped in their representations in the media; • hegemonic masculinity is still seen regularly in the media in the representation of males – the strong, action man for example; • males are still shown in the dominant position of head of the household – the breadwinner and the decision maker; • males are shown to be unemotional and if they do show their emotions are often ridiculed or sanctioned; • any other reasonable response. 4(e) Arguments against: • many examples now exist of females in the media playing the kind of roles once dominated by males – detectives, police officers, business people etc; • a diverse range of alternative representations of males can now be seen in the media i.e. the new man/metrosexual – David Beckham, for example; • both males and females are now frequently seen in the media as homosexuals, breaking away from their traditional stereotypical representations; • global media in the postmodern age offers the audience a diverse range of representations of gender that challenge traditional stereotypes; • social positions of men and women in society have changed and thus their representations in the media now reflect this; • with the rise of new media the audience has far more power than ever before to construct its own gender representations which may mean less gender stereotyping is seen; • many media effects theories (e.g. uses and gratifications theory) recognise that the audience are not passive consumers but instead make active choices about what they consume and how it affects them – therefore gender stereotypes in the media may have no effect at all on the audience; • representations of males and females in the media are converging and thus becoming more similar which means a move away from traditional stereotyping; • anti-sexism legislation means that the media have to take care in how they represent different genders in order to avoid complaints and litigation; • female media personnel – more women working in the media e.g. as directors, means less negative stereotyping of women; • 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 whether the media continue to reinforce gender stereotyping. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided e.g. may mention that women are shown as housewives and men as providers. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms i.e. gender stereotypes are the simplistic and generalised ways that males and females are shown in the media. 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether the media continue to reinforce gender stereotyping. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Candidates may give examples of gender stereotypes seen in TV shows, music videos and films. 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 the media continue to reinforce gender stereotyping. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may discuss the diversity of gender representations seen in the media and the role of the audience in determining whether and how these representations affect them. Examples of gender stereotypes and more contemporary representations are likely to be discussed. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether the media continue to reinforce gender stereotyping. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Candidates may refer to ways in which the new media have changed the idea of representation in the media and given the audience more power to construct their own negotiated and oppositional portrayals of males and females i.e. gendered role reversal 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 continue to reinforce gender stereotyping, citing some of the examples given.

Question 61

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 62

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 63

There are many explanations for crime such as labelling theory and Marxism, as well as explanations which consider age, ethnicity and gende…

Accepted Answer

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

Question 64

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	Answer	Marks	From
1	see sheet	35	0495/21 May/June 2017
2	see sheet	35	0495/22 May/June 2017
3	see sheet	35	0495/23 May/June 2017
4	see sheet	35	0495/21 Oct/Nov 2017
5	see sheet	35	0495/21 Oct/Nov 2017
6	see sheet	35	0495/21 Oct/Nov 2017
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Questions40 pages

Mark scheme97 answers

Another paper, or another topic

Questions as text

Q1 · According to official figures, crime rates vary between different social groups 0495/21 May/June 2017

Q2 · Explanations for crime depend on the type of crime being discussed 0495/22 May/June 2017

Q3 · The media are constantly changing and new technologies allow the audience greater control… 0495/23 May/June 2017

Q4 · There are several reasons why different social groups do better than others in education 0495/21 Oct/Nov 2017

Q5 · Official crime statistics are one way of measuring crime rates 0495/21 Oct/Nov 2017

Q6 · The media are thought to be a very powerful agency of socialisation that can affect the… 0495/21 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 · Today’s media are increasingly difficult to control 0495/22 Oct/Nov 2017

Q10 · There are several reasons why different social groups do better than others in education 0495/23 Oct/Nov 2017

Q11 · Official crime statistics are one way of measuring crime rates 0495/23 Oct/Nov 2017

Q12 · The media are thought to be a very powerful agency of socialisation that can affect the… 0495/23 Oct/Nov 2017

Q13 · Some sociologists believe that education is key to improving an individual's life… 0495/21 May/June 2018

Q14 · According to media representations and official measurements of crime, white-collar crime… 0495/21 May/June 2018

Q15 · Acts of crime and deviance are often associated with youth sub-cultures 0495/22 May/June 2018

Q16 · Many sociologists believe it is school factors rather than home factors that determine… 0495/23 May/June 2018

Q17 · There are many explanations offered by sociologists as to why some individuals adopt a… 0495/23 May/June 2018

Q18 · Changes in the media are a good example of globalisation, allowing the audience choice… 0495/23 May/June 2018

Q19 · In modern industrial societies many different types of schools exist, for example private… 0495/21 Oct/Nov 2018

Q20 · Different social groups vary in their educational achievement 0495/22 Oct/Nov 2018

Q21 · What is meant by the term ‘self-report studies’? 0495/22 Oct/Nov 2018

Q22 · In modern industrial societies many different types of schools exist, for example private… 0495/23 Oct/Nov 2018

Q23 · Some sociologists view education and the official curriculum as essential to improving an… 0495/21 May/June 2019

Q24 · According to official crime statistics an individual’s social characteristics can affect… 0495/21 May/June 2019

Q25 · In the past media owners and professionals were criticised for creating folk devils 0495/21 May/June 2019

Q26 · Sociologists debate the reasons why some individuals do better in education than others 0495/22 May/June 2019

Q27 · Crime remains a big problem in society with many people believing that crime rates are… 0495/22 May/June 2019

Q28 · Young people are not always presented fairly in the media 0495/22 May/June 2019

Q29 · Some sociologists view education and the official curriculum as essential to improving an… 0495/23 May/June 2019

Q30 · According to official crime statistics an individual’s social characteristics can affect… 0495/23 May/June 2019

Q31 · In the past media owners and professionals were criticised for creating folk devils 0495/23 May/June 2019

Q32 · Sociologists debate why an individual might take part in criminal and deviant behaviour 0495/21 Oct/Nov 2019

Q33 · Does deprivation cause crime? 0495/22 Oct/Nov 2019

Q34 · Sociologists debate why an individual might take part in criminal and deviant behaviour 0495/23 Oct/Nov 2019

Q35 · Many people believe that stricter controls are needed in order to reduce the problem of… 0495/21 May/June 2020

Q36 · In many countries there is public service broadcasting 0495/21 May/June 2020

Q37 · There are official and non-official statistics that measure the crime rate in a society 0495/22 May/June 2020

Q38 · The media is often accused of exaggerated and sensationalist content, particularly in the… 0495/22 May/June 2020

Q39 · Sociologists debate whether cultural deprivation, labelling and material factors limit… 0495/23 May/June 2020

Q40 · Crime rates differ depending upon the type of crime, where it is committed and the way it… 0495/23 May/June 2020

Q41 · There are many different types of schools students can attend today, such as private and… 0495/21 Oct/Nov 2020

Q42 · Who commits crime and why do they do it? 0495/21 Oct/Nov 2020

Q43 · The media today can be split into two types, traditional and new media 0495/21 Oct/Nov 2020

Q44 · The education system uses sanctions and rewards which many sociologists consider to be as… 0495/22 Oct/Nov 2020

Q45 · Why do some peer groups and individuals not conform to social norms and laws? 0495/22 Oct/Nov 2020

Q46 · There are many different types of schools students can attend today, such as private and… 0495/23 Oct/Nov 2020

Q47 · Who commits crime and why do they do it? 0495/23 Oct/Nov 2020

Q48 · The media today can be split into two types, traditional and new media 0495/23 Oct/Nov 2020

Q49 · Agencies of social control all try to create conformity in society 0495/21 May/June 2021

Q50 · Societies and cultures are changing rapidly and it is in the media that the biggest… 0495/21 May/June 2021

Q51 · Patterns of educational achievement vary across social groups 0495/22 May/June 2021

Q52 · Some sociologists argue that globalisation has improved equality in the media 0495/22 May/June 2021

Q53 · Agencies of social control all try to create conformity in society 0495/23 May/June 2021

Q54 · Societies and cultures are changing rapidly and it is in the media that the biggest… 0495/23 May/June 2021

Q55 · Despite the relativity of crime and deviance, all societies and their agents of social… 0495/21 Oct/Nov 2021

Q56 · Public funding is one of the ways the media is funded 0495/21 Oct/Nov 2021

Q57 · Some sociologists argue that education benefits both the individual and society 0495/22 Oct/Nov 2021

Q58 · Some social groups are more likely than others to feature in the official crime… 0495/22 Oct/Nov 2021

Q59 · According to the official crime statistics, some social groups are more likely than… 0495/23 Oct/Nov 2021

Q60 · As an increasingly important agency of socialisation, the media has a lot of power in… 0495/23 Oct/Nov 2021

Q61 · Definitions of crime and deviance vary over time and between societies 0495/21 May/June 2022

Q62 · Marxist, feminist and functionalist sociologists believe that schools have different… 0495/22 May/June 2022

Q63 · There are many explanations for crime such as labelling theory and Marxism, as well as… 0495/22 May/June 2022

Q64 · Education has been described by some sociologists as a meritocratic system which does not… 0495/23 May/June 2022

Q65 · There are many ways to prevent crime, for example effective socialisation and informal… 0495/23 May/June 2022

Q66 · The media is an important institution in society and can have a big impact on audiences’… 0495/23 May/June 2022

Q67 · Surveillance is one way society tries to control acts of crime and deviance 0495/21 Oct/Nov 2022

Q68 · The judicial system deals with a wide range of crimes such as murder, assault, internet… 0495/22 Oct/Nov 2022

Q69 · Functionalists believe education is a meritocracy 0495/23 Oct/Nov 2022

Q70 · In most societies the police are employed to control and prevent crime by using a range… 0495/23 Oct/Nov 2022

Q71 · Some sociologists argue that there are now more positive media representations of gender… 0495/23 Oct/Nov 2022

Q72 · Educational achievement is not the same for everyone 0495/21 May/June 2023

Q73 · Crime rates are measured in different ways by sociologists and governments 0495/21 May/June 2023

Q74 · The media is an increasingly important agent of socialisation in contemporary society 0495/21 May/June 2023

Q75 · Many changes have occurred in the education system 0495/22 May/June 2023

Q76 · Contemporary media is no longer national or local, it is a global institution often using… 0495/22 May/June 2023