What is social stratification? — Paper 2 · IGCSE Sociology 0495

1 The empty-nest family is now a common family form in modern industrial societies, although with high levels of poverty and unemployment this is not the case for every family. There are many types of family that exist today, but some sociologists believe that it is the nuclear family that is most beneficial for both individuals and society. (a) What is meant by the term ‘empty-nest family’? [2] (b) Describe two alternatives to marriage. [4] (c) Explain how feminism has changed family roles. [6] (d) Explain why some sociologists believe that children are best raised in nuclear families. [8] (e) To what extent does social class affect family life? [15]

35 marks

Mark scheme: Question Answer Marks The empty-nest family is now a common family form in modern industrial societies, although with high levels of poverty and unemployment this is not the case for every family. There are many types of family that exist today, but some sociologists believe that it is the nuclear family that is most beneficial for both individuals and society. 1(a) What is meant by the term ‘empty-nest family’? 2 One mark for partial definition, e.g. just parents at home. Two marks for clear definition, e.g. parents living at home together after their children have left home and moved out. 1(b) Describe two alternatives to marriage. 4 Possible answers: • cohabitation – living together without being married; • singlehood – choosing to remain single; • civil partnerships; • communal living i.e. on a commune living apart together • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how feminism has changed family roles. 6 Candidates may refer to the role of women in the family, the role of men and the role of children in their responses. Possible answers: • fall in the marriage rate – Feminists believe this may be due to women realising marriage is a patriarchal institution and not wanting this conjugal role; • increase in the divorce rate – if women are not happy in their marriage then they can leave, meaning a change in role; • lone parent families have become more commonplace and acceptable, meaning lone parenthood is a viable option for women today, changing their family role; • shared conjugal roles – men and women have a more equitable partnership within the house; • dual worker families – women today are often encouraged to work in paid employment and therefore this is a typical role for them in many families; 1(c) • househusbands – in some families women are the breadwinners and the men perform the domestic duties – changing traditional roles; • children have a more democratic position in the family today and are able to make decisions and have a voice, their role has changed considerably; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how feminism has changed family roles and may talk about e.g. ‘families being more equal’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how feminism has changed family roles. Sociological terms and concepts should be expected e.g. ‘Feminism has given women greater power and authority in all walks of life and this has translated into changes in the roles they typically play in the family. For example, many women are dual workers and some are breadwinners for the family.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 1(d) Explain why some sociologists believe that children are best raised in 8 nuclear families. Candidates may engage theoretically with the work of Functionalist and/or New Right sociologists. Possible answers: • functionalists see the nuclear family as the cornerstone of society, providing essential functions for its members i.e. socialisation and social control; • The New Right argue that family types other than the nuclear are not capable of fulfilling the essential functions; • fatherless families are seen by some sociologists to be bad for children as they lack the discipline and role modelling of a father figure; • women going out to work has been argued by some to be a negative feature as it removes women from their 'natural' nurturing role and reduces their ability to engage in primary socialisation; • a stable mother and father family structure allows children to be well brought up and to replicate this model themselves as adults; • other reasonable response. 1(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why children are best raised in nuclear families. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘mum can look after them’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why children are best raised in nuclear families. Responses may be underdeveloped and lacking in range. e.g. ‘Children are best brought up in nuclear families because all the essential functions can then be performed.’ ‘The nuclear family socialises the children effectively and ensures they learn society's norms and values’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/ explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why children are best raised in nuclear families and will be well developed and explained. e.g. ‘Functionalists believe that it is only the nuclear family that can effective it provide the family's essential functions and thus bring children up to be fully functioning, moral adults. The New Right think that alternatives to the nuclear family are damaging to society and are leading to manifold social problems such as crime, teenage pregnancy and welfare dependency’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent does social class affect family life? 15 Candidates may discuss the effects of social class generally on family life or may focus on one specific social class in order to generate their points. Depending on the social class being referred to will determine whether they believe the effects are positive or negative. Possible answers: For: • extended families are most likely to be found amongst the working class; • smaller family sizes are more likely the higher your social class; • those from a higher social class will have more economic capital (money) therefore are able to do more trips and visits and buy more material possessions for the children; • cultural capital is affected by social class and so means that experiences in the family will be very different i.e. visits to libraries, museums, the theatre etc.; • in the higher social classes more equal conjugal roles are likely to be found between men and women; • financial issues in the lower social classes, may lead to arguments and stress in the family thus negatively affecting family life; • other reasonable response. Against: • ethnicity is more influential than social class in terms of affecting family life; • gender is more influential than social class in terms of affecting family life; • the type of family that the children are raised in is more influential than social class; • families cannot be generalised, individual choices and diversity will mean family life is very different for everyone – regardless of social class; • social class is not the only variable in a family – the structure, conjugal roles etc. make one working class family very different to another; • feminism means that equality for women transcends class lines; age of parents is more influential than social class; • religious background may be more influential than social class; • postmodernist view that social factors such as social class no longer affect family life i.e. blurring class lines; • other reasonable response 1(e) Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which social class affects family life. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. E.g. Working class families don't have much money. Higher class families do lots of trips to the theatre. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. social class refers to how much money and status a person has, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which social class affects family life. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. Children from higher class families have more opportunities to travel and to visit places than others. Working class families are often extended in structure so there is lots of family support available etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which social class affects family life. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. despite social class being influential on family life in terms of the gendered division of labour, the age of the parents is just as important in determining the roles that family members play. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which social class affects family life. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. 1(e) Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of social class affecting the family, citing some of the examples given.

This question in 0495/21 May/June 2017

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

35 marks

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

This question in 0495/21 May/June 2017

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

35 marks

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

This question in 0495/21 May/June 2017

2 A number of factors seem to be relevant in explaining why some students do better in education than others. Some sociologists focus on the importance of deferred gratification and cultural capital whereas others believe that teachers have the most influence over how well a student performs. (a) What is meant by the term ‘deferred gratification’? [2] (b) Describe two features of an anti-school sub-culture. [4] (c) Explain how cultural capital may cause upper and middle class students to do better in education than working class students. [6] (d) Explain why the type of school a student attends is thought to have a big influence on life chances. [8] (e) To what extent are teachers responsible for an individual’s educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘deferred gratification’? 2 One mark for partial definition, waiting for rewards. Two marks for clear definition, having long term goals and being willing to postpone rewards in order to achieve these. 2(b) Describe two features of an anti-school sub-culture. 4 Possible answers: • high rates of absenteeism and truancy; • often involved in criminal and/or delinquent activities; do not wear school uniform in the approved fashion; are disruptive and insolent in class; • not complete class or homework; often aggressive and violent; • negatively sanction those students who do work hard; more likely to be made up of males than females; often contains working class students; • may contain high levels of ethnic minorities; often homophobic; • based around norms and values of hegemonic masculinity; other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how cultural capital may cause upper and middle class students 6 to do better in education than working class students. Possible answers: • regular visits to museums and theatres may mean that upper and middle class children find these things easier to discuss and write about than working class children; • upper and middle class children are more likely to use an elaborate language code which is the same language used in schools and education; • upper and middle class children are more likely to be socialised to value education which will lead to more educational success; • upper and middle class children having books at home and being encouraged to read helps with literacy in schools; • other reasonable response. Cultural capital – the knowledge, language, attitudes and values that lead to individuals having advantages in the education system. 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 cultural capital and its effects on educational achievement and may talk about ‘thinking education is important’. 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 cultural capital and educational achievement. Sociological terms and concepts should be expected ‘Cultural capital benefits upper and middle class students in education as the experience at home mirrors that of school.’ 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 the type of school a student attends is thought to have a 8 big influence on life chances. Possible answers: • Private schools typically achieve the best examination results and thus can positively affect life chances; • Comprehensive schools usually set and stream students; those in the higher sets/streams are likely to have better life chances than those in the lower sets/streams; • Comprehensive schools are non-selective and thus with good examination results can lead to upward social mobility for some students e.g. the working class; • Those with economic, social and cultural capital are able to get their children into the best schools and so give then the best opportunities in terms of life chances; • Comprehensive schools have been accused of 'dumbing down' – bringing down standards because the brighter students have to work at the same speed as the less able thus negatively affecting life chances; • Single sex schools often achieve the best examination results, perhaps because of there being fewer distractions, and so can affect life chances; • Examination results achieved in school will determine the University that is attended. Employers favour some Universities over others e.g. Ivy League/Russell Group – this affects life chances; • Other reasonable response. Candidates are likely to use localised examples in their answers and thus a wide range of different schools may be referenced. 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 type of school a student attends is thought to influence life chances. A tendency to description is likely. Responses may be short and undeveloped, ‘private schools get the best results’ 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 type of school a student attends is thought to influence life chances. Responses may be underdeveloped and lacking in range. ‘Schools that are paid for by parents are able to have 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] Answers in this band will show good sociological knowledge and understanding of why the type of school a student attends is thought to influence life chances and will be well developed and explained. Selective education is where students are chosen to attend a school usually because of their ability. These are typically private schools. Classes here are small and students get a lot of teacher attention in order to help them learn. Education is highly valued and therefore a pro-school culture is the norm’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent are teachers responsible for an individual’s educational 15 achievement? Possible answers: For: • teachers act as role models to their students; • teacher labelling may lead to self-fulfilling prophecies for some students; • teachers may cause the halo effect through their positive attitudes towards some students; • Becker claims that teachers judge students on factors such as speech, personality, dress, behaviour and attitude to work; • students from lower class backgrounds may be seen as disruptive and lacking in motivation; • teachers may make assumptions about students from different ethnic groups; • teacher assessment of students may influence the sets and streams they are placed into; • other reasonable response. Against: • students are not passive but instead can reject or negotiate any labels that are placed upon them; • schools as institutions may be more influential than teachers e.g. the type of school attended; • schools are still seen as patriarchal institutions that see males in the majority of positions of power; • home factors may be more important – money, crowded spaces, poor diet etc.; • attitudes to education may be the most important factor in determining educational success – from students and parents; • factors such as social class, gender and ethnicity may be the most important factors in determining educational achievement; • the peer group that the student is in may be a very important factor • e.g. anti-school subcultures; • language codes may be a very important factor e.g. different languages, elaborate and restricted codes; • material deprivation and poverty may be the most important factor in determining an individual’s educational success; • Cultural factors such as values, attitude to education and levels of cultural capital may determine an individual's educational success; • other reasonable response. Candidates should consider the role that teachers play in determining an individual's educational achievement alongside other factors such as the school, the peer group and home factors. 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 teachers are responsible for an individual's educational achievement. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Teachers pick on some students. Teachers are better qualified in private schools. Teachers decide what set a student goes in. 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, teachers spend a lot of time with students, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which teachers are responsible for an individual’s 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 teachers stereotype some students as good and some as bad. Teachers are normally middle class so prefer these types of students 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 teachers are responsible for an individual’s 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 teachers may well label students negatively or positively but students do not have to accept these labels. OR The peer group that a student is in is likely to be more influential than the teacher as young people are highly influenced by their peer group and want to conform with them as much as possible. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. 2(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which teachers are responsible for an individual’s 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 teachers affecting educational achievement, citing some of the examples given.

This question in 0495/23 May/June 2017

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

35 marks

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

This question in 0495/21 Oct/Nov 2017

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

35 marks

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

This question in 0495/22 Oct/Nov 2017

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

35 marks

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

This question in 0495/23 Oct/Nov 2017

2 Some sociologists believe that education is key to improving an individual's life chances, others believe that it simply maintains current inequalities in society. There are significant differences between the educational achievement of upper and working class students, which some sociologists argue is caused by different levels of social control. (a) What is meant by the term ‘social control’? [2] (b) Describe two features of the comprehensive system. [4] (c) Explain how schools ensure that pupils conform to social expectations. [6] (d) Explain why there are differences in the educational achievement of upper and working class students. [8] (e) To what extent does education maintain social stratification? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/21 May/June 2018

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

35 marks

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

This question in 0495/21 May/June 2018

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

35 marks

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

This question in 0495/22 May/June 2018

2 Education affects an individual's life chances. Many views have been put forward to explain why different social groups experience different levels of success in educational achievement. Examples of these views include material deprivation and ethnocentrism. (a) What is meant by the term ‘material deprivation’? [2] (b) Describe two examples of ethnocentrism in education. [4] (c) Explain how education is an agency of socialisation. [6] (d) Explain why education can improve life chances. [8] (e) To what extent are material factors the most important influence on educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘material deprivation’? 2 One mark for partial definition, e.g. being poor. Two marks for clear definition, e.g. not having the money needed to buy items that can help children succeed in education. 2(b) Describe two examples of ethnocentrism in education. 4 ETHNOCENTRISM – treating the culture of the majority group as being more important than minority cultures. Possible answers: • teaching of history – ethnic minorities may learn nothing about their own people's experiences; • images of ethnic minorities in textbooks may be rarely seen or very stereotyped; • teaching of English (or the nation's main language) may focus on literature from that country only; • language teaching – there may be no recognition of ethnic minority languages and no way of accessing the curriculum through those languages; • there may be a lack of ethnic minority teachers in schools sending out the message that the ethnic minority culture is of a lower status/importance; • a lack of cultural understanding in uniform/food e.g. canteen not catering for ethnic minority needs; • teachers treating ethnic minority students differently to the majority e.g. placing them in lower sets/streams because they feel they are less intelligent or less likely to do well; • teacher stereotypes and attitudes towards ethnic minority students may lead to them being thought about as less intelligent or important than the ethnic majority; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how education is an agency of socialisation. 6 Possible answers: • agency of secondary socialisation that teaches and reinforces social expectations, norms and values; • comprehensive education brings people from different backgrounds and ethnicities together and promotes and teaches tolerance and understanding; • teaches children to respect authority and that there are consequences for not doing so e.g. through the use of sanctions; • teaches shared values which makes children feel a sense of belonging and community; • teaching a national identity through, for example, singing the national anthem and learning about the country's history, culture and traditions promotes social cohesion; • teaching gender roles through the hidden curriculum e.g. teacher expectations/subject choice; • teaching children their position in the hierarchy through things such as testing, setting and streaming; • Marxists believe it socialises children to accept the capitalist system as normal; • feminists believe it socialises children to accept patriarchy as normal; • peers within schools can socialise individuals i.e. through sub- cultures/peer pressure; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1– 3 marks] Answers in this band will show only a limited awareness of how education is an agency of socialisation and may talk about e.g. learning to do what others tell you to. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2– 3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how education is an agency of socialisation. Sociological terms and concepts should be expected e.g. Education is a secondary agent of socialisation that teaches expected gender roles through the hidden curriculum and teacher expectations. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 2(d) Explain why education can improve life chances. 8 Possible answers: • if there is equality of opportunity in education then everyone has the same chance of succeeding meaning life chances for all can be improved; • if education is meritocratic then natural ability, hard work and effort will be rewarded by improved life chances if an individual does well in education; • functionalists believe that those from underprivileged backgrounds can improve their life chances through education by becoming upwardly socially mobile as education can lead to a ‘good job’; • in the service sector economy 'good' jobs are often characterised by qualifications – education offers these to individuals from all social backgrounds e.g. comprehensive education; • educational success and the associated cultural capital is highly valued in Western societies and thus is a tool available to climb the social ladder; • comprehensive education is available to all, allowing everyone the chance to succeed in education and to become upwardly socially mobile regardless of background; • educating girls in some societies greatly increases their life chances i.e. through employment opportunities; • Marxist view – that private education and the old boys' network affect life chances positively for the higher classes (and negatively for the lower classes); • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why education can improve life chances. A tendency to description is likely. Responses may be short and undeveloped, e.g. qualifications get you better jobs stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why education can improve life chances. Responses may be underdeveloped and lacking in range, e.g. By succeeding in education an individual can climb the social ladder and be successful. OR Comprehensive education is free and equally available to all meaning that if a person works and tries hard they can improve their life chances etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 2(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why education can improve life chances and will be well developed and explained, e.g. Functionalists believe that we live in a meritocracy and that those with talent who work hard in education will be rewarded by achieving a good job and climbing the social ladder. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent are material factors the most important influence on educational achievement? Candidates may discuss general points about material factors which may link to home and/or school. Cultural factors may also be considered. They may also choose to focus on specific social groups (such as ethnic minorities, different social classes) linking their educational success or failure to material factors. Possible answers: FOR • those with money can afford private education where results are good, those without cannot; • some schools do not have adequate funds to buy important resources; • those with more money can afford private tutoring/additional resources to aid study, those less well-off cannot; • material factors will determine where a person lives – attending a disadvantaged school in a poor area may not offer as good an education as that in a more wealthy environment; • many ethnic minority pupils are from a working class/rural/poor background and so may lack the quiet space needed at home to study; • poorer families are unlikely to be able to provide children with a healthy diet full of fresh food, this is thought to affect educational achievement; • students from poorer backgrounds may have to combine studying with working part time – this can have a detrimental effect on educational achievement; • having access to money may determine whether a child can or cannot afford to stay in education e.g. at college, university, etc.; • other reasonable response. AGAINST: • material factors may not determine educational success – it’s how hard a person tries and the efforts they make (functionalist view); • cultural factors may be more influential, such as how much education is valued by parents and how much encouragement there is to achieve; • Bourdieu and cultural capital (Marxism) – higher class students who have this are advantaged in education and tend to achieve better as a result; 2(e) • a person's gender may be more important than material factors in 15 determining their educational success i.e. in most Western societies girls outperform boys; • teacher expectations and labelling may be a big influence on achievement – this may lead to the self-fulfilling prophecy or the halo effect taking place; • the set/stream a pupil is placed in at school is thought by many to have a big influence over educational achievement; • pupil sub-cultures may be very important in determining educational success – whether a pupil belongs to a pro or anti school one, for example – peer group pressure; • the ethnocentric curriculum and lack of ethnic minority teacher role models are thought by many to explain the educational underachievement of many ethnic minorities; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of whether material factors are the most important influence on educational success. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided, e.g. If you don't have much money then you can't afford to go to a good school. OR Private tutors are expensive. Lower in the band (1–2 marks) expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. material factors are about how much money you have, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether material factors are the most important influence on educational success. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided responses are unlikely e.g. private schools cost a lot of money and get better results than state schools etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 2(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge of whether material factors are the most important influence on educational achievement. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. despite material factors being important in allowing some students to buy extra revision resources and hire a private tutor to help boost their grades, the set or stream a pupil is placed in and the expectations that the teacher has of him/her may affect achievement more. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether material factors are the most important influence on educational achievement. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of material factors influencing achievement, citing some of the examples given.

This question in 0495/22 May/June 2018

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

35 marks

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

This question in 0495/22 May/June 2018

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

35 marks

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

This question in 0495/21 Oct/Nov 2018

1 Alternatives to marriage, such as civil partnerships, mean the family continues to change. Different cultures have different norms so family structures and roles are diverse. For some, the family is still a patriarchal institution. (a) What is meant by the term ‘civil partnerships’? [2] (b) Describe two ways feminists think the family is patriarchal. [4] (c) Explain how family life can vary cross-culturally. [6] (d) Explain why there is a growth of joint conjugal roles in modern industrial societies. [8] (e) To what extent are grandparents important to the family today? [15]

35 marks

Mark scheme: 1(a) What is meant by the term ‘civil partnerships’? One mark for partial definition, e.g. ‘a gay marriage’. Two marks for clear definition, e.g. ‘a relationship between two people usually of the same sex that has been formally registered’. 2 1(b) Describe two ways feminists think the family is patriarchal. Possible answers: • Men make the majority of the important household decisions e.g. financial decisions, females are less powerful; • The expressive female role in the family means that the woman is expected to look after the man, male has the instrumental role and earns the money; • Women still carry out the majority of the housework and domestic chores in the family, regardless of whether they have paid employment, men do not; • Domestic violence occurs in some families and it is typically a male perpetrator and a female victim; • Women are expected to perform the nurturing role in the family, putting their own needs second to their husband’s and children’s; • Triple shift – women are said to have to do paid work, housework and emotional work – they are said to suffer from the dual burden; • Gender role socialisation is still very segregated – males are raised into a different role to females e.g. canalisation and manipulation which is said to benefit men later in life in terms of jobs, income and status; • Inheritance in the family usually goes to a male heir showing more power and status ascribed to the male than the woman; • Other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 4 Question Answer Marks 1(c) Explain how family life can vary cross-culturally. Possible answers: • Different forms of marriage e.g. monogamy, polygamy etc.; • Different types of marriage in different cultures e.g. arranged, love-based, same-sex etc.; • Different gender roles in different cultures e.g. segregated (traditional), joint (modern) etc.; • Children’s/grandparents’ roles in the family are different in different cultures e.g. child-centredness; • Different family types in different cultures e.g. extended, single parent, nuclear, matrifocal etc.; • Specific examples in different cultures e.g. prevalence of extended families in Asian culture, single parent Afro-Caribbean families, one child policy in China etc.; • Performing of different functions in different families in different cultures e.g. socialisation, social control etc.; • Family members in Western societies are likely to live in different types of family through their life course due to increased family diversity, less likely in more traditional cultures; • Class cultures e.g. working class families are associated with extended families and segregated conjugal roles; • Other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the concept of cross-cultural variations and how they affect family life and may talk about e.g. ‘different roles for men and women’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4 – 6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the relationship between cross– cultural differences and the effects on family life. Sociological terms and concepts should be expected e.g. ‘in tribal cultures, polygamy within families is a norm whereas in modern industrial societies this would be both frowned upon and illegal. Here, instead, serial monogamy is the norm.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well- developed way or cover several factors in less detail. 6 Question Answer Marks 1(d) Explain why there is a growth of joint conjugal roles in modern industrial societies. Possible answers: • Dual worker families are the norm meaning that conjugal roles have to be shared; • Role of feminism – women are more aware of their status and rights in society and in the family so demand a change from patriarchy; • Equal rights legislation – allows women to participate equally in the workplace which affects the role that they play within the family; • Changing nature of masculinity – it has become more acceptable for men to be involved in domestic work and childcare as new men and househusbands, for example; • Role of the state – provision for childcare, education and financial support means that women are no longer required to stay at home; • Changing norms, values and attitudes – women are seen to have the same rights and opportunities as men; • Changing nature of relationships and families/households – the decline of the nuclear family has seen the emergence of different types of families that are often more equal in their form e.g. gay families, living with friends, communes, etc.; • As nuclear families became privatised, couples organised their lives around the family home rather than the community and work, meaning a more equal partnership became necessary; • Media representations of marriage relationships have changed resulting in a global spread of more equal norms and values through digital communication; • Labour saving devices in the home – make the home more attractive to men and the workplace more attractive to women as housework is less of a chore; • Decline of extended families in MISs means that wider kin have less influence over husband and wife and are unable to pressure them into traditional conjugal roles; • Other reasonable response. Band 0 [0 marks] No creditworthy response. 8 Question Answer Marks 1(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why conjugal roles are becoming more joint in modern industrial societies. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘women don’t just want to do housework anymore’ stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why conjugal roles are becoming more joint in modern industrial societies. Responses may be underdeveloped and lacking in range, e.g. ‘We see more joint conjugal role relationships because of the rise of feminism. There are a lot more women working today.’ At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why conjugal roles are becoming more joint in modern industrial societies and will be well developed and explained, e.g. ‘There are more examples of joint conjugal roles in families because the definitions of femininity and masculinity are changing. It is now no longer unusual for a women to be in full time paid work and therefore to share household tasks and responsibilities with her partner. Similarly, male roles are also changing and the rises in male identities, such as the new man and the househusband, make male involvement in the domestic sphere more of a norm.’ They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. Question Answer Marks 1(e) To what extent are grandparents important to the family today? Possible answers: FOR: • With an ageing population and increased life expectancy, grandparents are living longer and actively ageing meaning they can play a crucial part in family life; • Many grandparents perform childcare duties for families with dual worker parents or a single parent; • Many grandparents pass on their advice and wisdom to their children and are seen as the matriarchs and patriarchs of the family; • Financial assistance is given by many grandparents to their families via economic support; • Grandparents may live with their children (part of an extended family) and so are a centrally important part of family life; • Grandparents are seen to give extensive emotional and moral support, particularly with giving their daughters advice about motherhood and childcare; • Grandparents can use new media to keep in touch with and support their wider kin despite not necessarily living close by which can make their role important; • With increasing numbers of single parent families, grandparents often are very important as they are actively involved in the nurturing of the children; • With beanpole families grandparents may live with their children and grandchildren and be heavily involved in socialisation/social control, etc.; • With more dual worker parents and working women, grandparents are often vital in supporting the needs of parents and children through unpaid childcare; • Grandparents can act as role models to their grandchildren and therefore have a very important role to play in family life; • Other reasonable response. 15 Question Answer Marks 1(e) AGAINST: • As women have children later in life or not at all, the need for grandparents to play an active role is diminishing; • Privatised nuclear families mean that grandparents are unlikely to play a pivotal role in family life anymore; • The state (social institutions) now performs many of the functions needed in a family if both parents are working – not the grandparents; • Pensioner poverty in some societies means that it is unlikely for grandparents to be able to help out their families financially, reducing their importance; • Increased retirement age/ageing population in many societies means that it is unlikely that grandparents are in a position to help families out as they are too busy with their own lives; • With rising divorce rates, an increase in reconstituted families and social changes such as industrialisation and urbanisation, many grandparents do not see their grandchildren regularly and thus do not play an important role in family life; • How important the role of grandparents is in family life depends upon the culture, individual context and society of the family in question – you can’t generalise; • The generation gap may mean that grandparents input to family life is not perceived to be important as they are seen to be ‘out of touch’; • Other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which grandparents are important to the family today. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘Grandparents lend families money’ or ‘Children are sometimes looked after by grandparents’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Question Answer Marks 1(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which grandparents are important to the family today. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘A lot of families have parents that both work so grandparents are often used to look after the children’ or ‘Grandparents offer advice and support to their children’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which grandparents are important to the family today. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘despite grandparents still being a strong source of emotional support in the family, because most families are now privatised and nuclear, their influence and importance is diminishing’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which grandparents play an increasingly important role in the family today. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent«?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of grandparents being important to the family today, citing some of the examples given.

This question in 0495/22 Oct/Nov 2018

2 Different social groups vary in their educational achievement. Whilst there are policies and initiatives to promote equality and social mobility, they do not help everybody. For some, education does not improve a person's life chances. (a) What is meant by the term ‘social mobility’? [2] (b) Describe two ways that schools socially control pupils. [4] (c) Explain how positive discrimination can improve the educational achievement of some social groups. [6] (d) Explain why education is necessary in modern industrial societies. [8] (e) To what extent do social factors, such as gender, determine an individual’s educational achievement? [15] Section C: Crime, deviance and social control There are different ways that sociologists can measure crime, for example self-report studies. However using these measurements to explain why people commit crime causes much debate. Some sociologists argue that crime is committed because people experience a lack of status in society, other sociologists blame the police and the way they behave.

35 marks

Mark scheme: 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.

This question in 0495/22 Oct/Nov 2018

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

35 marks

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

This question in 0495/22 Oct/Nov 2018

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

35 marks

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

This question in 0495/22 Oct/Nov 2018

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

35 marks

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

This question in 0495/23 Oct/Nov 2018

1 Traditionally, the nuclear family was thought to be important for a successful marriage and a happy family life. It was the norm and an expectation for most societies. Some family roles and structures are starting to change, although this may depend upon the social class and ethnicity of the family. (a) What is meant by the term ‘nuclear family’? [2] (b) Describe two ways conjugal roles have changed over time. [4] (c) Explain how social class can affect marriage and family life. [6] (d) Explain why reconstituted families are becoming more common in modern industrial societies. [8] (e) To what extent is family life today based on gender inequalities? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘nuclear family’. 2 One mark for partial definition e.g. married with children Two marks for clear definition e.g. man and woman who are married or living together with dependent children 1(b) Describe two ways conjugal roles have changed over time. 4 Possible answers: • move from segregated to joint conjugal roles; • men less likely to be the sole breadwinner and provider for the family; • working women means that women are less likely to take sole responsibility for the expressive role; • men are more likely to be involved in childcare and domestic responsibilities e.g. the new man; • diversity in family types means that what we understand by conjugal roles may need to change e.g. single parent families where one parent performs all the roles/same sex families etc.; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two) 1(c) Explain how social class can affect marriage and family life. 6 Candidates may talk about marriage, family life or both. These are all fine to credit. Possible answers: • in the UK the extended family structure was typically associated with the working class; • lower class families are typically more likely to have segregated conjugal roles; • middle class, educated women are more likely to remain single and not to have children or to have smaller families e.g. just one child; • because divorce is now cheaper and easier, more lower class people are filing for divorce; • symmetry within family life is more likely today within the middle classes where women are working in a career and expect equality; • child-centredness is commonly associated with the higher classes rather than the lower; • family size tends to be bigger in the lower social classes; • middle class children in China often make substantial contributions to their parents’ living expenses; • the higher classes can afford to pay for others to be involved in their family life e.g. housework, nannies etc.; • lower class children are less likely to go to school/remain in education and are often working to provide for their family; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘families are often bigger in the lower social classes.’ Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected e.g. ‘family life can be diverse when we look at financial issues linked to class. Those from the higher social classes are able to employ non family members to get involved in family tasks/the domestic role and duties such as childcare, housework and emotional support’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 1(d) Explain why reconstituted families are becoming more common in 8 modern industrial societies. Candidates should discuss the various reasons why reconstituted families are becoming more common in modern industrial societies. (reconstituted = step families) Possible answers: • secularisation – the decline of religion means that divorce is more common in many societies, leading to increased reconstituted families; • remarriage rates are increasing which is leading to increases in the numbers of reconstituted families; • divorce is cheaper, quicker and easier than ever before meaning that it is more likely for reconstituted families to form; • feminism – women are not prepared to accept unhappy marriages anymore and so are more likely to leave and to enter a different, better relationship, hence forming a reconstituted family; • changing norms, values and attitudes means that people believe in the right to be happy (often promoted through the media) and so have higher expectations of marriage, leading to more reconstituted families; • decline of the extended family structure in many societies means there is less pressure to stay in an unhappy marriage which can lead to more reconstituted families forming; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped e.g. ‘people don’t want to stay in unhappy marriages anymore so divorce and form step families’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of the question. Responses may be underdeveloped and lacking in range e.g. ‘divorce rates are rising as it is much easier and cheaper to do this, meaning people can leave unhappy marriages and eventually remarry and form reconstituted families’. At the bottom of the band candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of the question., e.g. ‘Many societies are now secular meaning that there is less pressure to stay in an unhappy marriage. This leads to increasing divorce rates, particularly by women, who will look for different, better relationships. This is further encouraged by feminism and so increased numbers of reconstituted families start to form’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is family life today based on gender inequalities? 15 Candidates should show awareness of the ways that family life is based on gender inequalities and may discuss feminism/patriarchy here. They should also consider in evaluation how gender inequalities are now disappearing in the family and/or that other inequalities characterise family life instead of gender. Possible answers: For: • differential socialisation – Oakley’s study of canalisation and manipulation demonstrated how children learn their different gender roles that can then lead to gender inequalities; • feminists believe the family is a patriarchal institution that benefits men due to its gender inequalities and gendered power imbalance; • polygyny allows men to have multiple wives in some cultures – this reduces the importance and status of women; • functionalists believe that instrumental roles for men and expressive roles for women offer the best solution for successful family life – many people believe this leads to gender inequalities as men are seen to have more power and status than women; • many families today (particularly in traditional societies or the working class) still operate with segregated conjugal roles whereby men have more power than women; • in modern industrial societies where conjugal roles tend to be more joint, women still find themselves doing more of the laborious and dull domestic tasks = not equal; • women today often suffer from the dual or triple burden, juggling paid and domestic work in a way that men don’t have to; • Pahl/Edgell – men typically make the financial and more important decisions in the home; • men are still seen to be the primary breadwinner and protector of the family, giving him more power than the woman; • the dark side of the family – women remain the hidden victims of domestic abuse; • women typically work part time so that they can combine paid work with household responsibilities = less pay and status than men; • the perceived greater importance of the male role means that a family is more likely to move to a new area/country for a man’s promotion than for a woman’s promotion; • other reasonable response. 1(e) Against: • Willmott and Young, the symmetrical family – joint conjugal roles are said by many to characterise family life today, not inequalities; • socialisation of children today tends to be far more equal and less gender stereotypical; • single parent families are typically headed by women, removing any gender inequalities; • same sex families and alternatives to the family (communes, friends etc.) all challenge the idea of family life being characterised by gender inequalities; • men are now far more involved in childcare and domestic tasks than ever before due to the rise of the career woman, the new man and the househusband; • privatised nuclear families are frequently seen and typically involve both partners and children being responsible for the household tasks; • inequalities in the family may not be based on gender but on other social characteristics such as age/ethnicity/culture/social class instead; • in a postmodern world, gender roles are being eradicated as we live in a ‘pick and mix’ society where identities can be constructed and negotiated at will, they are no longer fixed; • other reasonable response Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided e.g. ‘women do most of the housework and childcare’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms in the question, inequalities are when things aren’t fair. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list- like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘family life today is not equal. Men do DIY work and gardening whereas women look after the children, do the housework and make sure everyone is happy’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 1(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, ‘despite criticisms from some feminists about continued inequalities based on gender in family life, it cannot be denied that roles are far more equal than they were previously. This may well depend upon factors such as culture, ethnicity and class but men’s role in family life is far greater than it was in the past and women are no longer solely responsible for the home. They have careers too, for example’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which family life today is based upon gender inequalities. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of family life today being characterised by gender inequalities, citing some of the examples given.

This question in 0495/21 May/June 2019

2 Some sociologists view education and the official curriculum as essential to improving an individual’s life chances. Other sociologists believe education maintains social inequalities. Whilst every school is different they all operate a system of rules and rewards for students. (a) What is meant by the term ‘official curriculum’? [2] (b) Describe two features of the hidden curriculum. [4] (c) Explain how schools have tried to improve the educational achievement of ethnic minority students. [6] (d) Explain why sanctions are used in schools. [8] (e) To what extent is education a major factor in improving an individual's life chances? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/21 May/June 2019

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

35 marks

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

This question in 0495/21 May/June 2019

2 Sociologists debate the reasons why some individuals do better in education than others. Anti-school sub-cultures and family background are two explanations that are often considered. Schools have introduced programmes such as positive discrimination to try and make school a better experience for all. (a) What is meant by the term 'positive discrimination'? [2] (b) Describe two sociological reasons why children go to school. [4] (c) Explain how anti-school sub-cultures can affect educational achievement. [6] (d) Explain why schools are not functional for all students. [8] (e) To what extent does family background influence educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/22 May/June 2019

1 Traditionally, the nuclear family was thought to be important for a successful marriage and a happy family life. It was the norm and an expectation for most societies. Some family roles and structures are starting to change, although this may depend upon the social class and ethnicity of the family. (a) What is meant by the term ‘nuclear family’? [2] (b) Describe two ways conjugal roles have changed over time. [4] (c) Explain how social class can affect marriage and family life. [6] (d) Explain why reconstituted families are becoming more common in modern industrial societies. [8] (e) To what extent is family life today based on gender inequalities? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘nuclear family’. 2 One mark for partial definition e.g. married with children Two marks for clear definition e.g. man and woman who are married or living together with dependent children 1(b) Describe two ways conjugal roles have changed over time. 4 Possible answers: • move from segregated to joint conjugal roles; • men less likely to be the sole breadwinner and provider for the family; • working women means that women are less likely to take sole responsibility for the expressive role; • men are more likely to be involved in childcare and domestic responsibilities e.g. the new man; • diversity in family types means that what we understand by conjugal roles may need to change e.g. single parent families where one parent performs all the roles/same sex families etc.; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two) 1(c) Explain how social class can affect marriage and family life. 6 Candidates may talk about marriage, family life or both. These are all fine to credit. Possible answers: • in the UK the extended family structure was typically associated with the working class; • lower class families are typically more likely to have segregated conjugal roles; • middle class, educated women are more likely to remain single and not to have children or to have smaller families e.g. just one child; • because divorce is now cheaper and easier, more lower class people are filing for divorce; • symmetry within family life is more likely today within the middle classes where women are working in a career and expect equality; • child-centredness is commonly associated with the higher classes rather than the lower; • family size tends to be bigger in the lower social classes; • middle class children in China often make substantial contributions to their parents’ living expenses; • the higher classes can afford to pay for others to be involved in their family life e.g. housework, nannies etc.; • lower class children are less likely to go to school/remain in education and are often working to provide for their family; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘families are often bigger in the lower social classes.’ Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected e.g. ‘family life can be diverse when we look at financial issues linked to class. Those from the higher social classes are able to employ non family members to get involved in family tasks/the domestic role and duties such as childcare, housework and emotional support’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 1(d) Explain why reconstituted families are becoming more common in 8 modern industrial societies. Candidates should discuss the various reasons why reconstituted families are becoming more common in modern industrial societies. (reconstituted = step families) Possible answers: • secularisation – the decline of religion means that divorce is more common in many societies, leading to increased reconstituted families; • remarriage rates are increasing which is leading to increases in the numbers of reconstituted families; • divorce is cheaper, quicker and easier than ever before meaning that it is more likely for reconstituted families to form; • feminism – women are not prepared to accept unhappy marriages anymore and so are more likely to leave and to enter a different, better relationship, hence forming a reconstituted family; • changing norms, values and attitudes means that people believe in the right to be happy (often promoted through the media) and so have higher expectations of marriage, leading to more reconstituted families; • decline of the extended family structure in many societies means there is less pressure to stay in an unhappy marriage which can lead to more reconstituted families forming; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped e.g. ‘people don’t want to stay in unhappy marriages anymore so divorce and form step families’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of the question. Responses may be underdeveloped and lacking in range e.g. ‘divorce rates are rising as it is much easier and cheaper to do this, meaning people can leave unhappy marriages and eventually remarry and form reconstituted families’. At the bottom of the band candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of the question., e.g. ‘Many societies are now secular meaning that there is less pressure to stay in an unhappy marriage. This leads to increasing divorce rates, particularly by women, who will look for different, better relationships. This is further encouraged by feminism and so increased numbers of reconstituted families start to form’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is family life today based on gender inequalities? 15 Candidates should show awareness of the ways that family life is based on gender inequalities and may discuss feminism/patriarchy here. They should also consider in evaluation how gender inequalities are now disappearing in the family and/or that other inequalities characterise family life instead of gender. Possible answers: For: • differential socialisation – Oakley’s study of canalisation and manipulation demonstrated how children learn their different gender roles that can then lead to gender inequalities; • feminists believe the family is a patriarchal institution that benefits men due to its gender inequalities and gendered power imbalance; • polygyny allows men to have multiple wives in some cultures – this reduces the importance and status of women; • functionalists believe that instrumental roles for men and expressive roles for women offer the best solution for successful family life – many people believe this leads to gender inequalities as men are seen to have more power and status than women; • many families today (particularly in traditional societies or the working class) still operate with segregated conjugal roles whereby men have more power than women; • in modern industrial societies where conjugal roles tend to be more joint, women still find themselves doing more of the laborious and dull domestic tasks = not equal; • women today often suffer from the dual or triple burden, juggling paid and domestic work in a way that men don’t have to; • Pahl/Edgell – men typically make the financial and more important decisions in the home; • men are still seen to be the primary breadwinner and protector of the family, giving him more power than the woman; • the dark side of the family – women remain the hidden victims of domestic abuse; • women typically work part time so that they can combine paid work with household responsibilities = less pay and status than men; • the perceived greater importance of the male role means that a family is more likely to move to a new area/country for a man’s promotion than for a woman’s promotion; • other reasonable response. 1(e) Against: • Willmott and Young, the symmetrical family – joint conjugal roles are said by many to characterise family life today, not inequalities; • socialisation of children today tends to be far more equal and less gender stereotypical; • single parent families are typically headed by women, removing any gender inequalities; • same sex families and alternatives to the family (communes, friends etc.) all challenge the idea of family life being characterised by gender inequalities; • men are now far more involved in childcare and domestic tasks than ever before due to the rise of the career woman, the new man and the househusband; • privatised nuclear families are frequently seen and typically involve both partners and children being responsible for the household tasks; • inequalities in the family may not be based on gender but on other social characteristics such as age/ethnicity/culture/social class instead; • in a postmodern world, gender roles are being eradicated as we live in a ‘pick and mix’ society where identities can be constructed and negotiated at will, they are no longer fixed; • other reasonable response Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided e.g. ‘women do most of the housework and childcare’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms in the question, inequalities are when things aren’t fair. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list- like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘family life today is not equal. Men do DIY work and gardening whereas women look after the children, do the housework and make sure everyone is happy’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 1(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, ‘despite criticisms from some feminists about continued inequalities based on gender in family life, it cannot be denied that roles are far more equal than they were previously. This may well depend upon factors such as culture, ethnicity and class but men’s role in family life is far greater than it was in the past and women are no longer solely responsible for the home. They have careers too, for example’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which family life today is based upon gender inequalities. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of family life today being characterised by gender inequalities, citing some of the examples given.

This question in 0495/23 May/June 2019

2 Some sociologists view education and the official curriculum as essential to improving an individual’s life chances. Other sociologists believe education maintains social inequalities. Whilst every school is different they all operate a system of rules and rewards for students. (a) What is meant by the term ‘official curriculum’? [2] (b) Describe two features of the hidden curriculum. [4] (c) Explain how schools have tried to improve the educational achievement of ethnic minority students. [6] (d) Explain why sanctions are used in schools. [8] (e) To what extent is education a major factor in improving an individual's life chances? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/23 May/June 2019

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

35 marks

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

This question in 0495/23 May/June 2019

2 Education takes many forms and can be formal or informal. It also differs depending on the type of school a student attends. Some sociologists believe that the amount of cultural capital an individual has affects their educational achievement, others believe education is a meritocratic system. (a) What is meant by the term ‘cultural capital’? [2] (b) Describe two ways education is a meritocratic system. [4] (c) Explain how the peer group a student belongs to may affect educational achievement. [6] (d) Explain why cultural factors are important in determining educational achievement. [8] (e) To what extent does selective education prevent social mobility? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘cultural capital’? One mark for partial definition, e.g. a way of life that values education Two marks for clear definition, e.g. the knowledge, language and values that give some students an advantage in education 2 2(b) Describe two ways education is a meritocratic system. Possible answers: • education allows for social mobility as being successful in qualifications is available to all; • comprehensive and non-selective schooling are based on principles of equality where educational success is equally available to all students; • in education if you work and try hard you will be rewarded (functionalism); • functionalist view that education is based upon equal opportunities for all (no sexism, racism, etc.); • a shared value system is taught in schools therefore everyone tends to perceive the education system as a fair and just one; • disadvantaged groups in society can all be successful in education, i.e. ethnic minorities and those from the lower classes; • national curriculum – the introduction of a national curriculum to education has ensured that students all study the same content and material = fair and meritocratic; • legislation has ensured that discriminatory practices and procedures, along with stereotyping have been removed from the education system so making it meritocratic; • 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 the peer group a student belongs to may affect educational achievement. Candidates may discuss specific examples of peer groups to substantiate their points, e.g. gangs, subcultures, ‘nerds’ and link these to educational achievement. Factors discussed may be positive or negative or a combination of both. Possible answers: • pro-school peer groups will typically be very conformist and will complete work regularly in order to achieve well; • anti-school peer groups value features such as truancy, being cheeky to the teacher and not completing work which may negatively affect educational achievement; • peer groups tend to find themselves in similar sets and streams which defines norms and expectations – the lower a set a student is in, the lower their educational achievement tends to be; • peer groups spend a lot of time together and thus develop their own norms regarding ambition and education which can affect educational achievement; • the gender of the peer group may affect educational achievement, e.g. many sociologists believe the relatively poor performance of boys is down to the culture of masculinity propagated in many peer groups; • girls’ peer groups may encourage working together on homework and school projects in order to be successful – this would be positively sanctioned and positively affect educational achievement; • peer groups may be formed along class lines which may influence educational achievement, e.g. a fatalistic attitude in working class peer groups may lead to low educational achievement; • peer groups may be formed along ethnic lines which may influence educational achievement, e.g. high achieving Chinese students (Archer); • how a peer group is labelled by their teachers or their fellow peers may influence their attitudes to their studies and thus their educational achievement; • other reasonable response. Band 0 [0 marks] No creditworthy response. 6 Question Answer Marks 2(c) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘friends influencing how much effort and time you put in at school’. 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. ‘pro-school subcultures value education and encourage their members to strive for educational success. They complete work on time and engage in lessons and thus are often found in top sets with high teacher expectations’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. Question Answer Marks 2(d) Explain why cultural factors are important in determining educational achievement. Candidates should show awareness of the various reasons why cultural factors (associated with a person’s way of life) may influence educational achievement. Possible answers: • norms and values taught in the home will influence how a child responds to education at school, e.g. the value parents place on completing homework; • cultural deprivation – the lack of certain pro-school values and attitudes at home that prevent some children from achieving in education; • immediate gratification – being unable to see the advantages of staying in education when you could work for a wage instead; • fatalism – some sociologists believe that there is a culture of fatalism amongst the working class meaning that they don’t try hard in education as there is seen to be no point – resigned to their fate; • in some cultures it may be seen as wrong to want to move away from your origins by moving up the class/status ladder, e.g. working class culture; • the absence of successful role models in the family or the community may contribute to individuals seeing education as unimportant or irrelevant; • working class parents may lack cultural capital – tastes, values and behaviour that advantage a person in education – and this affects educational achievement; • ethnicity and culture affect your values, e.g. Archer – Chinese student’s success in education – working hard was found to be a central part of Chinese culture and was seen to contribute hugely to educational success; • examinations and education typically use an elaborated code whereas some cultures may speak predominantly in a different language or use a restricted code – this may affect educational achievement; • ‘lad culture’ may discourage educational success through the focus placed on being masculine and rejecting the authority of the school; • Sub-cultures – the norms and values of a student’s subculture may influence their attitudes to education, e.g. the Skins and Punks were notoriously anti-education, middle class hippies were much more ‘pro’ education; • other reasonable response. 8 Question Answer Marks 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, e.g. ‘how you’re brought up will affect how you think about education’. 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 cultural factors are a major factor in determining educational achievement. Responses may be underdeveloped and lacking in range, e.g. ‘in working class culture education may not be as valued as in the higher classes and so parents may not insist on homework completion or attend parents evenings etc. This can negatively affect educational achievement’. 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 cultural factors are a major factor in determining educational achievement and will be well developed and explained, e.g. ‘the language of education is notoriously middle class and it is this elaborated code that is used in assessments. Those from higher social classes are more likely to be familiar with this alongside other aspects of cultural capital and so are more likely to achieve highly in education’. 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 does selective education prevent social mobility? Selective education – pupils are chosen (and so others are excluded) usually on the basis of their academic ability. Candidates may also consider selective education in the context of religion (faith schools), setting and/or gender (single sex schools). Selective education may also be linked with fee paying schools. Candidates should show awareness of the ways that selective education can be seen to be unequal and so prevent social mobility but should also consider arguments that this is not the case. Functionalist and/or Marxist theories may be referred to in the debate. Possible answers: For: • selective education segregates students into achievers and failures and therefore creates stereotypes and perceptions about capabilities which may prevent social mobility; • those educated in a selective school typically dominate the high status and high paid jobs in society, demonstrating that social mobility is not equally available to all; • the tripartite system once used in the UK and still seen in other countries demonstrates how selective education is divisive, e.g. those in the grammar schools typically moved onto university and high status jobs whereas those in secondary modern schools held routine jobs; • higher class parents can afford to buy private tutors and study resources in order to better their children’s chances of being selected, children from the lower classes cannot compete and so have lower chances of future social mobility; • traditional working class families may reject the ethos of deferred gratification that selective education promotes and discourage anyone from leaving their roots thus preventing social mobility; • single sex schools – some schools only admit students of one sex, thus limiting educational achievements of the excluded sex and so limiting future social mobility; • streaming/setting within schools – this effectively selects students based on their educational ability/intelligence and can determine what examinations they are entered for, what tiers of examination, specialist teaching, access to accelerated learning, etc. and can thus prevent social mobility for those students who don’t benefit from it, e.g. those in lower sets; • other reasonable response. 15 Question Answer Marks 2(e) Against: • functionalists believe that education is meritocratic therefore social mobility can be achieved through hard work and effort; • it is not selective education that prevents social mobility but other social factors such as class, gender and ethnicity, patriarchy, ruling class ideology, etc.; • feminists believe that it is patriarchy that prevents social mobility for women, not selective education; • Marxists believe that it is the dominant system of capitalism and the associated capitalist ideologies that prevents social mobility rather than selective schools per se; • selective education is based on intelligence therefore it is a fair system that allows the brightest members of society to progress and flourish; • bright working class/ethnic minority children benefit from selective education scholarships and go on to experience high levels of social mobility; • 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. ‘not everyone gets the same chances 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, e.g. ‘selective education means you are a bright student’. 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. ‘those with the best education, usually gained from being in selective education, typically have the best jobs in society’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. Question Answer Marks 2(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the 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 it can’t be denied that selective education seems to benefit those who have had it in terms of their educational achievements and ability to be successful in life, this is not the only relevant factor. It may well be that ascribed social characteristics such as ethnicity, gender and social class are far more influential than selective education’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/21 Oct/Nov 2019

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

35 marks

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

This question in 0495/21 Oct/Nov 2019

1 As the world and societies change, so do the institutions of marriage and the family. Some sociologists claim that gender inequality has been reduced in the family and that matriarchy is now a more relevant term in modern industrial societies. (a) What is meant by the term ‘matriarchy’? [2] (b) Describe two alternatives to the family. [4] (c) Explain how primary socialisation can lead to social conformity. [6] (d) Explain why marriage is still important today. [8] (e) To what extent can living in a single parent family have a negative effect on family life? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘matriarchy’? 2 One mark for partial definition, e.g. female is in charge Two marks for clear definition, e.g. mother is the head of the household with authority over the men and children 1(b) Describe two alternatives to the family. 4 Possible answers: • one-person household – divorced or widowed adults; • singletons – adults live alone out of choice; • commune – a group of people who choose to live together and share at least some of their property; • living with friends – this can be through renting or, increasingly in modern industrial societies, buying together; • shared households – rooms of multiple occupancy all within one house, often sharing kitchen and bathroom facilities; • traditional societies – i.e. the Nayar tribe where large groups of women and children live together under one roof; • orphanages – groups of children are looked after and raised by people other than their parents; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how primary socialisation can lead to social conformity. 6 Possible answers: • primary socialisation is carried out by family members who have a close relationship to the child and so have a lot of influence over him/her, so leading to conformity; • positive sanctions administered through primary socialisation ensure social conformity, e.g. reward charts, treats, praise; • negative sanctions given through primary socialisation ensure social conformity, e.g. telling the child off, punishment; • primary socialisation occurs in the formative years (0–5) when children are like ‘sponges’ and soak up everything they are taught so ensuring social conformity; • processes such as canalisation and manipulation (Oakley) lead to children conforming to the expected gender roles; • children see older adults as role models and so imitate what they see, resulting in conformity; • functionalists believe this primary stage is all about the transmission of core norms and values, resulting in social conformity; • other reasonable response Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘how children learn everything from their family in these early years’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected, e.g. ‘sociologists such as Oakley have recognised how influential the primary stage is in terms of teaching children society’s core norms and values. Oakley talked about the processes of manipulation and canalisation leading to children conforming to the expected gender roles’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 1(d) Explain why marriage is still important today. 8 Possible answers: • in some cultures, e.g. South Asian, marriage is still highly valued; • frequently seen media image of the ‘cereal packet’ family promotes the institution of marriage; • second and subsequent marriages are increasing in numbers (remarriage) and so marriage must be thought to be important; • marriage can provide financial security and emotional support for its members; • arranged marriages are the norm in many societies and cultures – marriage is the expectation so is still important; • people do still get married – many now choose to do so later in life; • more weddings are now civil not religious ceremonies but marriage itself still takes place; • even though marriage is no longer a social norm or expectation in many countries and cultures, most people do still choose to marry at some point in their lives; • minority groups have fought to achieve equality in terms of marriage therefore it must still be perceived to be important, e.g. same sex marriage legislation; • many people still want to be married before having children, e.g. religious societies/cultures – reproduction; • Disney/Hollywood romanticism of marriage and a happy ending means that marriage is still represented to be important; • many governments offer tax breaks and incentives to marry therefore it is still seen to be important in society; • functionalist views that marriage is essential for the successful raising of a family • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘marriage shows how much you love someone’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why marriage is still important despite secularisation. Responses may be underdeveloped and lacking in range, e.g. ‘there may be fewer religious weddings today but civil ceremonies are growing in popularity, demonstrating that marriage itself is still important’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why marriage is still important despite secularisation and will be well developed and explained, e.g. ‘despite there being little pressure from the state and most families to get married, a large number of people still value marriage as an institution and want to get married before they have children. It is a lifestyle choice rather than a social expectation that actually increases the importance of marriage for individuals’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 1(e) To what extent can living in a single parent family have a negative 15 effect on family life? Possible answers: For: • New Right thinkers believe that the lack of a father figure in single parent families leads to inadequate socialisation/lack of discipline for children, particularly boys; • functionalists believe that a family needs two adults to be most effective, one as breadwinner and one in the nurturing role, therefore single parent families are seen to be ‘broken’ and likely to create problems for both children and society; • single parent families are associated by New Right thinkers such as Charles Murray with a child’s underachievement at school, criminal and anti-social behaviour – negative effects on family life; • the media and some political thinkers may demonise single parents, as welfare scroungers who are only interested in benefits not raising a child thus negatively effecting family life; • single parent families are more likely to suffer from poverty and can thus be seen to be a burden on the state; • many functionalist writers believe that single parent families have become an underclass in society who reproduce without thought for the consequences, without a moral framework and then inadequately socialise their children; • single parent families are often the result of divorce and thus all the negatives that this brings, e.g. short term distress for children, financial insecurity; • children may be split between two homes, due to a relationship breakdown, and thus lack a clear sense of security and belonging; • other reasonable response. Against: • are functionalists correct to say that two parents are essential? Lots of single parents have family and friendship networks that enable them to support their children both financially and emotionally; • being in a single parent family is likely to be far better for the child/children than living in an unhappy home or an empty-shell relationship characterised by arguments and sadness; • many children brought up by single parents experience no issues or problems whatsoever – it is not negative; • children brought up by two parents do not always experience no problems and can also be dysfunctional as adults despite having two parents – here a single parent family is preferable; • single parent families may be the result of escaping from domestic violence, threatening behaviour or abuse. Being in a single parent family situation is preferable to this and not negative; • increasing support from the state via welfare benefits, child policies, education and key professionals means that bringing up children as a single parent need not be problematic or negative and is increasingly seen as ‘normal’; 1(e) • reasons/effects may be nothing to do with family type and structure but to do with social factors such as class and poverty instead; • feminists believe that women have the right to choose how they wish to raise children and if they decide to do so alone they should be praised and supported; • feminists see single parent families as a means for women and children to escape from patriarchy and/or the dark side of family life and therefore view them as a good thing; • many children in single parent families have regular contact with both parents and are not affected by their family structure; • being a single parent family is often a temporary stage in life as many lone parents go on to re-marry or begin another relationship; • other types of families may affect family life negatively more than a single parent family, e.g. reconstituted, single-sex etc.; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the debate in the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘in a single parent family there is no dad to tell the children off’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. ‘a single parent family is one parent and their dependent child living together’. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the debate in the question. Alternatively, they may offer an answer which is list- like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely, e.g. ‘single parent families may suffer from poverty as there is only one parent bringing in a wage. This will mean children do not have all the things that they would like/need’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the debate in the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, for example, ‘despite some single parent families seemingly being dysfunctional 1(e) for their members, often due to the lack of a male role model, this is not true of them all and for lots of children brought up by just one parent they have no problems at all.’ OR ‘Single parent families may be, according to feminists, the result of choices made by women to raise children without a male presence. These women are often middle class professionals and suffer no financial hardships or emotional neglect of the children’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/22 Oct/Nov 2019

2 Sociologists view education in different ways. Some sociologists believe that education is important for society to function well. Others claim education is a source of inequality. For example, the culture of masculinity found in some schools is blamed by many sociologists for gender inequality. (a) What is meant by the term ‘culture of masculinity’? [2] (b) Describe the two different types of gratification experienced by students. [4] (c) Explain how education helps society to function well. [6] (d) Explain why vocationalism is a feature of the education system today. [8] (e) To what extent does the education system help males to maintain their powerful position in society? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘culture of masculinity’? 2 One mark for partial definition, e.g. learning to be masculine Two marks for clear definition, e.g. norms and values that involve masculine characteristics such as sporting prowess at football rather than reading. 2(b) Describe the two types of gratification experienced by students. 4 Possible answers: • immediate gratification – having short-term aims and wanting rewards straight away, often associated with the working class; • deferred gratification – having long-term aims and being willing to postpone rewards, often associated with the middle class; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how education helps society to function well. 6 Possible answers: • functionalists believe education performs several vital functions which lead to society functioning well; • education acts as an agency of socialisation, teaching core norms and values; • education acts as an agency of social control, imposing sanctions on children in order to create social order; • from a feminist point of view, education maintains patriarchy and thus, for men, society functions well; • from a Marxist point of view, education helps society to function well through the promotion of ruling class ideologies in the hidden curriculum; • education ensures that people with the skills and abilities needed to fuel the economy and be prepared for the workplace are created; • education teaches individuals to get on with people from a diverse range of backgrounds, promoting tolerance and acceptance in society; • allocation of future roles (sifting and sorting) – assessing student’s performance by how well they do in tests allows them to follow different career paths in society; • other reasonable response. Band 0 [0 marks] No creditworthy response. 2(c) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘education teaching knowledge and skills’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of the question. Sociological terms and concepts should be expected, e.g. ‘functionalists believe education has several functions that all serve to ensure the smooth running of society. An example of this is the socialisation function – education teaches and transmits acceptance of core norms and values thus promoting social order’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 2(d) Explain why vocationalism is a feature of the education system today. 8 Possible answers: • for functionalists education needs to be selective and to prepare individuals for particular roles and jobs – vocationalism helps with this; • some jobs are better prepared for through vocational rather than academic education, e.g. manual labour, a trade; • Marxists believe vocational education is seen as having less status and worth and is a way of channelling working class students into typical working class jobs; • employers have complained about students not being adequately prepared for the workplace through a traditional academic education – vocationalism has therefore been introduced in order to fill this gap; • for feminists vocational education allows for the continuation of a patriarchal system that sees males and females working in very different roles, e.g. brick laying for boys and childcare for girls; • not everyone can be successful through a solely academic educational route therefore vocational education provides a different pathway for students to learn new skills and knowledge; • vocational education provides students with valuable work experience, helping to prepare them for the world of work; • vocational education is more flexible than traditional education allowing part academic and part work based timetables to be followed, e.g. apprenticeships; • vocational education can provide cheap labour for employers with low pay for the young person and no guarantee of a job at the end; • other reasonable response. Band 0 [0 marks] No creditworthy response 2(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘not everyone can be good at academic subjects’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2– 3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why vocationalism is a feature of the education system today. Responses may be underdeveloped and lacking in range, e.g. ‘work based education allows students to be better prepared for the demands of the workplace, so giving employers more of what they need’. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of ‘why’ vocationalism is a feature of the education system today and will be well developed and explained, e.g. ‘Marxists believe that vocational education keeps the lower classes in their place and ensures a continuation of the capitalist system and ideology’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent does the education system help males to maintain their 15 powerful position in society? Possible answers: For: • the hidden curriculum reinforces traditional gender roles and stereotypes that may translate to society; • the hierarchy of schools is typically male dominated with males occupying the highest status positions and females dominating the more caring and low status jobs – role modelling/vertical segregation; • subject choice – significantly more males than females take maths, technology, engineering and physics qualifications (STEM subjects) – often a route into the best paid jobs in society; • representations in textbooks may still be quite stereotypical and subconsciously influence girls into lowering their aspirations and expectations for life; • on a global scale, there are far more girls that do not attend schools than boys, particularly in developing countries, – this is likely to negatively impact upon life chances; • teacher expectations/labelling of girls and boys can be very different, e.g. with girls being seen as future housewives and males as the breadwinner, for example; • feminists believe the education system mirrors the patriarchal structures and norms of wider society, therefore helping males to maintain their powerful positions; • male pupils are thought to dominate classroom space and teacher attention in schools, this helps them to learn their higher status and importance than females which can then also translate to wider society; • other reasonable response. 2(e) Against: • girls often achieve higher than boys in education today meaning they are now challenging for the most powerful positions in society; • equal opportunities in education means that social mobility is a possibility for many young women who do well in education; • positive discrimination has been used in some schools to encourage girls to aim higher, through STEM (science, technology and engineering) initiatives for example; • positive female role models are now available for girls, both in education and in society; • the UN has made the education of girls a worldwide priority and a basic human right, so encouraging possibilities for female success; • careers advisors and teachers now encourage girls to be ambitious and to push themselves for the top jobs in society; • girls are more likely than boys to be placed in the higher sets and streams and so to have the best chances of success in society; • it is not the education system but other agents of social control or socialisation that cause gender inequalities in society; • many sociologists would now question whether males do have such powerful positions in society, e.g. female representation and successes in politics, business, the entertainment industry, etc.; • functionalism – education is meritocratic therefore both genders can be successful and powerful; • other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band will be vague and largely based on common sense showing limited knowledge of the extent of the question. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided, e.g. ‘males choose different subjects to females’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent of the question. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely, e.g. ‘males choose different subjects to females in school and university and this leads them into different occupations in the future. The male ones are often high status and well paid’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. 2(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the question. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that, e.g. ‘education today is based on equal opportunities for males and females and encourages girls to be successful and to aspire to careers and professions. They typically do better in exams than boys and so this helps them to be successful and achieve social mobility’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which the education system helps males to maintain their powerful position in society. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of education helping males to maintain their powerful position in society, citing some of the examples given.

This question in 0495/22 Oct/Nov 2019

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

35 marks

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

This question in 0495/22 Oct/Nov 2019

2 Education takes many forms and can be formal or informal. It also differs depending on the type of school a student attends. Some sociologists believe that the amount of cultural capital an individual has affects their educational achievement, others believe education is a meritocratic system. (a) What is meant by the term ‘cultural capital’? [2] (b) Describe two ways education is a meritocratic system. [4] (c) Explain how the peer group a student belongs to may affect educational achievement. [6] (d) Explain why cultural factors are important in determining educational achievement. [8] (e) To what extent does selective education prevent social mobility? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘cultural capital’? One mark for partial definition, e.g. a way of life that values education Two marks for clear definition, e.g. the knowledge, language and values that give some students an advantage in education 2 2(b) Describe two ways education is a meritocratic system. Possible answers: • education allows for social mobility as being successful in qualifications is available to all; • comprehensive and non-selective schooling are based on principles of equality where educational success is equally available to all students; • in education if you work and try hard you will be rewarded (functionalism); • functionalist view that education is based upon equal opportunities for all (no sexism, racism, etc.); • a shared value system is taught in schools therefore everyone tends to perceive the education system as a fair and just one; • disadvantaged groups in society can all be successful in education, i.e. ethnic minorities and those from the lower classes; • national curriculum – the introduction of a national curriculum to education has ensured that students all study the same content and material = fair and meritocratic; • legislation has ensured that discriminatory practices and procedures, along with stereotyping have been removed from the education system so making it meritocratic; • 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 the peer group a student belongs to may affect educational achievement. Candidates may discuss specific examples of peer groups to substantiate their points, e.g. gangs, subcultures, ‘nerds’ and link these to educational achievement. Factors discussed may be positive or negative or a combination of both. Possible answers: • pro-school peer groups will typically be very conformist and will complete work regularly in order to achieve well; • anti-school peer groups value features such as truancy, being cheeky to the teacher and not completing work which may negatively affect educational achievement; • peer groups tend to find themselves in similar sets and streams which defines norms and expectations – the lower a set a student is in, the lower their educational achievement tends to be; • peer groups spend a lot of time together and thus develop their own norms regarding ambition and education which can affect educational achievement; • the gender of the peer group may affect educational achievement, e.g. many sociologists believe the relatively poor performance of boys is down to the culture of masculinity propagated in many peer groups; • girls’ peer groups may encourage working together on homework and school projects in order to be successful – this would be positively sanctioned and positively affect educational achievement; • peer groups may be formed along class lines which may influence educational achievement, e.g. a fatalistic attitude in working class peer groups may lead to low educational achievement; • peer groups may be formed along ethnic lines which may influence educational achievement, e.g. high achieving Chinese students (Archer); • how a peer group is labelled by their teachers or their fellow peers may influence their attitudes to their studies and thus their educational achievement; • other reasonable response. Band 0 [0 marks] No creditworthy response. 6 Question Answer Marks 2(c) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question and may talk about ‘friends influencing how much effort and time you put in at school’. 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. ‘pro-school subcultures value education and encourage their members to strive for educational success. They complete work on time and engage in lessons and thus are often found in top sets with high teacher expectations’. This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. Question Answer Marks 2(d) Explain why cultural factors are important in determining educational achievement. Candidates should show awareness of the various reasons why cultural factors (associated with a person’s way of life) may influence educational achievement. Possible answers: • norms and values taught in the home will influence how a child responds to education at school, e.g. the value parents place on completing homework; • cultural deprivation – the lack of certain pro-school values and attitudes at home that prevent some children from achieving in education; • immediate gratification – being unable to see the advantages of staying in education when you could work for a wage instead; • fatalism – some sociologists believe that there is a culture of fatalism amongst the working class meaning that they don’t try hard in education as there is seen to be no point – resigned to their fate; • in some cultures it may be seen as wrong to want to move away from your origins by moving up the class/status ladder, e.g. working class culture; • the absence of successful role models in the family or the community may contribute to individuals seeing education as unimportant or irrelevant; • working class parents may lack cultural capital – tastes, values and behaviour that advantage a person in education – and this affects educational achievement; • ethnicity and culture affect your values, e.g. Archer – Chinese student’s success in education – working hard was found to be a central part of Chinese culture and was seen to contribute hugely to educational success; • examinations and education typically use an elaborated code whereas some cultures may speak predominantly in a different language or use a restricted code – this may affect educational achievement; • ‘lad culture’ may discourage educational success through the focus placed on being masculine and rejecting the authority of the school; • Sub-cultures – the norms and values of a student’s subculture may influence their attitudes to education, e.g. the Skins and Punks were notoriously anti-education, middle class hippies were much more ‘pro’ education; • other reasonable response. 8 Question Answer Marks 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, e.g. ‘how you’re brought up will affect how you think about education’. 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 cultural factors are a major factor in determining educational achievement. Responses may be underdeveloped and lacking in range, e.g. ‘in working class culture education may not be as valued as in the higher classes and so parents may not insist on homework completion or attend parents evenings etc. This can negatively affect educational achievement’. 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 cultural factors are a major factor in determining educational achievement and will be well developed and explained, e.g. ‘the language of education is notoriously middle class and it is this elaborated code that is used in assessments. Those from higher social classes are more likely to be familiar with this alongside other aspects of cultural capital and so are more likely to achieve highly in education’. 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 does selective education prevent social mobility? Selective education – pupils are chosen (and so others are excluded) usually on the basis of their academic ability. Candidates may also consider selective education in the context of religion (faith schools), setting and/or gender (single sex schools). Selective education may also be linked with fee paying schools. Candidates should show awareness of the ways that selective education can be seen to be unequal and so prevent social mobility but should also consider arguments that this is not the case. Functionalist and/or Marxist theories may be referred to in the debate. Possible answers: For: • selective education segregates students into achievers and failures and therefore creates stereotypes and perceptions about capabilities which may prevent social mobility; • those educated in a selective school typically dominate the high status and high paid jobs in society, demonstrating that social mobility is not equally available to all; • the tripartite system once used in the UK and still seen in other countries demonstrates how selective education is divisive, e.g. those in the grammar schools typically moved onto university and high status jobs whereas those in secondary modern schools held routine jobs; • higher class parents can afford to buy private tutors and study resources in order to better their children’s chances of being selected, children from the lower classes cannot compete and so have lower chances of future social mobility; • traditional working class families may reject the ethos of deferred gratification that selective education promotes and discourage anyone from leaving their roots thus preventing social mobility; • single sex schools – some schools only admit students of one sex, thus limiting educational achievements of the excluded sex and so limiting future social mobility; • streaming/setting within schools – this effectively selects students based on their educational ability/intelligence and can determine what examinations they are entered for, what tiers of examination, specialist teaching, access to accelerated learning, etc. and can thus prevent social mobility for those students who don’t benefit from it, e.g. those in lower sets; • other reasonable response. 15 Question Answer Marks 2(e) Against: • functionalists believe that education is meritocratic therefore social mobility can be achieved through hard work and effort; • it is not selective education that prevents social mobility but other social factors such as class, gender and ethnicity, patriarchy, ruling class ideology, etc.; • feminists believe that it is patriarchy that prevents social mobility for women, not selective education; • Marxists believe that it is the dominant system of capitalism and the associated capitalist ideologies that prevents social mobility rather than selective schools per se; • selective education is based on intelligence therefore it is a fair system that allows the brightest members of society to progress and flourish; • bright working class/ethnic minority children benefit from selective education scholarships and go on to experience high levels of social mobility; • 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. ‘not everyone gets the same chances 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, e.g. ‘selective education means you are a bright student’. 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. ‘those with the best education, usually gained from being in selective education, typically have the best jobs in society’. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. Question Answer Marks 2(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent of the 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 it can’t be denied that selective education seems to benefit those who have had it in terms of their educational achievements and ability to be successful in life, this is not the only relevant factor. It may well be that ascribed social characteristics such as ethnicity, gender and social class are far more influential than selective education’. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent of the debate in the question. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the debate in the question, citing some of the examples given.

This question in 0495/23 Oct/Nov 2019

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

35 marks

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

This question in 0495/23 Oct/Nov 2019

2 Experiences of schooling can be very diverse and this can affect educational achievement. For example the type of school attended and the student’s family background can be very important. Some sociologists believe that every student has the chance to be successful in education, others think this is impossible due to educational inequality. (a) What is meant by the term ‘educational inequality’? [2] (b) Describe two functions of education. [4] (c) Explain how family background may impact upon educational achievement. [6] (d) Explain why some students join anti-school sub-cultures. [8] (e) To what extent does the comprehensive system of education improve an individual’s life chances? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘educational inequality’? 2 One mark for partial definition, e.g. girls do better than boys Two marks for clear definition, e.g. when different social groups are treated differently or have different levels of educational achievement. 2(b) Describe two functions of education. 4 Candidates will describe two different functions of education. Points from a functionalist or a Marxist or a feminist viewpoint are fine to credit. Possible answers: • socialisation – norms and shared values are transmitted through schools resulting in a sense of belonging; • education is a means of social control – functionalists see this positively, Marxists negatively; • learning the importance of individual achievement – where their status is achieved against a set of universal standards; • economic function – schools produce individuals with the skills and abilities needed for getting a job and for supporting the economy of that society; • selection role- schools ensure that the right people are in the right jobs, ‘sifting and sorting’; • Marxists believe that schools inculcate students with the ideology of the ruling class through the hidden curriculum – making them good workers for the capitalist system; • Marxists believe that the functions of education are different depending upon your social class – the children of the elite attend private schools and the top universities and so learn that they are superior to the rest. Marxists believe that the function is to ensure upper class children inherit and maintain their power, wealth and status; • feminists believe that education functions to reinforce and maintain the system of patriarchy e.g. through the gendered 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 family background may impact upon educational 6 achievement. Candidates should consider how family background may impact upon educational achievement. They may refer to a positive or negative impact or a combination of the two FAMILY BACKGROUND – candidates may refer to material, cultural and/or linguistic factors when considering how family background may impact upon educational achievement. Note: the list of possible answers below take the negative view of the impact of family background on educational achievement. These can all be reversed to explain the benefits accrued by the higher classes. Possible answers: • a lack of money may mean not having a quiet place to study; • not having the money to attend pre-school may negatively impact upon a child’s educational achievements at school; • coming from a family that is not financially able to support a child through university may limit aspirations accordingly; • having parents who do not value education is likely to be passed on to the children who are then also unlikely to value it and so not try hard to succeed; • a lack of cultural capital (Bourdieu) may hinder students in schools, particularly in terms of selection examinations e.g. the 11+; • ethnic minority students may be hampered in education if the language of the curriculum is not their/their parents first language; • other reasonable 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 family background may impact upon educational achievement. They may talk about e.g. ‘If you have rich parents then you can afford to attend the better private schools and so get better qualifications’. 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 family background may impact upon educational achievement. Sociological terms and concepts should be expected e.g. ‘Bourdieu’s concept of capital is a useful way of explaining how home factors impact upon educational achievement. In terms of money, economic capital, those with high economic capital are able to improve their grades through private tutors, ICT resources, a quiet place to study and the ability to boost classroom study through extra-curricular trips and visits. These opportunities are not available to poorer students who are less likely to do as well’. 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 some students join anti-school sub-cultures. 8 Candidates need to explain different reasons why some students join anti- school subcultures. ANTI-SCHOOL SUB-CULTURE: where the pupil’s norms and values go against the expectations and values of the school. Possible answers: • teacher labelling – if students are labelled as ‘failures’ this may lead to a self-fulfilling prophecy and the student joining an anti-school sub- culture; • Cohen – status frustration – students may join an anti-school sub- culture as a means of gaining status if they are unable to do this in the school system; • peer pressure – the pressure to conform to one’s peer group may cause some students to join an anti-school sub-culture; • instant gratification – the desire for fun and ‘having a laff’ (Willis, the lads) may encourage some students to reject school values and join an anti-school sub-culture instead; • Willis and Marxists thinkers would argue that anti-school sub-cultures are formed due to the ‘myth of meritocracy’/fatalism; • culture of masculinity – boys in particular may feel pressure to join an anti-school sub-culture so they can prove their masculinity in the feminised world of education; • setting and streaming – anti-school sub-cultures tend to be formed by students from the lower sets, suggesting they are a reaction to low self- esteem and an inability to be successful through the school curriculum; • some students who feel marginalised due to racism may join an anti- school sub-culture as a form of resistance; • other reasonable 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 join an anti-school sub-culture. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘they join because they find school hard and are in the lower sets’, 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 some students may join an anti-school sub-culture. 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 don’t value education and have low self- esteem and so rebel against teachers and the system by joining an anti-school sub-culture’ 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 some students may join an anti-school sub-culture and will be well developed and explained. e.g. ‘Students joining anti-school sub-cultures are typically male and working class. They are labelled by their teachers as failures and therefore see little point in trying hard in their schoolwork, often living up to their self-fulfilling prophecy. Cohen believes they suffer from ‘status frustration’ and so turn to their anti-school peer group for status instead’. They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent does the comprehensive system of education improve 15 an individual’s life chances? COMPREHENSIVE SYSTEM: non-selective secondary schools accepting all children in the local area, regardless of ability LIFE CHANCES: opportunities to be successful in life. Possible answers: FOR • they allow for equality of opportunity as all students study the same subjects (national curriculum) and have an equal chance of succeeding and improving their life chances; • comprehensive schools operate within a system based on achieved status – this allows anybody, regardless of background, to improve their life chances; • comprehensive schools avoid the disadvantages of selective education whereby children can be labelled as ‘failures’ from an early age, thus limiting their life chances; • functionalist view – comprehensive schools are based on the principle of meritocracy, meaning all students have the same chances to be successful and to improve their life chances; • the comprehensive system means that fewer pupils than ever before leave education without any qualifications thus improving their life chances; • comprehensive schools are free to attend and therefore allows everyone the opportunity to improve their life chances; • the comprehensive system benefits working class pupils in particular as they are least likely to get into grammar or private schools. This therefore improves their life chances; • other reasonable response. AGAINST • critics of comprehensive education say that it lowers educational standards (and therefore life chances) through insufficient challenge and mixed ability teaching; • comprehensive schools tend to be large and impersonal leading to discipline problems that can impinge upon learning so negatively affecting life chances; • comprehensive schools still tend to use setting and streaming and so still label students – this can lead to a self-fulfilling prophecy and so lower the life chances of some pupils; • private and grammar schools still achieve better exam results than comprehensive schools meaning that the life chances of their students tend to be better; • many sociologists believe that life chances are linked to a person’s ascribed status – comprehensive schools can do little to challenge or change this; 2(e) • feminists believe that despite the national curriculum gendered subject choice still occurs in comprehensive schools which limits the life chances of girls who seem to be channelled into lower paid and lower status caring work; • Marxists believe that comprehensive schools make little difference to a person’s life chances as we live in a world in which the ruling class will always exploit the lower classes through their power over them; • comprehensive schools cannot compete with the influence of the old boys network and social capital found in private/independent schools which gives pupils the private sector a clear advantage; • 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 comprehensive system of education can improve life chances is correct. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘Comprehensive education gives everyone the chance to be successful in life’. 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 comprehensive school is a school that anybody can go to. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the comprehensive system of education can improve life chances 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. ‘Comprehensive schools make students all follow the same national curriculum which gives them all the same opportunities in education and later in life’ 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 the extent to which the comprehensive system of education can improve life chances 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 comprehensive education like equality of opportunity and meritocratic principles, Marxists believe that it cannot really improve a pupil’s life chances when education serves the interests of the ruling class and indoctrinates students into capitalist norms values that ensure the working class remain in their low status positions in society. Ascribed status and privilege will always be more important and comprehensive education cannot challenge this’. 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 comprehensive system of education can improve life chances. 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 comprehensive system of education can improve life chances, citing some of the examples given.

This question in 0495/21 May/June 2020

3 Many people believe that stricter controls are needed in order to reduce the problem of crime in society. Different explanations have been offered for why crime occurs, ranging from inadequate socialisation to relative deprivation. Some sociologists also think that the formal agencies of social control are unfair and do not treat everybody in the same way. (a) What is meant by the term ‘relative deprivation’? [2] (b) Describe two agencies of social control. [4] (c) Explain how Marxists view crime. [6] (d) Explain why prisons are thought to be an effective deterrent to crime. [8] (e) To what extent are the formal agencies of social control racist? [15] Section D: Media

35 marks

Mark scheme: 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.

This question in 0495/21 May/June 2020

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

35 marks

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

This question in 0495/21 May/June 2020

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

35 marks

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

This question in 0495/22 May/June 2020

2 Many sociologists believe that how well an individual does in education is not down to their efforts or IQ but more to do with social characteristics such as ethnicity, gender and social class. This can be explained by looking at both school and home factors. Other sociologists believe that academic and vocational education are meritocratic and open to everyone. (a) What is meant by the term ‘home factors’? [2] (b) Describe two examples of vocational education. [4] (c) Explain how private schools may reproduce social inequalities. [6] (d) Explain why some ethnic groups do less well than others in education. [8] (e) To what extent is the feminist view of education accurate? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘home factors’? 2 One mark for partial definition, e.g. family factors. Two marks for clear definition, e.g. things in the home background of children (family or community) that affect how they do in school. 2(b) Describe two examples of vocational education. 4 Candidates will describe two examples of vocational education. This could be to do with the skills learnt, the qualifications or the institution but must be linked to preparing people for work in some way. Specific examples may be referred to. Possible answers: • skills – where students are prepared for work e.g. ICT; • training – training students for a particular job or career e.g. hairdressing; • courses – vocational courses offered in secondary schools or further education institutions e.g. BTEC’s; • apprenticeships – e.g. training students to be car mechanics; • workplace – on the job training; • 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 private schools may reproduce social inequalities. 6 Candidates should consider how private schools may reproduce social inequalities. The Marxist theory may be referred to. Possible answers: • private schools are fee-paying therefore they exclude those who can’t afford them from an elite education thus reproducing social inequalities; • many private schools are single-sex with a lot being for boys – this can mean a continuation of patriarchal institutions such as the ‘old boys network that reproduce social inequalities (social capital); • private schools typically get the best examination results which benefits their students in terms of life chances and so reproduces social inequalities; • private schools are typically selective and it is argued that having cultural capital (associated with the higher classes in society) aids passing the entrance exam – this cultural capital reproduces social inequalities as more of the higher classes get accepted; • Marxists believe that education is another institution controlled by the bourgeoisie and therefore private education ensures through social closure that the elite maintain their privileged position in society; • going to private school is seen to be advantageous to attending elite universities and so reproducing social inequalities as this is likely to be the higher classes (economic capital); • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how private schools may reproduce social inequalities and may talk about e.g. ‘private schools get better results than state schools so people who go there do better in life’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2-3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how private schools may reproduce social inequalities. Sociological terms and concepts should be expected e.g. ‘Private schools involve an entrance exam which favours those with cultural capital – the higher classes. It is therefore easier for them to be admitted. Once there, they will receive an elite education that facilitates entry to the best universities and then the highest paid and highest status jobs’. 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 some ethnic groups do less well than others in education. 8 Candidates need to explain different reasons why some ethnic groups do less well in education than others. Candidates are likely to refer to their own cultural context here so expect a wide variety of responses. Points may be made generally or may focus on specific ethnic groups. Either way is fine to credit. Possible answers: • an ethnocentric curriculum may explain why some ethnic minorities do less well than the ethnic majority in education; • social class and ethnicity often interlink – the lower an ethnic groups social class, the less well they are likely to do in education; • social factors -there is prejudice and discrimination in society which may cause the formation of anti-school subcultures in school as an act of rebellion against racism which negatively impacts upon educational achievement; • lack of ethnic minority teachers – if there is a lack of positive role models in education it may be that ethnic minorities do not see educational success as a possibility for them; • cultural differences – if home values clash with school values e.g. on uniform, religious practices/commitments, gender expectations etc, then this may hamper pupil progress; • some students’ home language or language code (e.g. restricted) may not be the same as the schools, this makes educational success more difficult (linguistic barriers); • ethnic minority students are often disproportionately found in the lower sets in school – this may be due to negative teacher labelling and could lead to a self-fulfilling prophecy which limits educational success; • some ethnic groups will have a more positive attitude towards education than others e.g. Chinese and Indian parents are seen to value education highly and so push their children to do well (Archer); • other reasonable 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 ethnic groups do less well in education than others. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘some don’t do very well because they don’t speak the same language as the school’, 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 some ethnic groups do less well than others in education. Responses may be underdeveloped and lacking in range. e.g. ‘Schools set pupils based on tested ability and those in the bottom sets are often looked down on by teachers. There are a lot of ethnic minority students in the lower sets. 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 ethnic groups do less well in education than others and will be well developed and explained. e.g. Ethnic minority students in school may find that the curriculum they are forced to study has little in it that reflects their own experiences. This kind of ethnocentric curriculum can mean students lose interest in their academic study. This can be further worsened by a lack of ethnic minority teachers in schools, suggesting that academic achievement is no something that this ethnic group does’. 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 the feminist view of education accurate? 15 Candidates should consider feminist views of education in their answer and debate the accuracy of the claims. In evaluation alternative theories such as Marxism and functionalism may be considered but this is not essential. Candidates may look at subjects studied, types of school, teachers, classrooms, curriculum etc. Local examples may well be used and should be credited. Possible answers: FOR • in some countries, today and in the past, the education of boys is seen to be more important than the education of girls; • the gendered curriculum – the content of education has often been different for boys and girls e.g. through the subjects offered to them; • feminists believe that schools, like the other agents of socialisation, send out the message to both boys and girls that boys are superior – they reinforce and maintain patriarchy; • feminists believe that education sends out the message to girls and boys that girls should lower their expectations and accept traditional/segregated gender roles in the future; • gendered subject choice – even in countries where boys and girls have access to the same subjects, they are pushed towards different choices e.g. girls into cookery and childcare, boys into sciences, technology etc; • teachers may have higher expectations of boys and encourage and push them into future careers whereas girls may be assumed to be heading for marriage and motherhood; • gender role models in schools – headteachers and senior staff are often male which gives pupils the impression that men are better suited to leadership roles than women; • some feminists believe that inside the classroom boys dominate the space and the teacher’s attention, leaving girls on the ‘sidelines’; • textbooks – these can be criticised by feminists for the often stereotypical representations of males and females; • even when girls do better than boys in education, feminists note that this does not translate into pay and status in the workplace; • other reasonable response. 2(e) AGAINST • equal opportunities legislation has changed practices in schools and ensured, through things such as the national curriculum and positive discrimination, that girls and boys have the same opportunities; • many believe the feminist views to be out-dated as girls now outperform boys at every level of education; • single sex schools can challenge feminist views as here there is only one sex – results for girls are typically better than for boys; • positive female role models around the world have raised female aspirations and girls now grasp all the opportunities that education offers them to be successful; • representations of males and females in textbooks have changed to show the more equal world that we now live in; • more women are obtaining the highest positions in education, as senior leaders and headteachers – this motivates females to do well and encourages them to believe they can be successful; • school – functionalists say that education is meritocratic therefore anyone can be successful as long as they work hard, gender is irrelevant; • social class – this factor may be more important than gender according to Marxists in determining educational success e.g. elitism, private education, capital; • ethnicity – this factor may be more important than gender in determining educational success e.g. institutional racism, labelling; • 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 feminist view of education is accurate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘In some countries boys go to schools, not girls’ . 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. feminists believe society benefits men. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the feminist view of education is accurate. 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. ‘Parents of boys may value their education more than girls and so prioritise sending them to school’ 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 the extent to which the feminist view of education is accurate. 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 ways that education is seen to favour boys, today’s systems and schools see girls typically achieving the most. The national curriculum ensures that girl and boys are offered the same subjects for study in an attempt to remove patriarchal barriers in society. Textbook representations have been altered to better reflect the positive female role models and changing gender roles typical of so many societies. Feminism, therefore, seems a little outdated in their views’. 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 feminist views are accurate. 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 feminist view of education is accurate, citing some of the examples given.

This question in 0495/22 May/June 2020

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

35 marks

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

This question in 0495/22 May/June 2020

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

35 marks

Mark scheme: 2(a) What is meant by the term ‘labelling’? 2 One mark for partial definition, e.g. a stereotype. Two marks for clear definition, e.g. defining a person or group in a particular way so that certain behaviour is expected of them. 2(b) Describe two ways social expectations are reinforced in school. 4 Candidates will describe two ways that social expectations are reinforced in school. Candidates are likely to consider the role of education here and so may refer to functionalism and/or Marxism. This is not a necessity however. Possible answers: • education is an agency of secondary socialisation whose ‘role’ is to teach children what society expects of them (the hidden curriculum); • school is an agency of social control so positive sanctions/rewards are used to teach children what the ‘correct’ way to behave and think is; • school as an agency of social control also uses negative sanctions/punishments to ensure that children do not engage in deviant behaviour; • negative sanctions can also act as a deterrent to prevent children straying from the correct path; • Marxists believe that those in power use schools as an agent of the state to control the minds and actions of the future workforce and so make them compliant and obedient; • feminism – gendered subject choice in schools can be seen to reinforce patriarchal expectations in society of the roles of men and women e.g. encouraging females to study ‘communication’ subjects and males technical; • schools can be seen to reinforce a collective culture through shared acts and celebrations e.g. patriotism, learning about the country’s heritage and history etc.; • functionalists believe that education is meritocratic and so at school children learn that through hard work and effort they can achieve their status; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how cultural deprivation may be a barrier to educational 6 success. Candidates should consider how cultural deprivation may be a barrier to educational success. CULTURAL DEPRIVATION – aspects of the values and attitudes from home of some children prevents them from achieving highly in education. Possible answers: • a fatalistic attitude amongst the working class – not believing that you can change your future if you work hard; • a value placed on immediate rather than deferred gratification – working class being unable to see the benefits of putting off rewards and staying in education; • working class boys are said to have a thrill-seeking culture which may get them into trouble and may lead to the formation of anti-school subcultures; • having parents who do not value education – they may have had a negative experience themselves; • Bourdieu’s cultural capital – not having this capital may be a reason as to why students do not do well in education; • working class loyalty – there is often a sense of community and loyalty within this class culture which may make it seem that valuing something middle class like education is wrong; • there may be a lack of successful family role models who benefited from educational success and so the working class see education as unimportant and unnecessary to their lives; • linguistic codes – some students may lack the language needed to be successful in education e.g. elaborated code (Bernstein); • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how cultural deprivation may be a barrier to educational success and may talk about e.g. ‘if a child’s parent doesn’t think education is important then they won’t either’. Responses may be short and un/under developed. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. 2(c) Band 2 [4–6 marks] A clear and accurate explanation, showing good sociological knowledge and understanding of how cultural deprivation may be a barrier to educational success. Sociological terms and concepts should be expected e.g. ‘sociologists believe that there is a fatalistic attitude in the working class whereby they expect immediate gratification. The advantages of putting off rewards by remaining in education and working hard are not seen meaning working class children typically leave school earlier and have fewer educational qualifications than the higher classes.’ This would be followed by explanation of factors leading to this. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 2(d) Explain why IQ tests are criticised as a way of measuring intelligence. 8 Candidates need to explain different reasons why IQ tests are criticised as a way of measuring intelligence. Possible answers: • some people with low scores on IQ tests go on to do well in their education and career whilst those who do well are not always successful in life – is this really an accurate measure of intelligence?; • performance in IQ tests improves with practice – parents often buy in tutors to coach their children. This leads many sociologists to question whether the IQ tests actually do measure intelligence; • how well a person does on an IQ test can be affected by things like illness and anxiety – this therefore can’t be an accurate measure of intelligence; • IQ tests measure ability at just one point in time, intelligence doesn’t work like this. Intelligence develops and changes over time so the IQ tests cannot be accurate; • IQ tests are based on a narrow range of skills – intelligence is far broader than this; • IQ tests are written from a middle class perspective which will inevitably include their cultural biases and assumptions – those not from this culture will therefore always find the test more difficult; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why IQ tests are criticised as a way of measuring intelligence. A tendency to description is likely. Responses may be short and undeveloped, e.g. ‘the tests are written by the middle class’, stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why IQ tests are criticised as a way of measuring intelligence. Responses may be underdeveloped and lacking in range. e.g. ‘IQ tests only measure how much a person can do at one moment in time. They might be unwell or stressed. This means the test may not be an accurate measure of intelligence.’ etc. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 2(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why IQ tests are criticised as an accurate measure of intelligence and will be well developed and explained. e.g. ‘It has been proven that performance in IQ tests improves with practice as children get used to the styles and demands of the questions. Parents whose children are going to take the test for school selection will want them to practise in order to improve. This is why so many middle class parents buy private tutors to coach their children prior to any selection tests. Marxists believe this is unfair as it advantages middle class children and proves that IQ tests do not measure intelligence if practise can improve scores.’ They can then expand on the explanation of this and other factors as necessary. Sociological terms and concepts will be used accurately overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent do peer groups influence educational achievement? 15 Candidates should consider how the peer group are likely to influence educational achievement. In evaluation it is likely that other school, material and cultural factors will also be discussed. Candidates could look at general points or make their ideas specific to such social factors as social class, ethnicity and/or gender. Pupil sub-cultures may also be discussed. Local examples may be used to support points made. Note: please do credit any reference to pupil sub-cultures in candidates answers. Possible answers: FOR • some pupils rebel against the school and develop an alternative set of values, behaviour and attitudes in an anti-school peer group/sub- culture. This will lessen educational achievement; • status frustration – Cohen – some pupils in peer groups who do not have much academic status in school may find their status in other ways e.g. cheeking the teacher, anti-social behaviour etc. This will reduce the chances of educational success; • there may be pressure in schools for boys peer groups to adopt a culture of masculinity which typically does not involve studying and working hard and so may lead to less educational achievement; • Willis ‘the lads’ – this study shows how a peer group of working class boys at school saw no point in working hard and learning at school as they were destined for working class, low paid employment; • middle class peer groups are more likely to be supportive of learning and academic success and so affect pupils educational achievement in a positive way; • some minority ethnic peer groups find school ethnocentric and other pupils may be racist towards them, leading to them being negatively labelled and living up to a self-fulfilling prophecy of failure e.g. Sewell’s study; • Archer – Chinese pupils – this peer group valued education and so worked hard to achieve high levels of educational success; • girls peer groups are more likely to be supportive of education and to value academic success; • Jackson – ‘the ladettes’ – some female peer groups are developing in schools that are based on laddish behaviour as working hard is seen to be ‘uncool’ – this negatively affects educational achievement due to peers; • peer pressure – there is a lot of pressure on pupils to fit in and to conform to the norms of the peer group. This could affect educational achievement either positively or negatively; • other reasonable response. 2(e) AGAINST • the argument that young people are influenced and pressured by their peers is too deterministic – young people make their own choices in education; • material factors such as the ability to buy revision resources, private tutors etc. may influence educational achievement more than the peer group; • the type of school attended may be more influential on educational success than the peer group e.g. the benefits that a private education can bring; • cultural factors may be more important then peer group factors e.g. whether parents value education, having role models in the family who have done well at school etc.; • linguistic factors may be more important than peer group factors e.g. those in the working class and in ethnic minority groups maybe more likely to use the restricted code whereas in education it is the elaborated code (cultivated by the ethnic majority middle classes) that is valued and used; • school factors may be more important than peer group factors e.g. setting and streaming, teacher labelling and expectations; • home factors such as access to the internet, a quiet place to study etc. may influence educational achievement more than the peer group; • the media can be seen to be a reason for lower educational achievement of some pupils e.g. negative role models who do not value education, not the peer group; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the extent to which the peer group influence educational achievement. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘Peer groups pressure pupils to fit in with their behaviour’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. the peer group are the people of a similar age to you. 2(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the extent to which the peer group influence educational achievement. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely e.g. ‘If a pupil comes from an ethnic minority background they may experience racism in school and so rebel against it through their peer group’ etc. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the extent to which the peer group influence educational achievement. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may say that e.g. ‘Despite there being many examples of how peer group factors can affect educational achievement, either negatively through an anti-school sub-culture such as the lads or positively through a pro-school sub-culture, other factors are also influential. It may be, for example, that material factors such as the ability to pay for a private education through economic capital are more important. Marxists would agree with this believing that the education system is not at all meritocratic.’ There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well developed points. At the top of the band, expect a wider range of points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the extent to which the peer group influence educational achievement. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of the peer group influencing educational achievement, citing some of the examples given.

This question in 0495/23 May/June 2020

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

35 marks

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

This question in 0495/23 May/June 2020

2 There are many different types of schools students can attend today, such as private and state schools. Experiences of education and educational achievement vary greatly because of this. Sociologists also debate other reasons for the differing achievements of students at school and believe factors such as money, levels of social control and gender may be important. (a) What is meant by the term ‘state schools’? [2] (b) Describe two school factors, apart from the type of school, that may affect a student’s educational achievement. [4] (c) Explain how social control can be experienced in education. [6] (d) Explain why some boys underachieve in education compared to girls. [8] (e) To what extent is there meritocracy in education? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/21 Oct/Nov 2020

2 The education system uses sanctions and rewards which many sociologists consider to be as important as teaching knowledge and skills and gaining qualifications. Sociologists also debate whether all students have the same chance to be successful. This debate often focuses on factors such as language, subject choice and material factors. (a) What is meant by the term ‘sanctions’? [2] (b) Describe two ways students’ subject choice can be influenced by gender. [4] (c) Explain how linguistic influences from the family can affect educational achievement. [6] (d) Explain why material factors can influence educational success. [8] (e) To what extent does private education challenge the functionalist view that education is meritocratic? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/22 Oct/Nov 2020

3 Why do some peer groups and individuals not conform to social norms and laws? There is no simple answer to this question. Some factors which sociologists have identified as being relevant include a lack of opportunity and inadequate socialisation. As a response to the problem of crime, policing strategies aim to reduce the crime rate to keep individuals and society safe. (a) What is meant by the term ‘peer group’? [2] (b) Describe two policing strategies that aim to reduce crime. [4] (c) Explain how white-collar crime is treated differently to other crimes. [6] (d) Explain why a lack of opportunity may lead to crime. [8] (e) To what extent can inadequate socialisation explain criminal behaviour? [15] Section D: Media

35 marks

Mark scheme: 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.

This question in 0495/22 Oct/Nov 2020

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

35 marks

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

This question in 0495/22 Oct/Nov 2020

2 There are many different types of schools students can attend today, such as private and state schools. Experiences of education and educational achievement vary greatly because of this. Sociologists also debate other reasons for the differing achievements of students at school and believe factors such as money, levels of social control and gender may be important. (a) What is meant by the term ‘state schools’? [2] (b) Describe two school factors, apart from the type of school, that may affect a student’s educational achievement. [4] (c) Explain how social control can be experienced in education. [6] (d) Explain why some boys underachieve in education compared to girls. [8] (e) To what extent is there meritocracy in education? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/23 Oct/Nov 2020

2 Sociologists believe that education benefits some groups in society more than others. Experiences of education can depend upon the hidden curriculum, home factors and the type of school attended. For example, norms and values in a faith school may be very different to those in a comprehensive school. However, in all types of schools some students still form anti-school sub-cultures. (a) What is meant by the term ‘faith schools’? [2] (b) Describe two characteristics of anti-school sub-cultures. [4] (c) Explain how home factors can affect a pupil’s experience of school. [6] (d) Explain why education can benefit those with power. [8] (e) To what extent is the hidden curriculum the most important part of an individual’s education? [15] Section C: Crime, deviance and social control

35 marks

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

This question in 0495/21 May/June 2021

1 The institution of the family is very diverse. A decline in traditional conjugal roles and demographic factors, such as the decreasing birth rate, are evidence that the family is changing. Social factors such as ethnicity, gender, social class and age also impact upon experiences of family life. This means that the roles individuals play in families are different and cannot be generalised. (a) What is meant by the term ‘traditional conjugal roles’? [2] (b) Describe two ways families may not be symmetrical. [4] (c) Explain how decreasing birth rates are affecting the family. [6] (d) Explain why men’s roles in families are changing. [8] (e) To what extent does ethnicity impact upon experiences of family life? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘traditional conjugal roles’? 2 One mark for partial definition, e.g. old-fashioned roles in the family. Two marks for clear definition, e.g. the segregated roles assumed to be normal in the nuclear family e.g. male breadwinner, female housewife. 1(b) Describe two ways families may not be symmetrical. 4 Candidates will be expected to describe two ways families may not be symmetrical. Possible answers: • feminism – the family is a patriarchal institution that benefits men; • domestic division of labour – the main responsibility for childcare and housework falls typically to women; • hours worked – even when men and women work the same hours in employment, women do more work at home than men; • tasks completed – the tasks men and women perform in the family are different. Female tasks tend to be dull and repetitive whereas male tasks are more active and fun; • dual/triple burden – expectations for family roles and responsibilities are still associated with females, regardless of whether they work outside the home or not; • domestic violence – perpetrators are typically males and victims female; • single parent families – these are typically headed by females who take responsibility for the raising of children even when the father is still involved with the children; • age – adults typically have more power in the family than children; • other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how decreasing birth rates are affecting the family. 6 Candidates are expected to discuss different ways decreasing birth rates are affecting the family. Possible answers: • family life may be less child-centred because in many societies children are viewed as an economic burden; • smaller family sizes may mean that more affection and time is showered upon the small number of children so making the family more child-centred; • elderly/sick family members are now often looked after by the state rather than their family due to fewer children being born; • women may be less family centred and more work centred due to the decreasing birth rate; • having a smaller family makes it easier to be geographically mobile thereby allowing individuals to take advantage of more diverse job opportunities; • more families may only have one child therefore leisure activities may be more media or adult centred rather than playing with siblings; • DINK families may be becoming more popular as adults choose to spend their income on themselves and activities they want to do rather than on any children; • decreasing birth rates may mean that friends become ever more important in re-constructing what is meant by ‘family’; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why men’s roles in families are changing. 8 Candidates should explain why men’s roles in families are changing. Possible answers: • legislation – laws are changing to give men and women equality in society and so this is also being seen in the family e.g. the increase of symmetrical roles; • changing norms and values – segregated conjugal roles are now seen as a thing of the past meaning family roles have had to adapt; • what we mean to be ‘male’ is changing (e.g. Connell) – many men today choose to be less work centred and more home centred, embodying ‘new man’ ideals/homosexuality is now accepted etc.; • feminism – women are no longer content in being subordinate to men and thus are not prepared to have the home and family life as their sole source of identity, they are going to work; • the rise of diverse family structures and relationships e.g. same sex families, means that male roles have had to change – in a gay male family, for example, men have to perform the household tasks and duties; • education – girls are overtaking boys in terms of educational qualifications and achievement in most Western societies and this means that they want and expect to work – men need to support women in the home and with childcare if appropriate; • male unemployment/crisis of masculinity – if men are not working then they may find themselves having to take on roles in the home (Mac an Ghaill – crisis of masculinity); • the move away from the extended family to the privatised nuclear family means that there is less pressure on men to take a traditional instrumental role – the family’s roles can therefore be negotiated; • functionalist ideas of natural expressive (female) and instrumental (male) roles in the family are challenged by the large number of women who are now the primary breadwinners in their family – this inevitably means male roles in the family need to change; • changes to gender socialisation – by parents, peers, education, the media – means that males and females are learning different ways to be masculine and feminine and this will lead to men taking different roles in the family e.g. being more involved in childcare and housework; • globalisation – as people see different ways of living through the internet and the worldwide web, more versions of family life with different male and female roles become normalised; • other reasonable response. Band 0 [0 marks] No creditworthy response. 1(d) Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent does ethnicity impact upon experiences of family life? 15 Candidates should discuss different ways that experiences of family life can be impacted upon by ethnicity. In evaluation, they may look at how other factors are more significant than ethnicity (e.g. social class, culture, age etc.) or argue that in many cases a family’s ethnicity is not relevant to family life. Possible answers: FOR • Afro-Caribbean families are more likely to be headed by females and are often matrifocal in nature; • South Asian families often have strong extended family ties and lower levels of divorce and single parenthood; • Chinese families may be small in size due to the one-child policy (now three child policy); • the increase of DINK families in China may mean that children are not seen to be essential to family life; • families in some traditional societies may be polyandrous/polygamous and thus there may be multiple wives or husbands living in the family home; • South Asian families on average are larger than other ethnicities which will affect family life – e.g. providing financial and emotional support; • South Asian families are more likely to maintain traditional and segregated gender roles than other ethnicities and may still conduct arranged marriages; • East European families have high rates of migration to the West which may have a big influence on family life as new norms and values need to be taken on-board; • Eastern European children are said to feel more duty towards their parents than those in the West and are therefore more likely to look after elderly/sick parents themselves rather than rely on the state; • traveller/gypsy families typically move around frequently meaning they often do not go to school regularly and spend more time at home with parents and wider family members; • ethnicity can affect food, clothing, norms and religion, all of which are a big part of family life e.g. praying at particular times of the day, being veiled, eating halal meat, Jewish Shabbat family meals etc.; • other reasonable response. 1(e) AGAINST • one social factor such as ethnicity is unlikely to explain differences in family life – it is more accurate to talk about the intersection of relevant factors such as ethnicity, age, gender and social class; • to argue that ethnicity impacts upon family life is too deterministic and too generalised – every family and individual is different; • postmodernists believe that family life today is characterised by diversity, therefore individuals can choose the kind of family life they want, regardless of ethnicity; • as so many societies are multicultural today, inter-ethnic relationships and families are commonplace, therefore hybridity is likely to be seen meaning ethnicity is less influential; • Marxists would argue that social class is a much more important social factor that impacts upon family life e.g. through both material and cultural factors; • feminists would argue that gender is much more influential than ethnicity when it comes to family life e.g. gender role socialisation, segregated conjugal roles, triple shift etc.; • within an ethnic group family life may be different because of the country in which the family lives e.g. Asian families living in Asia may practice arranged marriage and segregated conjugal roles whereas those in the UK may be more love based and egalitarian; • the age of an individual may be the most important factor influencing family life in terms of expectations, norms and values e.g. attitudes to same sex marriage, views on gender roles etc.; • other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 1(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2021

2 Patterns of educational achievement vary across social groups. This has led some sociologists to question how fair the education system is and to investigate the reasons for inequalities within education. In their research sociologists consider factors such as the culture of masculinity, type of school attended and the importance of social conformity. (a) What is meant by the term ‘social conformity’? [2] (b) Describe two patterns of educational achievement. [4] (c) Explain how the culture of masculinity may affect the educational achievement of males. [6] (d) Explain why there are different types of schools. [8] (e) To what extent is the education system fair? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/22 May/June 2021

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

35 marks

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

This question in 0495/22 May/June 2021

2 Sociologists believe that education benefits some groups in society more than others. Experiences of education can depend upon the hidden curriculum, home factors and the type of school attended. For example, norms and values in a faith school may be very different to those in a comprehensive school. However, in all types of schools some students still form anti-school sub-cultures. (a) What is meant by the term ‘faith schools’? [2] (b) Describe two characteristics of anti-school sub-cultures. [4] (c) Explain how home factors can affect a pupil’s experience of school. [6] (d) Explain why education can benefit those with power. [8] (e) To what extent is the hidden curriculum the most important part of an individual’s education? [15] Section C: Crime, deviance and social control

35 marks

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

This question in 0495/23 May/June 2021

2 Most children have both a formal and an informal education. In schools children are educated by teachers, follow a curriculum and study different subjects. Some sociologists believe schools benefit some students more than others and this inequality affects their educational achievement. Therefore, schools are argued to be important in determining social mobility and life chances. (a) What is meant by the term ‘informal education’? [2] (b) Describe two features of the official curriculum. [4] (c) Explain how ethnocentrism can be experienced in schools. [6] (d) Explain why the experience of school may be different for boys and girls. [8] (e) To what extent is social class an important factor in determining educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term informal education? 2 One mark for partial definition, e.g. extra-curricular activities. Two marks for clear definition, e.g. learning that takes place outside the classroom or at home/work through daily interactions. 2(b) Describe two features of the official curriculum. 4 Possible answers: • subjects – certain subjects are compulsory to study in the official curriculum; • the opposite of the hidden curriculum – that which is formally and explicitly taught to students; • lessons – explicit lessons are taught to deliver the official curriculum; • assessment – the official curriculum is typically formally assessed at certain points e.g. the IGCSE examinations; • school – the official curriculum is usually taught in schools and colleges; • government – the government may prescribe certain parts of the curriculum e.g. insisting that particular religious views or authors are studied; • syllabus – subjects taught as part of the official curriculum are broken down into key topics of study through a curriculum specification; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how ethnocentrism can be experienced in schools. 6 Possible answers: • lesson content – the majority culture may be treated as more important in some lessons telling pupils that the minority culture is of less value e.g. in history lessons the minority group may learn nothing of their own people’s experiences; • authors – in literature lessons it may be that only ethnic majority authors are studied leading to the invisibility and de-valuing of ethnic minority literature; • tokenism – the occasional ethnic minority topic, theme or author may be integrated into lessons but in reality this is just so the school/education cannot be accused of not treating all pupils equally; • language – it may be that some minority languages are ignored or banned in schools meaning that students from those ethnic groups feel invisibilised and angry; • teacher labelling – teachers may label ethnic minority students in particular ways; • holidays and traditions – minority ethnic group festivals, traditions or holy days may not be accounted for in the school calendar meaning that, for example, there is no representation of certain religions in schools or provision made for the associated religious practices; • cultural differences – minority values and expectations at home may clash with those of the school and thus hamper pupil progress e.g. dialect, dress, appearance etc.; • discrimination by the school – ethnic minority students may find themselves placed into lower sets and streams because of the assumptions of the teachers and the school based on their ethnicity rather than their individual ability; • school policies – these can sometimes be seen to be ethnocentric e.g. uniform, sports lessons, co-education etc.; • ethnic minority teachers may feel marginalised and alienated by the ethnocentric curriculum that they have to deliver; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why the experience of school may be different for boys and 8 girls. Possible answers: • subject choice – girls typically choose different subjects to boys, often opting for the caring or communication-based subjects such as English and Childcare as opposed to boys choosing more practical or technical subjects such as Design and Engineering; • teacher labelling – teachers may have stereotypes in their heads of boys being troublesome and girls being more conformist – this may lead to more sanctions being applied to boys than girls (exclusion figures are higher for boys than girls, for example); • pupil sub-cultures – boys are more likely to join these than girls meaning that they may have more of an anti-school experience than girls and be more influenced by their peer group; • teacher expectations – teachers may assume that males will fulfil the breadwinner role and females the housewife/mother role and this may result in them pushing boys more than girls in some cultures; • leaving school – in some cultures boys’ education may be prioritised over girls and thus girls leave school at an earlier age to boys; • hidden curriculum – feminists believe that this is patriarchal and transmits the view that males are more important than females; • official curriculum – feminists claim that this is often sexist and patriarchal in nature with prominence given to males in active/powerful roles, male narratives in history and male authors in literature lessons; • role models and hierarchy – positions of power in schools are typically held by males and this may send out the message that in wider society males will hold more power than females; • classroom dominance – many studies have shown that boys dominate classroom space and teacher attention leading to a very different experience for girls than boys in schools; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 2(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent is social class an important factor in determining 15 educational achievement? Arguments for: • material factors – higher social classes can afford to send their children to private schools which typically get better results; • material factors – higher social classes can afford supplementary educational aids e.g. tutors, revision guides etc.; • material factors – lower social classes may need to work part time as well as go to school to help support the family; • material factors – lower social classes may live in overcrowded conditions making it difficult to study effectively; • cultural factors – Bourdieu says that cultural capital (gained from home) is advantageous in education – the higher social classes will have more of this; • cultural factors – there may be less academic role models in lower class families e.g. no one in the family has been to university etc. therefore aspirations are lower; • cultural factors – higher class families may value education more than the lower classes and so parents engage more with the school to ensure their children are doing well; • cultural factors – higher class pupils may benefit from social capital (Bourdieu) that gives them access to networks of opportunity such as the ‘old boys network’; • school – teachers may label students from the lower social classes as less academic and therefore a self-fulfilling prophecy occurs; • school – lower class students are disproportionately found in the lower sets and streams and so are unlikely to do particularly well at school; • school – many sociologists believe the curriculum at school is based on middle class values which makes success easier for those in the higher classes; • linguistic codes – higher classes are typically brought up with the elaborate code which is also used in schools, lower classes are more likely to have the restricted code which may disadvantage them; • any other reasonable response. 2(e) Arguments against: • material factors – compensatory schemes e.g. scholarships and bursaries, exist to help and support lower class students in education; • material factors – high quality state education is often provided for free by the state e.g. in comprehensive schools; • cultural factors – lower class parents and students may actively resist their cultural values in an attempt to improve their life chances through educational success; • school – rather than a self-fulfilling prophecy occurring, a self- negating one may be seen instead where students aim to work hard and prove their teachers wrong; • school – it may be the peer group a child is in that determines educational success more than their social class e.g. peer pressure; • school – functionalists say that education is meritocratic therefore anyone from any social class can be successful as long as they work hard; • gender – this factor may be more important than social class in determining educational success e.g. patriarchy; • ethnicity – this factor may be more important than social class in determining educational success e.g. institutional racism/ethnocentrism; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 2(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2021

1 Marriage and family relationships are constantly changing in the postmodern world. There is a diverse range of families as well as many alternatives to the family. Marriage is still a popular choice for many people but can differ depending on culture. For example, polyandry is a norm in some societies. However, whether everyone benefits from marriage and family life is a matter of debate. (a) What is meant by the term ‘polyandry’? [2] (b) Describe two trends in marriage in modern industrial societies. [4] (c) Explain how the family socialises children. [6] (d) Explain why family life may benefit males. [8] (e) To what extent are extended families the best type of family to live in? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘polyandry’? 2 One mark for partial definition, e.g. married to more than one person. Two marks for clear definition, e.g. when a woman has more than one husband at the same time. 1(b) Describe two trends in marriage in modern industrial societies. 4 Possible answers: • serial monogamy – remarriage rates are increasing in modern industrial societies leading to reconstituted families; • first marriage – rates of first marriages have fallen significantly in modern industrial societies, e.g. fell by 50% in UK between 1970 and 2000; • same-sex marriages – these are increasing as legislation changes in many modern industrial societies; • marital breakdown – divorce rates in modern industrial societies have increased; • age – in modern industrial societies the average age of marriage has increased, often linked to women focusing on their careers first; • changing marital roles – there has been a movement towards more symmetry in marriage through the formation of joint conjugal roles; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how the family socialises children. 6 Possible answers: • teaching norms and values – families teach their children the societal expectations such as respect, manners, behaviour; • demonstration – family members show children how to do things e.g. sharing toys; • imitation – children are encouraged to copy the behaviour of adults; • instruction – children are socialised through instruction/verbal appellations that tell them what to do and what is expected; • role modelling – children are likely to look up to adult family members and so do as they do; • gender roles – socialisation in the family may lead children to see certain gender roles as ‘natural’ e.g. female housewives and carers; • manipulation/canalisation – girls and boys are taught their expected gendered behaviour in the family through activities and toys e.g. girls go to ballet class, boys play with action figures etc; • rewards/positive sanctions – families can use praise and rewards to encourage certain behaviours and attitudes in children; • negative sanctions – families will reprimand and punish children if they do not do as they’re told, therefore socialising them into expected behaviours and understanding the consequences of their actions; • primary socialisation – the family is the first agent of socialisation children meet, therefore is particularly influential in the formative years; • any other reasonable response. • this one Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why family life may benefit males. 8 Possible answers: • gender role socialisation – processes such as canalisation and manipulation may mean that boys and girls in the family are socialised very differently, resulting in different life chances and jobs that benefit boys e.g. higher pay, status etc (Oakley); • feminists – believe that the family is patriarchal in structure – segregated conjugal roles still exist in many families and this benefits males as they have more power in the family; • dual/triple burden – feminists believe that even when they work in paid employment women perform the majority of the household tasks and so this unpaid labour at home benefits males; • domestic division of labour – claims that family life may be symmetrical can be criticised as men typically perform the more fun and active roles whereas for women their tasks are often dull and repetitive, meaning family life benefits males; • Marxist-feminists – believe that family life benefits men more than women because it is a main reason to explain why men are paid more than women at work – female earnings are considered to be supplementary to the males; • Marxists – believe the nuclear family benefits capitalism as it inculcates the next generation of workers to believe capitalism is normal and fair – this requires men and women to perform different roles and because women are home-centred and men work-centred, this benefits males; • Marxists – women perform the ‘warm bath’ function for males, soaking up their stresses and strains from the workplace and keeping them healthy, ready to work again and increase capitalist profits the next day so benefiting males; • domestic violence – feminists believe family life is characterised by control and abuse for many women and children, typically perpetrated by men, therefore family life benefits males; • education – some families may prioritise boys’ education over girls which then benefits males who are able to find better job opportunities and prospects; • inheritance – in some families the culture of inheritance is that this passes through the family to the males – this benefits males in terms of finances and power; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 1(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent are extended families the best type of family to live 15 in? Arguments for: • criticisms of the nuclear family as being too intense and privatised for its members means that the greater flexibility of the extended family is better for effective primary socialisation; • with divorce and single parent families being increasingly common today extended families are often a vital source of support (emotional, financial, practical etc.); • extended families offer extensive financial support to their members through loans and monetary gifts; • extended families offer a lot of practical support to their members, such as looking after the grandchildren whilst parents are at work; • extended families, particularly female members, are seen to offer valuable emotional support to their wider family members through listening, talking and offering advice; • modified extended families allow smaller family units the privacy and autonomy they desire whilst still being a constant and effective source of contact and support often through the use of technology; • for the pivot generation, extended families may be crucial in terms of grandparents looking after grandchildren and parents caring for their own elderly parents; • in some cultures the extended family is both a norm and a sign of a successful family life e.g. South Asian communities; • with a rising cost of living, extended families are often the best option in terms of sharing household and holiday costs; • any other reasonable response. Arguments against: • the extended family does not allow for the privacy and autonomy that individuals expect and want in a privatised contemporary society; • with the need to be geographically mobile today in order to get employment, it is difficult to see how the extended family is the best fit for such a society; • as social mobility becomes more normal due to increasing participation in non-compulsory education, the extended family ties are difficult to fit in with newly formed values and cultures; • we now live in a global age, meaning that international travel and employment are increasingly normalised. This would be difficult to combine with an extended family structure; • it is the nuclear family, rather than the extended family, that functionalists and the New Right claim is the best fit for modern society e.g. is more functional, allows for joint conjugal roles etc.; • feminism – extended families may place a burden on female members e.g. the care role or restricting personal freedom; other families allow for greater female independence; • postmodernism – as societies become increasingly diverse, so do families and so there is no longer a ‘best’ type of family – this depends on the needs of the individuals and the society; • any other reasonable response. 1(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2021

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

35 marks

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

This question in 0495/22 Oct/Nov 2021

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

35 marks

Mark scheme: 3(a) What is meant by the term ‘penal system’? 2 One mark for partial definition, e.g. prison. Two marks for clear definition, e.g. the formal agencies responsible for overseeing the punishment that has been imposed on an offender by the court. 3(b) Describe two types of crimes that are under-reported to the police. 4 Possible answers: • trivial crimes – crimes perceived to be petty or everyday occurrences are unlikely to be reported as it’s not worthwhile; • uninsured items – crimes where there is no benefit to the victim in reporting it are unlikely to be reported; • domestic abuse – some crimes are perceived as a private matter and therefore are unlikely to be reported; • family/friendship ties – crimes where the offender is known to the victim are unlikely to be reported; • gang crimes – some crimes will not be reported because the victim will be concerned for their safety – the fear of reprisal; • victimless crimes – drug abuse is unlikely to be reported as there is no clear victim of a crime; • invisible crimes e.g. fraud – in many white-collar crimes people are not aware they have been a victim therefore do not report it; • corporate crimes – big businesses often dismiss staff and deal with matters internally rather than involving the police so as not to damage their reputations; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how moral panics are created. 6 Possible answers: • exaggeration – the behaviour of the group identified by the media is reported as worse than it really is through sensationalist language and images so creating a moral panic (e.g. Cohen’s ‘Mods and Rockers’ study); • further deviance occurs – as a result of the moral panic deviancy amplification may occur through social reactions (e.g. Young’s ‘The Drugtakers’ – a good study to show how the media can create deviancy amplification and folk devils through the creation of a moral panic); • prediction – the media claim that further deviance will occur and will be worse unless firm action is taken and so create a moral panic; • symbolisation – the media show how the folk devils (those identified as the ‘baddies’) can be recognised e.g. by their appearance, clothing etc. and this stereotype then becomes part of the moral panic; • pressure – the media can put pressure on other agencies e.g. the Government, schools and parents to control the deviant behaviour showcased in the moral panic – this is a key feature of how it is created; • stigmatisation – the folk devils in a moral panic are shown to be very different to ‘us’ – this is a negative representation often based on easily recognised stereotypes and part of how a moral panic is created; • crime/deviancy occurs – something happens in society that occurs more than once and offends society’s morals and values, e.g. urban knife crime; this is then taken by the media and turned into a negative story and a moral panic; • Fawbert’s study on ‘the hoodies’ could be used to illustrate the role of stereotyping and labelling in the creation of a moral panic; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why juvenile delinquency occurs. 8 Possible answers: • peer pressure – young people are thought to be under a lot of pressure to conform to peer group norms – if these involve criminality then this will lead to juvenile delinquency; • gangs – young people make up the vast majority of gang members – gangs are based on criminal and deviant behaviour e.g. drug dealing, initiation rites etc; • postmodernism – thrills and excitement – many sociologists believe that young people commit crime because it gives them a ‘buzz’ and is exciting; • edgework – young people are more likely to take risks than older people who will have more to lose e.g. work, family etc. – this can often result in juvenile delinquency; • Matza ‘drift’ – he believes that it is normal for young people to engage in criminal and deviant behaviour as it is part of their adolescent life stage, a deviant phase; • functionalism – extended period of youth – juvenile delinquency is seen to be ‘part of growing up’ when adolescents are searching for their identity (not yet an adult, no longer a child) – transition stage; • imitation and role models – young people are more likely to be influenced by the actions of others than the older generation therefore media representations of ‘gangsta’s’ and criminality as glamorous may affect the younger generation; • Marxism – juvenile delinquency occurs as a form of resistance to the inequalities of capitalism e.g. protest groups, activism, sub-cultures; • boys are more likely to offend than girls – this may be due to pressures to appear masculine by being aggressive and competitive which can lead to criminality e.g. joining deviant sub-cultures; • advertising/consumer culture – young people are subjected to a constant stream of adverts for consumer items and lifestyles that they are unlikely to be able to afford; this may be another reason for them to turn to juvenile delinquency; • lack of education – poverty/material deprivation may ensue for young people who are unable to find a job/high paying job; • discrimination – juvenile delinquency can occur due to societal discrimination e.g. of ethnic minority youths who then feel anger towards an unfair society e.g. BLM; • in-school deviance – students may join anti-school sub-cultures and engage in deviant behaviour due to being labelled unfairly by teachers, resulting in a self-fulfilling prophecy and a deviant master status; • any other reasonable response. 3(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is social class the best explanation of crime? 15 Arguments for: • official crime statistics show that most crimes are committed by members of the working/under class, therefore social class must be an explanation for why crime is committed; • socialisation – the lower classes may have been socialised into a different set of values than the higher classes e.g. immediate gratification – this may lead them into crime (Miller focal concerns); • Merton’s strain theory – Western societies socialise individuals to believe in the American Dream but in reality these levels of success are not available to everyone and are harder to achieve for the lower social classes, who may then turn to crime in order to gain the things they desire; • relative deprivation – members of the lower classes may be more likely to steal goods that they see the higher classes enjoying but that they cannot afford legitimately, thus leading to crime; • Marxism – some actions of the lower classes are criminalised and the law is selectively enforced so that the powerful are less likely to have their actions defined as criminal. This makes it seem as though being from a lower social class is part of the explanation for crime; • Cohen status frustration – the lower social classes are likely to have a low status in society and thus may turn to crime in order to improve this through illegitimate means e.g. gangs; • Cicourel ‘typical delinquent’ – his study showed that the law enforcement agencies have a stereotype of who the typical criminal is and that being working class is part of this – this means those in the working class are more likely to be stopped and searched and arrested than other classes; • education – the lower classes are less likely to have a good education which then impedes upon their job prospects, perhaps making crime an attractive ‘career choice’ where rewards can be high (illegitimate opportunity structure); • white-collar/corporate crime – these types of crime demonstrate links between crime and the higher social classes through the workplace; • any other reasonable response. Arguments against: • age – young people commit a lot more crime than other age groups, therefore maybe it is age that is the best explanation; • gender – males commit a lot more crime than females, therefore maybe it is gender (masculinity) that is the best explanation; • ethnicity – some ethnic groups commit more crimes than others, therefore perhaps it is ethnicity that is the best explanation; • OCS validity – sociologists recognise that the official crime statistics do not give us a true picture of crime therefore the assumption that crime is committed largely by the lower classes (based on OCS data) could be misplaced; • dark figure of crime – a significant number of crimes never feature in the OCS and therefore any trends in criminality (e.g. that crime is committed mainly by the lower class) should be treated with caution; • is the criminal’s social class position really the best explanation for middle class crimes such as fraud or is it more to do with greed?; 3(e) • expressive crimes – it is difficult to align social class with sensible explanations for expressive crimes such as murder and assault; • feminism – feminists believe that the criminal justice system is patriarchal and that men are the problem when it comes to crime – low rates of conviction for sexual assault, rape, domestic violence against women etc; this all leads them to believe that the best explanation for crime is not class based, but gender; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer 3(e) may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2021

2 The comprehensive education system began in the 1960s and was based upon principles of equality. It tried to improve issues of cultural deprivation and is still a popular educational system in modern industrial societies. Despite this, however, some social groups still perform better than others in education. (a) What is meant by the term ‘cultural deprivation’? [2] (b) Describe two examples of informal education. [4] (c) Explain how shared values are learned in schools. [6] (d) Explain why in many modern industrial societies girls achieve better examination results than boys. [8] (e) To what extent does the comprehensive system ensure equality of opportunity in education? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘cultural deprivation’? 2 Values and attitudes from the family background of some children that prevent them from achieving in education. One mark for partial definition, e.g. don’t value education. Two marks for clear definition, e.g. family values that may hold some children back from achieving in education, immediate gratification, for example. 2(b) Describe two examples of informal education. 4 Possible answers: • education outside the classroom/formal curriculum; • after school activities e.g. football training teaching teamwork; • what children learn in lessons that is not part of the formal curriculum i.e. importance of punctuality; • the learning of norms and values – socialisation; • the learning of gender roles and expectations – gendered socialisation; • hidden curriculum – schools pass on to students a wide range of expectations, norms and values which children are unlikely to question – that young people have a lack of power when compared to those in positions of authority, for example; • learning to accept boredom – schools train students in how to deal with boredom in order to prepare them for this in their later working life; • any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how shared values are learned in schools. 6 Possible answers: • informal sanctions such as glares, warnings and body language let children know whether their behaviour and actions are approved or disapproved of; • children learn social expectations from school and therefore can see what their society believes to be important – secondary socialisation; • imitation/role modelling – students learn shared values through seeing how others behave and how they are consequently treated; • formal sanctions such as exclusions and detentions teach children that there are negative consequences to their actions if they misbehave; • fear – students may conform in education because they are afraid of not following the rules, particularly if corporal punishment is legal; • Marxist view – those in positions of power may control the rest of the population through schools, media etc – children may therefore be taught a particular world view; • rewards – children like to receive praise and therefore may do as they’re told by teachers in order to receive stickers, positive contact with home, merit rewards etc; • feminists believe schools teach children patriarchal ideologies through stereotyping, differential subject choice and gendered expectations; • wanting to fit in – by following the rules and conforming, children do not stand out from the crowd and do not appear ‘different’ – education can help them feel that they belong and have shared interests with other members of their society; • functionalists believe schools continue the socialisation that began at home in infancy and so pass on core norms and values from one generation to the next; • formal curriculum e.g. being taught in lessons and assemblies about your society, history, culture, morals and heritage encourages togetherness; • in some countries learning national values is part of the school day e.g. in UK British Values must be taught, in other countries singing national anthems, pledging allegiance to a flag (patriotism) etc; • any other reasonable response. 2(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how shared values are learnt in schools. Responses may be short and un/under developed. Candidates may only describe some values. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘Teachers tell students off when they are doing things that are wrong.’ Band 2 [4–6 marks] A clear and accurate explanation showing good sociological knowledge and understanding of how shared values are learnt in schools. Sociological terms and concepts should be expected. Candidates may discuss e.g. ‘the learning of norms and values, learning patriotic slogans, secondary socialisation, patriarchal ideologies etc.’ At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 2(d) Explain why in many modern industrial societies girls achieve better 8 examination results than boys. Possible reasons: • today there are more opportunities available for women in society, girls know they no longer have to be housewives and mothers and can strive for a successful career instead; • there are many positive female role models in society for women, encouraging girls to do well for themselves; • equal opportunities legislation ensures that girls and boys get the same opportunities to be successful at school; • peer pressure in schools is often a key reason for the educational performance of students – may lead to anti-school and/or pro-school subcultures forming for boys; • positive discrimination may occur whereby schools develop schemes to encourage girls to aim higher e.g. in science and technology; • teacher labelling (positive or negative) may lead to a self-fulfilling prophecy for students e.g. naughty boys, bright girls; • research shows that girls spend longer doing their homework, concentrate better in class and are better organised, girls also seem to benefit from coursework options; • girls are thought to mature earlier than boys so are more likely to recognise the importance of taking and being successful in examinations; • girls are socialised to be passive which makes them better equipped than boys to learn in a classroom environment where conformity is highly valued; • any other reasonable response. 2(d) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why girls achieve better examination results than boys. Responses may be short and undeveloped. e.g. ‘girls work harder’ without justification. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why girls achieve better examination results than boys. Responses may be underdeveloped and lacking in range. Answers may concentrate on only a few factors such as ‘teacher expectations/labelling’ or ‘positive female role models’ and so be a little narrow. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why girls achieve better examination results than boys and will be well developed and explained, e.g. ‘Clear trends in the educational performance of girls and boys are evident, showing that girls are typically achieving better in examinations. Nowadays, girls have high aspirations to be successful in life and will work and study hard at school to achieve this. Teachers often have positive stereotypes of girls which can lead to the halo effect. Schemes to further encourage girls to do well in education are also implemented in many schools, particularly in science and technology’. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 2(e) To what extent does the comprehensive system ensure equality of 15 opportunity in education? Arguments for: • entrance to comprehensive schools is only through catchment area or parental choice, nothing to do with entrance exam or fees; • comprehensive schools were introduced to recognise the change in thinking that all students deserve the same chances to succeed in life – a meritocracy; • comprehensive schools allow equality of opportunity – all pupils can study the same subjects and have an equal chance of succeeding; • comprehensive schools bring children from different social groups together in a spirit of community – different genders, ethnic groups and social classes – which leads to fewer social divisions; • few students now leave school without any qualifications which betters their life chances (comprehensive schools play a role in this); • children are no longer labelled as failures at age 11 as they were in the former tripartite system and so can develop as learners and be successful thus avoiding the self-fulfilling prophecy; • comprehensive schools offer a wide range of subjects to students, academic and vocational, meaning there is something to suit everyone; • functionalist view – education as fair for all, a meritocracy; • any other reasonable response. Arguments against: • some argue comprehensive schools lower standards because brighter students have to work at the same speed as the less able and thus are insufficiently stretched; • in reality comprehensive schools are not as diverse as they are in theory – if the schools has a mainly working class catchment area then most of the pupils will also be working class; • some argue that comprehensives can be large and impersonal institutions that may contain discipline problems; • most comprehensives use setting and streaming to provide a different education for pupils with different abilities i.e. selection; • not all children in the local area will attend the local comprehensive – parents can choose to send their children elsewhere i.e. a private school, faith school etc; • teacher stereotyping and labelling may still occur in comprehensive schools which will prevent equality of opportunity; • many middle class parents will choose to send their children to selective schools as they believe they will get a better education there than the local comprehensive; • schools are under increasing pressure to get good exam results and so will try to select the most able pupils and exclude those with discipline problems and learning difficulties as they may not do as well in school; • comprehensive schools cannot compensate for home factors such as material and cultural deprivation; • Marxist view – comprehensive schools continue to support the system that benefits the ruling class i.e. capitalism; • feminist view – comprehensive schools still deliver a patriarchal curriculum and encourage stereotypical views of males and females; • any other reasonable response. 2(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of whether the comprehensive system ensures equality of opportunity. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. ‘comprehensives accept every child’. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. comprehensive schools are for everyone you don’t have to pass a test to get in’, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether the comprehensive system ensures equality of opportunity. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. Answers may list different types of schools with positive and negative factors. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points, for example ‘Lots of different types of subjects and qualifications are offered in comprehensive schools which means there is something available to allow every pupil to be successful’. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of whether the comprehensive system ensures equality of opportunity. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well- developed points. At the top of the band, expect a wider range of points and clear focus on the question. Candidates may outline that e.g. ‘there are different opinions within sociology as to whether comprehensive schools offer equal opportunities for children. Functionalists believe they are part of a meritocratic system whereas Marxists and Feminists believe they still advantage some students over others’. 2(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether the comprehensive system ensures equality of opportunity. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. Candidates may outline and discuss different views of comprehensive schools both positively and negatively e.g. ‘meritocratic, setting, no selection, diversity, labelling, social divisions’ etc. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent…?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether the comprehensive system offers equality of opportunity, citing some of the examples given.

This question in 0495/23 Oct/Nov 2021

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

35 marks

Mark scheme: 3(a) What is meant by the term ‘youth culture’? 2 The way of life (norms and values) of young people between childhood and adulthood. One mark for partial definition, e.g. way of life. Two marks for clear definition, e.g. norms and values associated with young people. 3(b) Describe two reasons why someone might not report a crime to the 4 police. Possible answers: • embarrassment e.g. sexual crimes; • crime not perceived as criminal e.g. relating to health and safety legislation; • petty crimes – seen to be a waste of time, nothing will be done; • not aware a crime has been committed e.g. child neglect – the young person does not know that they have been a victim of crime • not able to report a crime e.g. small children that are victims; • fear of reprisals e.g. being scared of the criminal; • knowing the perpetrator and not wanting to get them into trouble e.g. crimes committed by family members/friends; • new crimes such as those to do with technology and the internet e.g. cybercrimes are so commonplace that they are just accepted as ‘normal’; • feeling you will not be listened to e.g. corrupt/untrustworthy police force; • acceptance of crime e.g. gang crime/criminal subcultures – where criminal behaviour is a normal part of everyday life; • crimes the victim is unaware of e.g. they think they have lost something; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how self-report studies can be used to measure crime. 6 Possible answers: • asks people what crimes they have committed and can draw patterns and trends from this; • completed anonymously in order to improve validity; • thought to be more valid than the official crime statistics as respondents do not have to worry about getting into trouble; • confidential questionnaires or interviews are used as the research method; • different methodologies – depending on the type of method used (e.g. questionnaires or interviews) researchers can find out qualitative and/or quantitative data in order to measure crime; • can reveal that significant numbers of crimes are committed by women and middle class people – a stark contrast to the official crime statistics; • often used to find out about the offending of young people; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of how self-report studies can be used to measure crime. Responses may be short and un/under developed. Candidates may be confused as to what is meant by self-report studies. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language, e.g. ‘asking people what crimes they have committed’. Band 2 [4–6 marks] A clear and accurate explanation showing good sociological knowledge and understanding of how self-report studies can be used to measure crime. Sociological terms and concepts should be expected. Candidates may refer to methodology, purpose, advantages etc. with examples. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one factor in a well-developed way or cover several factors in less detail. 3(d) Explain why some ethnic minority groups have higher official rates of 8 crime than other ethnic groups. Possible answers: • media stereotyping and moral panics; • police labelling and stereotyping leading to police targeting of ethnic minorities – differential stop and search rates, for example; • status frustration – ethnic minorities often have little status in mainstream society and so turn to crime and deviance to gain this illegitimately; • poverty/material deprivation – ethnic minorities are typically amongst the poorest groups in society; • resistance and rebellion – ethnic minorities may be resisting a perceived racist society that leaves them feeling marginalised e.g. BLM and protest groups; • gang culture – ethnic minorities may be more likely than other ethnic groups to be members of gangs and thus to commit criminal offences; • unemployment/lack of legitimate opportunity – ethnic minorities may find it harder to get work and thus turn to crime for the money they need (institutional racism); • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of why the official rates of offending for some ethnic minority groups are much higher than for other ethnic groups. Candidates may not fully understand what is meant by an ethnic minority. Responses may be short and undeveloped. e.g. ‘because the police think they are criminals’. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding of why the official rates of offending for some ethnic minority groups are much higher than for other ethnic groups. Candidates may say that e.g. ‘racism in society may be one reason for the higher rates of offending amongst ethnic minorities. If they struggle to find employment and are living in relative deprivation then criminal behaviour becomes more likely’. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed. 3(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding of why the official rates of offending for some ethnic minority groups are much higher than for other ethnic groups and will be well developed and explained. Candidates may discuss institutional racism, marginalisation, police targeting, labelling theory, moral panics etc. Sociological terms and concepts will be used accurately, overall. Answers will be well focused on the question and there will be a range of reasons presented. At the top of the band explanations will be clear throughout. 3(e) To what extent do punishments for committing crimes deter people 15 from criminal behaviour? Arguments for: • prisons/the penal system are shown in the media to be violent and oppressive places and thus the fear of being sent there puts people off committing crime; • the loss of freedom and autonomy associated with prison life deters people from committing crime as they do not want to be sent there; • the death penalty is seen by many to be the ultimate deterrent to crime; • curfews, electronic tags and restraining orders limit the movement and free will of individuals and thus persuade others not to commit crime; • corporal punishment and other physical punishments deter others from committing crime because of the pain involved; • community service can be seen to be humiliating and embarrassing and so is an effective way of deterring others from committing crime; • the media can be used as important agent of social control, showing the negative sides of punishment and reaching a huge audience – deterring them from committing crime; • family – some individuals may be scared of punishments in the family and so refrain from criminal behaviour; • any other reasonable response. Arguments against: • if punishments for crime were such an effective deterrent then we would not see high levels of offending in societies; • rewards/encouragement/positive sanctions may be a more effective means of deterrence than punishments; • many countries/states that still have the death penalty find that crime rates actually increase showing that this form of punishment does not deter people from committing crime; • the media often glamourise crime and punishment and provide the public with criminal role models – this may actually encourage crime rather than act as a deterrent; • zero tolerance/harsh punishments may aggravate and anger people and thus fail to act as a deterrent but instead lead to greater criminality; • if punishments are perceived to be unfair (i.e. racist/sexist/favour the rich etc.) then they will not deter people from committing crime; • the media is often accused of portraying prison life as ‘soft’ and ‘easy’ – televisions, pool tables, games consoles etc. – and thus this form of punishment is unlikely to act as a deterrent to crime; • lack of alternatives to crime – for some individuals poverty and deprivation may be so bad that no amount of punishment will deter them from crime – it’s a necessity; • any other reasonable response. 3(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of whether punishments for committing crimes deter others from criminal behaviour. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one-sided. e.g. punishments for crime scare other people from doing them. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points or provide a weak definition of key terms, e.g. punishments are how society sanctions people who have committed crimes, in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of whether punishments for committing crimes deter others from criminal behaviour. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited use of sociological terms or concepts. Candidates may discuss some reasons why punishments deter others from committing crimes i.e. fear, loss of freedom, humiliation etc. but responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the response will be rather narrow in the points covered and there will be little development. Higher in the band, more points will be covered and there will be limited development of some points. Alternatively, a list-like answer with little development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of whether punishments for committing crimes deter others from criminal behaviour. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well developed, focused on the question and there will be a range of points presented. Candidates may be able to present a range of points to support the idea that punishments for committing crimes do deter others, but also be aware of some of the arguments against this i.e. criminal role models, increased crime rates, media distortion and exaggeration etc. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of well-developed points. At the top of the band, expect a wider range of points and clear focus on the question. 3(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of whether punishments for committing crimes deter others from criminal behaviour. There will be a strong grasp of the argument as well as accurate and frequent use of sociological terms and concepts. Answers will be well developed, clearly focused on the question and discuss a wide range of points. For example, candidates may say that whether punishments deter others from committing crime depends on the punishment and the individual. For example, marginalised groups in society may perceive punishments as unjust (i.e. racist policing) and thus not be deterred to commit criminal acts and protest. Others, however, may be scared at the thought of prison and the associated loss of freedom this will bring and so be successfully put off committing crimes etc. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent…?’ part of the question through a focused conclusion. Candidates should show consideration of points for and against the idea of whether punishments for committing crimes deter others from criminal behaviour, citing some of the examples given.

This question in 0495/23 Oct/Nov 2021

4 As an increasingly important agency of socialisation, the media has a lot of power in society. The media has been accused of stereotyping, agenda setting and promoting violence. In new media, however, interactivity means that the audience can also affect media content. (a) What is meant by the term ‘agenda setting’? [2] (b) Describe two examples of interactivity in the media today. [4] (c) Explain how the media serves the interests of powerful people in society according to the Marxist perspective. [6] (d) Explain why violence in the media may not always increase levels of violence in society. [8] (e) To what extent does the media continue to reinforce gender stereotyping? [15]

35 marks

Mark scheme: 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.

This question in 0495/23 Oct/Nov 2021

1 Family relationships have changed due to factors such as feminism, industrialisation and secularisation. However, for many sociologists such as Marxists, the family remains an important institution that performs functions for individuals and society. Families differ depending on whether people are married and what type of marriage they have. Serial monogamy, for example, is very different to polyandry. (a) What is meant by the term ‘serial monogamy’? [2] (b) Describe two examples of patriarchy in the family. [4] (c) Explain how family life has been affected by secularisation. [6] (d) Explain why Marxists believe the family benefits capitalism. [8] (e) To what extent are families still traditional? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘serial monogamy’? 2 One mark for a partial definition, e.g. being married more than once. Two marks for a clear definition, e.g. when someone has more than one marriage partner during their lifetime but only one at any one given time. 1(b) Describe two examples of patriarchy in the family. 4 Possible answers:  segregated conjugal roles – men and women playing different roles in the family which gives men more power and status then women e.g. the female housewife role;  domestic abuse – where men assert their power and authority over women through violence, coercion or control;  male breadwinner role – if the man is responsible for earning the money to support the family then his position is seen to be more powerful and higher status than the woman’s;  gender socialisation – families socialise males and females differently and this encourages the continuation of patriarchy as it is seen as ‘normal’ e.g. Oakley ‘canalisation’;  household roles – symmetry may be a myth because typically women play the ‘drudgery’ roles of housework, cooking, cleaning etc. whereas men take on the more active and fun roles of DIY, gardening and playing with the children;  lone parent families – typically headed by women who have to bring up and provide for the children. Fathers may play a smaller role in the life of the children but the burden falls upon the woman;  dual burden/triple shift – even when women do paid work they are still expected to take the most responsibility in the home meaning that the burden upon women is far more than that placed upon men;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how family life has been affected by secularisation. 6 Possible answers:  decline in the marriage rate – family life may be more likely to occur within a cohabiting or civil partnership relationship today;  rise in divorce – this can lead to financial hardship stress and a negative impact on children and parents alongside some form of shared parenting;  greater freedom and choice – interactionists would argue that the lessening influence of religion upon family life means that individuals have more freedom to choose the type of family (if at all), roles and lifestyles they want;  lone parent families – these may be more commonplace due to secularisation as they are seen as less of a stigma – this may affect economic capital;  non-traditional family forms – secularisation has meant that the religious influence on family life has lessened, leading to the rise of non- traditional families such as same-sex;  the New Right – they link secularisation with a general moral decline that has led to a growth in fatherless families whereby socialisation is criminogenic or inadequate;  feminism – less religious influence, means that many women are freed from the burden and expectation of having to be heterosexual and enter into a traditional family structure, often with segregated conjugal roles. Instead they may spend less time with the family and more time focused on their careers;  decline in the birth rate – having children is seen now as a choice and many equate this to a decline in religious values, particularly about marriage and reproduction. This has led to more childless women, singlehood and DINK families;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why Marxists believe the family benefits capitalism. 8 Possible answers:  socialisation – the family is where members are socialised into accepting the capitalist system and values, brainwashing the proletariat into believing that the system is a fair and meritocratic one;  next generation of workers – these are brought up within the family and so work to provide profit for the bourgeoisie so making the family functional;  strikes – having a family makes it very difficult for workers to go on strike as they would not be able to support their families – this is functional for capitalism;  family as a unit of consumption – families buy and consume (and the media encourages them to do so) and in so doing supports the capitalist system;  frustration and anger – wives soak up their husband’s frustration and anger from the workplace where they feel alienated and oppressed in so doing they do not direct their feelings towards the capitalist system;  women’s roles – they are expected to be the carers and nurturers in the family and they do this for the elderly and the sick family members this means capitalism has little responsibility for healthcare;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent are families still traditional? 15 Possible answers: Arguments for:  the ideology of the cereal packet family encourages marriage and nuclear families as the norm;  most individuals still want marriage and children and marriage rates remain high;  despite divorce rates rising, rates of remarriage are also high, showing that traditional families are still valued;  in religious societies family life is both valued and expected and ensures families remain traditional;  in extended (and modified extended) families, the older generation can be looked to for advice and guidance as well as practical support;  children are still subject to the authority of their parents which is traditional;  in many families gender roles remain quite traditional, whether this be segregated or non-symmetrical roles or through the dual burden/triple shift;  in families with children, it is still largely the woman who takes responsibility for the childcare and emotional work and who may give up paid work for this or work part time whilst the male fulfills the breadwinner role;  any other reasonable response. Arguments against:  Willmott and Young’s study has shown how family life is becoming more symmetrical in terms of domestic tasks and roles in the public sphere e.g. househusbands, joint conjugal roles = not traditional;  a large amount of people will never marry and/or will never have children – declining birth rate, singlehood, DINK families etc. = not traditional;  extended families have declined in favour of a more privatised nuclear family that relies on other institutions and friends for support = not traditional;  same sex families are increasingly common and are now often legitimated by law = not traditional;  friendship groups are thought by some sociologists to be replacing the traditional family structure and so challenging traditional families, e.g. shared households, friends getting joint mortgages etc.;  family diversity today means that there is no longer a ‘typical’ family and so traditional rules and expectations are being challenged and changed;  children have increasing rights in society and family life may now be child-centred with children having a lot more power in the family than previously = not traditional;  any other reasonable response. 1(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/21 May/June 2022

2 According to patterns and trends in educational achievement, not all pupils have an equal chance to succeed. Some sociologists believe that schools encourage social mobility and both the formal and hidden curriculum discourage immediate gratification. Other sociologists believe the type of school a pupil attends and teachers’ expectations also affect educational achievement. (a) What is meant by the ‘immediate gratification’? [2] (b) Describe two different types of school. [4] (c) Explain how students can be influenced by the hidden curriculum. [6] (d) Explain why education is important for social mobility. [8] (e) To what extent is educational achievement influenced by schools? [15] Section C: Crime, deviance and social control

35 marks

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

This question in 0495/21 May/June 2022

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

35 marks

Mark scheme: 3(a) What is meant by the term ‘youth sub-culture’? 2 One mark for a partial definition, e.g. have their own norms and values. Two marks for a clear definition, e.g. a distinct smaller group within youth e.g. Goths. 3(b) Describe two reasons why crime rates for some ethnic groups are 4 higher than for other ethnic groups. Possible answers:  racial discrimination – crime may be a response to experiencing racism and prejudice/stereotyping, a form of resistance to this unfair system that rejects society’s values;  historical context – colonialism – a history of resentment to colonial authority may carry over and result in criminal behaviour for some ethnic groups;  relative deprivation – rates of poverty are high amongst some minority ethnic groups, particularly in the inner cities, and this may lead them into committing instrumental crimes;  marginalisation – feeling excluded from wider society and alienated from the core values may make turning to a life of crime more likely for some ethnic groups than others;  deviancy amplification – police targeting and high rates of stop and search may result in some minority ethnic groups becoming disillusioned and frustrated with the justice system, fighting back and so getting arrested;  labelling theory – some ethnic groups are labelled negatively by society and thus develop a self-fulfilling prophecy, making them act more deviantly and therefore be more likely to be arrested;  peer pressure – gang activity is often associated with some minority ethnic groups who may live in areas where gang culture is a norm – it is hard not to then get involved with this;  lack of opportunity – some minority ethnic groups do not do well in education and thus struggle to access good jobs in society meaning that crime becomes more attractive e.g. drug dealing;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how definitions of crime vary over time. 6 Possible answers:  laws – laws change over time and so definitions of what is criminal will also change e.g. not being allowed to smoke in a public place;  norms and values – these evolve and change over time and this will affect definitions of criminality e.g. the age of consent;  gender – feminism has ensured that gender expectations have significantly changed and this will affect definitions of crime e.g. laws on marital rape;  age – as children are no longer typically seen as mini adults and tend to have an extended period of time in education, this changes the law regarding them e.g. child workers are now not allowed in many countries;  racism – this is now a criminal offence worldwide therefore this has meant that racial prejudice and discrimination e.g. in the housing market has become a criminal offence;  digital technology – the rise of technology across the globe means that new crimes are emerging all the time e.g. cybercrimes, corporate crime etc.;  social media – now that these social networks are so globally entrenched, many opportunities for criminal offences that didn’t previously exist have opened up e.g. catfishing, fraud etc.;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why most individuals conform to society’s norms and values. 8 Possible answers:  functionalism – this theory says that individuals conform because there is a value consensus in society (that has been introduced in the primary socialisation stage) ensuring both social order and social solidarity;  Marxism – Marxists say that the working class conform to ruling class ideologies and values because they are in an exploited position whereby they rely on the ruling class to pay their wages – they are effectively ‘wage slaves’;  feminism – feminists say that females conform to the patriarchal norms and values of society and male control because all of the agents work together to protect male power;  peer pressure – as children enter adolescence, the peer group becomes very influential and individuals often submit to peer group pressure just so they fit into the group;  socialisation – this begins with the family and teaches individuals the correct norms and values for their society e.g. through imitation and canalisation;  informal social control – these agents all use systems of rewards and sanctions to ensure that individuals do conform e.g. media ‘name and shame’ campaigns;  formal social control – formal agents such as prison, the police and the courts deter people from deviant activity as they are fearful of the consequences;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent are victim surveys a more accurate measurement of 15 crime than official crime statistics? Possible answers: Arguments for:  unreported crime – victim surveys (VSs) get over the problem that the official crime statistics (OCS) have of unreported crimes. VSs ask people if they have been a victim of crime and thus are able to reveal more of the dark figure and are therefore more accurate;  unrecorded crime – VSs get over the problem of unrecorded crime. It doesn’t matter if the police have recorded the crime as it will still feature in a VS, unlike in the OCS. This is therefore more accurate;  British Crime Survey/national victim surveys – results show that there is a huge issue with the under-reporting of many crimes in terms of accuracy and show, for example, that the group thought to be the main offenders according to the OCS (young, males, inner-city, working class) are also the most likely to be victims of crime;  combining VSs with OCS – this has been done, for example, in England and Wales as the Government recognises that VSs are needed in order to improve accuracy on the picture of crime – the CSEW;  distrust of the police – in communities where there is little trust in the police the OCS will be very inaccurate in its picture of crime – VSs can help to give a more valid picture here e.g. gang related crime;  criminals as victims – when some criminals are victims of crime these rarely get into the OCS, they can be shown in VSs, however, making the picture in the VSs more accurate e.g. prostitutes, drug dealers/users, etc.;  local context – the OCS show a national picture of crime and so do not focus on the local context. Local VSs can bridge this gap and so give a more accurate picture of crime in specific areas;  white-collar crime – these types of crime rarely feature in the OCS as companies often deal with the issues themselves and don’t want bad publicity – VSs can reveal more of the truth about these kind of crimes;  any other reasonable response. Arguments against:  sample – VSs involve asking a sample of people about their experiences of crime, the OCS looks at the entire country – the accuracy of any VS picture will depend upon the sample the data is drawn from e.g. may exclude anyone without an address = lacks representativeness;  types of crimes – VSs cannot cover all types of crimes and so cannot be accurate e.g. victimless crimes and crimes against businesses are not covered whereas they are in the OCS;  children – children are frequently the victims of crime, as shown in the OCS, but they are very unlikely to be included in a VS therefore we do not know about their experiences of crime from this source;  sexual offences – many sociologists believe that these are hugely underreported in both the OCS and VSs meaning the picture is not accurate with either method; 3(e)  memories – VSs rely upon the memory of respondents whereas the OCS is based on facts. People can forget things, exaggerate things etc. therefore we must question the accuracy and validity of VSs;  social desirability – as most VSs take place in an interview format the relationship between the interviewer and the respondents becomes crucial to validity – respondents may lie, clam up and/or say what they feel is wanted. The OCS does not have this issue as there is no need for human interaction;  victims only – VSs focus only on victims of crime whereas the OCS considers both criminals and victims which means there are concerns for the overall accuracy of the VS when looking at the picture of crime;  methodological pluralism – no one method of measuring crime can be better than another for accuracy, it depends on the crime being considered therefore most sociologists will look at different sources of crime data;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 3(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion

This question in 0495/21 May/June 2022

1 A person’s gender may affect whether they experience the family as patriarchal. The family is constantly changing due to factors such as divorce, secularisation and urbanisation. This means that family roles and functions are often different according to culture, time period and society. (a) What is meant by the term ‘gender’? [2] (b) Describe two roles grandparents can play in the family in modern industrial societies. [4] (c) Explain how urbanisation has affected family life. [6] (d) Explain why there has been a loss of family functions in modern industrial societies. [8] (e) To what extent is the family patriarchal? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘gender’? 2 One mark for a partial definition, e.g. being male or female. Two marks for a clear definition, e.g. the roles and expectations associated with being male or female. 1(b) Describe two roles grandparents can play in the family in modern 4 industrial societies. Possible answers:  economic – giving and lending money and gifts to kin;  practical support – e.g. looking after children for working parents;  emotional and moral support – listening, talking and giving advice to other family members;  shared role – sharing accommodation with wider kin to reduce costs and domestic work and responsibilities;  as a burden – where grandparents are in need of care and support from their wider family;  partial role – with modified extended families grandparents may not live close to family and thus have a limited role in day-to-day family life;  active role – with the ageing population and better health care, grandparents may play the role of active, pleasure seeking and fun;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how urbanisation has affected family life. 6 Possible answers:  jobs – the move to the city saw families less involved in the primary sector and more likely to be working in manufacturing, trade or the service industry which may have involved shift work;  loss of family functions – the state and its institutions e.g. school, health care, started to take over many of the functions once performed by the family as dual-worker families became the norm;  education  schooling became more valued and, later, compulsory therefore saw children spending less time with their families and more with their peers;  gender roles  many sociologists believe urbanisation was responsible for the normalisation of the male breadwinner and female housewife roles so leading to gender inequality;  more equal gender roles – some sociologists saw the opportunities for women to focus on their own careers as a way to resist patriarchy and to see more symmetry in the family through joint conjugal roles;  decline of the importance of wider kin/extended family  urbanisation brought with it the privatised nuclear family which relied on one another, not the extended family, for support and leisure pursuits;  living with extended kin  as families moved into cities they often moved in with relatives at the beginning, thus creating an extended family, before later starting a life of their own;  social mobility  many sociologists believe urbanisation has allowed for social mobility as more opportunities become available to individuals – this meant changes in lifestyle, material items and norms and values for family members;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why there has been a loss of family functions in modern 8 industrial societies. Possible answers:  decline in the nuclear family  as this family form becomes less commonplace, so many sociologists believe family functions are being lost;  The New Right  believe there have been a loss of functions because we have seen too much diversity in family forms, namely the rise of the lone parent family, a decline in marriage etc.  the functions are no longer able to be fulfilled;  feminism  some sociologists believe that feminism has resulted in a loss of family functions because women are going out to work which deprives them of their ‘natural’ housewife role as well as having negative effects on children;  socialisation and social control  whilst most primary socialisation and social control is still carried out by the family, education, nannies and the media are all now also starting to play a role;  education and work  the family is no longer responsible for educating and finding work for children, this function is performed by the education system and children are encouraged to stay in that rather than enter the workplace;  dysfunctional families  research showing that families can often be dysfunctional for their members has led some sociologists to question whether the family actually has a function e.g. domestic abuse, conflict, tension, violence etc.;  feminists – these sociologists believe that there has been a loss of family functions because women are no longer willing to accept their ‘place’ and lower status in the family and want independence instead e.g. the rise of DINK families and singlehood;  the family function of reproduction – this has been lost due to societal changes such as secularisation and feminism allowing women to have children out of wedlock or not to have them at all;  care of the elderly – this function has been lost due to the decline of extended families and the rise of care homes taking over the function from the family;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 1(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is the family patriarchal? 15 Possible answers: Arguments for:  segregated conjugal roles  men and women typically take on different roles within the family that result in men having more power and status than women;  male benefits  the housewife role expects women to look after the needs of men through cooking, cleaning, supporting emotionally and putting the man’s needs before the woman’s;  gender role socialisation  Oakley  boys are socialised to be tough, aggressive, active and unemotional whilst girls are socialised into domesticity, being caring and gentle and passivity;  inheritance  a son or male heir traditionally inherits the family’s wealth so that wealth and power stay with the males;  the anti-social family  Barrett and McIntosh  the media promotes the idea that only the nuclear family can be the ideal, this puts women under pressure when they fail to achieve these impossible goals. Women are made to feel that they are to blame when the family fails;  unpaid housewife role  despite the long hours, demands and stress that this role (played by women) causes, it is unpaid  this makes women financially dependent upon men;  dual burden/triple shift  even when women engage in paid employment they are still primarily responsible for the housework, childcare and emotional roles;  dark side of the family  women are often the victims of various forms of domestic abuse, coercion and manipulation within the family  men are not;  any other reasonable response. Arguments against:  functionalism  the family isn’t patriarchal it’s functional for society to have men as the breadwinner and women as the housewife as these are the roles each sex is ‘naturally’ better at;  Marxism  the family doesn’t support patriarchy it supports capitalism through things such as consumption and economic dependency; 1(e)  family diversity  same sex relationships and lone parents are examples of family types that do not support patriarchy  women make the decisions and have the power;  changing norms and values  as society changes so does the family. Men are now increasingly involved with childcare and housework (new man) and families are more symmetrical than previously (Willmott and Young, joint conjugal roles);  careers and work  as families are increasingly dual worker women have the same amount of power and status as men and thus families can no longer be seen as patriarchal;  social class, religion and ethnicity  whether or not a family is patriarchal depends upon various social factors e.g. some women may find the nuclear family patriarchal, others do not  cultural diversity;  gender neutral socialisation  avoiding stereotypes and gendered expectations is becoming more common within families (e.g. in Scandinavia) and is thus reducing patriarchy within the institution;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on commonsense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response, but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 1(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2022

2 Marxist, feminist and functionalist sociologists believe that schools have different functions. These include teaching social expectations, social control and socialisation. However, not all students conform to school rules and some join anti-school sub-cultures. Factors such as social class, gender and ethnicity can also affect educational achievement. (a) What is meant by the term ‘anti-school sub-culture’? [2] (b) Describe two features of comprehensive schools. [4] (c) Explain how schools teach social expectations to students. [6] (d) Explain why Marxist sociologists believe education is a form of social control. [8] (e) To what extent is ethnicity the main factor influencing educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/22 May/June 2022

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

35 marks

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

This question in 0495/22 May/June 2022

2 Education has been described by some sociologists as a meritocratic system which does not allow discrimination. Feminists disagree and are critical of both formal and informal education. All educational institutions try to control students and ensure social conformity through rewards and sanctions. (a) What is meant by the term ‘discrimination’? [2] (b) Describe two examples of informal education. [4] (c) Explain how education is a meritocratic system. [6] (d) Explain why some feminists are critical of the education system. [8] (e) To what extent are the rewards and sanctions used in schools effective for creating social conformity? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 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.

This question in 0495/23 May/June 2022

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

35 marks

Mark scheme: 3(a) What is meant by the term ‘informal social control’? 2 One mark for a partial definition, e.g. peers are an agent of informal social control. Two marks for a clear definition, e.g. unwritten rules and methods that people use to get others to conform to the norms. 3(b) Describe two examples of white-collar crime. 4 Possible answers  identity theft e.g. stealing a person’s identity in order to use it for illegal purposes;  fraud/embezzlement – theft or misappropriation of funds placed in one's trust or belonging to one's employer;  bribery – using threats, fear and coercion in order to gain financial assets from an individual, institution or a company;  corporate crime – crimes committed by organisations in pursuit of profit for the company;  fiddling expenses – lying or manipulating expenses claims in order to claim more money than you are entitled to;  stealing from the workplace – taking goods/networks/items from the workplace for personal gain;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how police behaviour can affect the official crime statistics. 6 Possible answers:  police targeting – Cicourel typical offender – this means that certain social groups are more likely to be targeted, arrested and prosecuted than others which skews the OCS;  police initiatives – when police forces focus on particular crimes the prosecution rates, and thus the OCS, increase for this crime e.g. drink driving;  resistance – Marxism – high rates of stop and search for some social groups can cause anger and frustration and result in them resisting arrest causing deviancy amplification and a rise in the OCS e.g. recent examples of BLM protests and police arrests;  labelling theory – Becker – if an individual fits the stereotype of a criminal held by the police then they are more likely to be arrested and go through the system e.g. chivalry factor, Pollak, shows how males are more likely to feature in the OCS than females;  feminism – sexual assault and domestic abuse – the police often have little involvement or success in these types of crimes and thus according to the OCS they are rarely committed – in reality the picture is very different;  criminalisation of the working class – Marxism – the police are agents of the state and so ignore corporate, state and green crime in favour of the street crime committed by the working classes – the OCS therefore shows crime to be a working class problem;  surveillance – police surveillance operations can result in more criminals being caught and a surge in the numbers in the OCS;  police racism – institutional racism within the police force may lead to increased levels of stop and search for ethnic minority individuals as well as higher arrest and prosecution rates – this will then distort the picture of crime in the OCS;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why sub-cultures can be linked to crime and deviance. 8 Possible answers:  Merton – a possible response to status frustration is the development of new goals which may lead to a sub-culture emerging with different norms and values to those within wider society e.g. deviant anti-school sub- cultures;  gaining status – crime and deviance in sub-cultures can be a way of gaining status (Cohen) when status cannot be gained by legitimate means;  Cloward and Ohlin – illegitimate opportunity structure – in some working class communities criminal sub-cultures exist with successful role models so young men may choose crime as a career;  conflict sub-culture – violence and gang warfare may be chosen by some individuals as a way to make money;  retreatist sub-culture – drug addiction can be chosen by some individuals when they are unable to be successful either legitimately or illegitimately – drug use and dealing are closely linked with crime and deviance;  Miller – focal concerns – his research saw the behaviour and lifestyles of working class males (a sub-culture) as being closely linked to crime and deviance;  youth sub-cultures – these are often involved in criminal and delinquent behaviour e.g. the Skins, Punks, Chavs etc.;  juvenile gangs – these have recently caused the public much concern through activities such as knife and gun crime;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent can effective socialisation prevent crime? 15 Possible answers: Arguments for:  primary socialisation – in the early years the family has a huge influence over a child’s norms and values and can thus bring them up to understand what is right and wrong, so preventing crime (functionalism);  inadequate socialisation – the New Right (Murray) believes that poor parenting is closely linked to offending, this can be avoided through effective family socialisation in the nuclear family;  feral children – e.g. Oxana/Genie show the damage that ineffective socialisation can do to children – this emphasises the importance of effective socialisation in bringing up well-rounded, non-criminal children;  education – the hidden curriculum and formal control in schools ensures students conform to authority. Marxists say they carry this into wider society and continue to do as they are told, thus preventing crime;  media – the media shows the consequences of criminality and demonises many criminals and types of crime – this deters individuals from committing crime themselves;  religion – this teaches positive norms and values such as kindness, compassion and helping others, the antithesis of criminal behaviour – a religious upbringing can therefore prevent crime;  peer group – if the peer group is conformist and does not commit crime then an individual is unlikely to do so – most peer groups are conformist;  workplace – employees who commit criminal acts will not be employed in certain jobs and can be sacked form their job of a crime is committed;  any other reasonable response. Arguments against:  individualism – no socialisation process can prevent crime as every individual can make their own decisions about whether to offend;  resistance and rebellion – socialisation teaches individuals the acceptable norms and values of society but cannot ensure that people conform to this therefore crime and deviance can and does occur;  social class – Miller focal concerns – his research shows that the norms and values of working class males are closely linked to criminal behaviour, therefore their socialisation may encourage crime;  poverty – a lack of money and resources may push someone to commit crime, regardless of their socialisation (Marxism);  gender – Messerschmidt believes that males are socialised to be masculine which is linked to criminal behaviour – the norms and values of hegemonic masculinity are closely linked to criminality;  ethnicity – some ethnic/religious groups may have been socialised into different norms and values to wider society and may indulge in behaviour that society defines as criminal;  consumer society – this causes relative deprivation for many which may lead to crime and deviance, socialisation won’t prevent this as consumerism is at the heart of most society’s core values;  formal social control – socialisation is not strict enough to prevent crime. The only agents that can do this are the formal ones such as the courts and prison system; 3(e)  Matza – drift theory – this theory shows that most young people do drift into crime in their adolescence regardless of their socialisation, showing that socialisation cannot prevent crime;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well- developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2022

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

35 marks

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

This question in 0495/23 May/June 2022

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

35 marks

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

This question in 0495/21 Oct/Nov 2022

2 Education is an important and necessary institution in modern industrial societies. However, some sociologists argue that students are not all treated equally. Individual experience in school can be affected by streaming, self-fulfilling prophecies and positive discrimination. Life at home can also affect school experience due to cultural factors. These factors include cultural deprivation as well as material factors. (a) What is meant by the term ‘streaming’? [2] (b) Describe two examples of positive discrimination in schools. [4] (c) Explain how a self-fulfilling prophecy could occur in schools. [6] (d) Explain why education is necessary in modern industrial societies. [8] (e) To what extent can cultural deprivation explain differences in educational achievement between different social classes? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘streaming’? 2 One mark for a partial definition, e.g. being set. Two marks for a clear definition, e.g. when children are taught in classes of similar ability students. 2(b) Describe two examples of positive discrimination in schools. 4 Possible responses: • Additional learning opportunities – some groups may be offered additional classes and learning opportunities than the wider school population; • Resources – some groups may be provided with resources to help in their studies such as revision guides, ICT access etc.; • Access to equipment – some students may be given priority access to equipment to help their learning e.g. ensuring girls have priority over boys in terms of access to lab equipment; • Teachers – placing the best teachers with disadvantaged groups to further support their learning; • Setting/streaming/courses – having different expectations of different social groups when it comes to determining benchmarks for entry to particular sets/courses e.g. lowering entry requirements for minority ethnic groups; • Mentoring schemes – some groups can sometimes be provided with academic/vocational/peer mentors to help motivate them and to raise aspirations; • Single-sex lessons – some co-ed schools have introduced single sex lessons in order to reduce male domination in the classroom and so to try and improve girls’ achievement; • ‘Aspire’ schemes – many schools now run programs to increase the aspirations of some students e.g. extra-curricular activities, trips, University visits, visiting speakers etc.; • Any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how a self-fulfilling prophecy could occur in schools. 6 Possible responses: • setting/streaming – if placed in a low/high set or stream students start to feel that they are ‘bright’ or ‘stupid’ and thus act in that way; • gender – girls and boys may be stereotyped by their teachers in a certain way and may live up to this e.g. boys are naughtier, girls are more passive etc.; • ethnicity – racial stereotypes may lead to a self-fulfilling prophecy dependent upon teacher behaviour and/or institutional racism in schools e.g. more black boys are excluded from school because teachers stereotype them to be disruptive in class; • teacher labelling – teachers form stereotypes of students and can start to treat them in terms of that thus causing the student to believe this view and act accordingly; • peer group – students face a lot of peer pressure in school and will typically conform to the peer group norms e.g. living up to expectations a student in an anti-school sub-culture begins to truant; • bullying/cyber-bullying – students start to believe and accept the things others are saying about them and so self-fulfil that prophecy; • school attended – students in a private school may start to believe that they are elite due to the school ethos and so a self-fulfilling prophecy occurs – conversely, a student in a state school may believe that the school is of a poor standard and so accepts their position in life; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why education is necessary in modern industrial societies. 8 Possible responses: • socialisation – school continues the process of socialisation that has begun in the family and ensures societal norms and values are passed on from one generation to the next; • social control – school allows for the thoughts and behaviour of children to be influenced or controlled through a system of sanctions and rewards; • knowledge and skills – education provides students with the knowledge and skills necessary to be a fully functioning adult; • sense of belonging – education can unite people through shared customs and beliefs creating a value consensus e.g. singing of the national anthem and being taught about their country and heritage; • individual achievement – at school students are measured by universal standards such as exams and cannot rely upon their family ascribed status; • sifting and sorting – functionalism – education produces people with the skills and abilities necessary for the economy and so allocates students their roles e.g. an intelligent child goes on to study at University and then gets a well-paid career because of their qualifications; • Marxism – ideological state control – working class children are indoctrinated into a set of norms and values that will make them good workers for the capitalist system – hidden curriculum; • feminism – in some countries education is thought to be more important for boys than for girls and feminists believe that schools transmit the message that boys are superior to girls – girls then lower their expectations; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 2(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent can cultural deprivation explain differences in 15 educational achievement between different social classes? Possible responses: Arguments for: • school attended – with cultural deprivation children may not have the parental help or educational aspirations to get into the best schools/top universities etc. which lowers their life chances; • UK Tripartite system – historically education has always separated students based upon their cultural position e.g. grammar, technical and secondary modern schools whereby those with cultural deprivation found it harder to pass the entrance exams and be accepted to the top schools; • fatalistic attitude – working class children are sometimes said to have the culture of a fatalistic attitude where they do not believe they are in control of their futures and they cannot change their prospects; • immediate gratification – the culture of the working class may mean that they are brought up being unable to see the benefits of putting off rewards until later e.g. staying in education longer in order to secure a higher wage in the future; • masculinity – working class boys are often brought up in a culture of action, thrills and excitement that is at odds with the culture of middle- class educational success; • parental attitudes – if lower class parents do not value education then it is unlikely that children will do so either which is likely to affect educational achievement; • lack of successful role models – if these educationally successful role models are lacking then the cultural norms and values of a lower-class community are likely to see education as unimportant or irrelevant or not for ‘people like us’; • loyalty to the group – it may be seen as wrong to want to move away from your cultural class origins and this is likely to hamper educational achievement; • cultural capital – Bourdieu – the higher classes’ tastes, values and behaviour give their children advantages when it comes to schooling and educational achievement i.e. museum visits, access to books and libraries etc.; • language – students without English as a first language are likely to find it harder to achieve the top grades than other students; • any other reasonable response. 2(e) Arguments against: • working class culture – many sociologists question whether such a culture actually exists anymore when we have meritocratic education systems and high rates of social mobility; • linguistic code – Bernstein believes it is not culture but the ability to speak elaborated code that benefits higher class students in education; • diet – it may not be culture that determines educational achievement but factors such as diet, space, heating etc. which explains why those from the higher classes do better; • school factors – educational achievement may be affected by in-school factors such as setting and teacher labelling that negatively impacts upon the lower classes; • inherited intelligence – it has been suggested that middle class children do better in schools because they are ‘naturally’ brighter – not to do with culture; • material factors – differences in educational achievement may be better explained by material factors such as not being able to afford laptops, tutors etc. that is more likely amongst the working class; • part time work – it may be that the differences in achievement between some social groups is because poorer children from the lower classes often have to work part time to help support their studies giving them less time for academic work; • peer group – the pressure of the peer group to work hard or not may be the most important factor in determining educational success e.g. anti- school sub-cultures are typically dominated by working class students; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. 2(e) Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2022

3 Surveillance is one way society tries to control acts of crime and deviance. Sociologists offer many explanations for why crime is committed, such as status frustration, Marxist theory and functionalist theory. However, these views do not explain why some sociologists argue that females commit less crime or how the actions of the police can lead to deviancy amplification. (a) What is meant by the term ‘status frustration’? [2] (b) Describe two types of surveillance used to control crime. [4] (c) Explain how deviancy amplification may be caused by the police. [6] (d) Explain why some females commit less crime than males. [8] (e) To what extent is Marxist theory the best explanation for why some individuals commit crime?[15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘status frustration’? 2 One mark for a partial definition, e.g. feeling angry about your position. Two marks for a clear definition, e.g. when people are unable to achieve the socially approved goals because of their low position in society. 3(b) Describe two types of surveillance used to control crime. 4 Possible responses: • Telephone surveillance – monitoring phone calls/phone tapping; • Cameras – CCTV and other camera systems used to monitor areas and behaviour, increasingly common; • Computer surveillance – monitoring websites, emails, messages – can be by private companies or by the government; • Aerial surveillance – by helicopters, drones or satellites; • Tracking – people’s use of credit cards and other similar sources of information about people; • Social networking – monitoring people’s use of this in order to track interests, connections and interests; • Electronic – tagging of people, animals or goods e.g. as part of the formal social control system; • Police – through undercover operations often using false identities in order to monitor the behaviour of groups and prevent criminality; • Identity cards – used to track population, immigration, workers etc.; • Biometric – monitoring people for behaviour or traits that may indicate their emotional state or likely future behaviour; • Any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how deviancy amplification may be caused by the police. 6 Possible responses: • Labelling – Becker – police identify some social groups as ‘deviant’ and so target them meaning they are more likely to discover deviance/crime occurring; • master status – if labelled a deviant by the police then this may override all other status and becomes the way the individual sees themselves and how others see them – therefore they commit more crime; • self-fulfilling prophecy – living up to a criminal label can lead to a deviant career as the individual becomes increasingly detached from their friends and families, mixing instead in a deviant world and committing more deviance; • stop and search rates – some social groups are more likely than others to be stopped and searched by the police which can breed resentment and resistance – through this more deviance can occur e.g. scuffles with the police; • Cohen – mods and rockers – this case study demonstrates how deviancy amplification can occur because of the actions of the police towards a social group; • drug users – studies by Young (UK) and Becker (USA) show how the police actions towards illegal drug use can make the deviant behaviour worse and more prolific – deviancy amplification; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why some females commit less crime than males. 8 Possible responses: • Pollak – female criminality is higher than the official crime rates suggest – women get away with crime more than men due to factors such as the chivalry thesis therefore they only appear to commit less crime; • differential gender socialisation – Parsons – females are more likely to have a home-centred adolescence than males and have been taught to be more passive whereas boys are socialised to be more aggressive; • fewer opportunities – in many cultures females spend a lot of their time at home, often with childcare responsibilities – even when they are at work they are less likely than men to be in a situation to commit serious white-collar crime; • social control – females are more socially controlled than males therefore have less chance to commit crime e.g. curfews, staying in at night etc.; • Messerschmidt – ‘doing masculinity’ – females are not socialised into masculine values which many sociologists believe are similar to criminal values, therefore their crime rates are lower; • peer pressure – evidence shows that boys are more susceptible to this than girls and that they are more likely to fall into deviant groups such as gangs and anti-school sub-cultures where criminal and/or deviant behaviour is normalised; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is Marxist theory the best explanation for why some 15 individuals commit crime? Possible responses: Arguments for: • laws reflect ruling class interests – laws criminalise the actions of the working class whilst protecting the ruling class; • material deprivation – a lack of money and resources leads to crime; • relative deprivation – it is not a lack of money that leads to crime but the feeling of being deprived when compared to others which breeds resentment e.g. minority ethnic group disadvantage and racism; • marginalisation – Lea and Young – when a social group does not have organisations or representatives to protect their interests so they have no outlet for their feelings of anger other than violence, crime and riots e.g. London riots 2011; • Neo-Marxism and ‘resistance’ – crime and deviance spring out of a social groups refusal to bow to ruling class power and authority e.g. the working class rebellion of the Skins or the Punks; • capitalism and crime – capitalism breeds greed and selfishness and therefore crime is an inevitable by-product of this system: this explains crime through all social classes e.g. also explains white-collar crime; • consumer society – the pressure to buy and consume material goods is exacerbated in contemporary media saturated societies and for those who cannot afford this crime may be the result; • any other reasonable response. Arguments against: • functionalism – Durkheim – criminals perform a useful social function as they reinforce to others where the boundaries of acceptable behaviour lie, so reinforcing shared norms and values; • Merton’s strain theory – anomie – when society has a disparity between goals and means then this can lead individuals to commit crime; • Cohen’s status frustration – young working-class males in particular suffer from this as they face disadvantages and inequalities in society that causes them to commit acts of crime and deviance; • inadequate socialisation – New Right sociologists such as Murray believe that there is a link between poor parenting and criminal behaviour; • labelling theory – Becker – those people who are labelled as criminal can live up to this label through a self-fulfilling prophecy and adopt a deviant career; • feminism – masculinity – feminists believe that males are brought up to be hegemonic masculine males and criminality is just an extension of this – indeed aggressive behaviour is often encouraged in boys; • postmodernism – these sociologists believe that much crime is committed largely for the thrills and the excitement (Katz, Lyng etc.); • any other reasonable response. 3(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2022

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

35 marks

Mark scheme: 4(a) What is meant by the term ‘distortion’? 2 One mark for a partial definition, e.g. not telling the truth. Two marks for a clear definition, e.g. where media content, e.g. the news, is biased or inaccurate. 4(b) Describe two examples of diversification in the media. 4 Possible responses: • News Corporation – began with Rupert Murdoch and family owning several Australian newspapers but now he has expanded the business and diversified into other areas of the media as well; • Virgin – this is a major media corporation but also runs trains, planes and has other non-media profitable interests too; • Disney – has expanded from its origins and is now a huge, global business, owning theme parks, film production, TV broadcasting, retail outlets and extensive merchandise; • Samsung – well known for smartphone production but also operates in military hardware, apartments, ships and a theme park; • Sony – has interests in gaming, devices, music, network services and pictures/film; • Media companies may expand to different areas of the industry e.g. as well as making movies they also produce advertising and online media content; • Any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 4(c) Explain how the digital divide can disadvantage some people. 6 Possible responses: • internet usage – many older people do not use or feel confident in using the internet and therefore they miss out on the entertainment, information and communication that it offers; • social media and networking – older people use this far less than younger people therefore do not have the global reach of a younger person – this may disadvantage them in the job market e.g. by not using ‘LinkedIn’ they lack social networks; • cost – having digital devices and being able to access the internet can be expensive, so poorer people typically use them less – this disadvantages them in terms of access to knowledge, culture and employment advantages; • location – there is a global divide when it comes to digital access meaning those in the developing world do not have the same range of opportunities as those in more developed countries; • gender –sometimes women do not have the same access to digital media as men – this maintains inequalities; 4(c) • social networking – digital technologies offer opportunities for social networking which can increase social capital (Bourdieu) – those that have extensive social networks may have more social capital than those that do not which may bring many advantages in life e.g. for the young and the wealthy; • education – so much education and teacher set homework tasks now rely upon access to the internet and to ICT – this typically disadvantages those in the lower social classes and can be a reason for differences in educational achievement; • employment – older people are sometimes referred to as ‘digital immigrants’ and younger people as ‘digital natives’ – as ICT becomes so much more embedded into all areas of social life it becomes a factor in determining who is employed – rising rates of unemployment for men in their 50’s for example; • cultural capital – Bourdieu – although once associated with books and visits to physical places, cultural capital and the access to information can now also be gained online meaning that those who do not have internet access are disadvantaged; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 4(d) Explain why some sociologists may be concerned about media which 8 is owned by the state. Possible responses: • democracy – countries with media owned by the state are typically less likely to be politically democratic and therefore the government can use its ownership to influence people’s views/opinions; • public service media – despite this being meant to adopt a stance of ‘due impartiality’, it is believed that a media owned by the state will favour the government line in its content and reporting e.g. 1926 General Strike in UK when the BBC supported the government against the strikers; • propaganda – media owned by the state has been accused of giving a one-sided, untrue version of events without allowing people access to alternative views e.g. Hitler and Nazi Germany; • censorship – media owned by the state may heavily censor what is and is not allowed to be broadcast which can affect the audiences’ world view, e.g. North Korea where most citizens do not have access to the internet and those that do are closely monitored and/or allowed only to use the country’s national intranet; • manipulation – sometimes the state may hide a particular view or ideology within the guise of entertainment making it particularly easy to ‘fool’ the audience e.g. Soviet propaganda films; • Marxism – this perspective believes that media owned by the government is used to control the masses into a false state of consciousness whereby they blindly accept the inequalities within which they live as fair and just; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 4(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 4(e) To what extent are media representations still stereotypical? 15 Possible responses: Arguments for: • Marxism – the media is a tool of the state and therefore will represent particular social groups or issues in a stereotyped way if it serves their interests e.g. representations of the powerful higher classes and the work-shy lower classes; • feminism – feminists still believe that women and men are represented stereotypically within the media e.g. women as passive, men as active, in order to support the wider patriarchal structures in society; • news values – these are still dominant in news reporting across the media and often rely upon stereotypes to get their narrative ideas and conflict across simply and quickly to the audience, particularly in the tabloid press; • male gaze – Mulvey – her research shows that females continue to be presented in the media in a sexualised way and narratives continue to be told from the perspective of the (dominant) man; • white gaze – new media theories talk about the ethnocentrism of the media industry whereby minority ethnic groups are often stereotyped, perhaps due to the domination of white directors, investors and producers; • binary opposition – often used in the representation of many social groups in the media e.g. men v women, white v black, young v old, etc. – this is all very stereotyped (Strauss, O’Shaughnessy); • under-representation – of females in lead roles, of older women in the media, of the disabled, of minority ethnic groups etc. leads to continued stereotypical representations; • narrow range of roles – this stereotype still remains in the media e.g. women either as mothers, ditsy, sexualised blondes, hard-nosed career women or fraught ‘trying to have it all’ wives; • Meehan’s study of women on TV – only 10 character types were found in her study for the representation of women on TV compared to far greater numbers for men; • hegemonic masculinity – Connell – males are still often seen in the dominant, hero/provider role e.g. Hollywood heroes; • age – stereotypes of young (rebels, criminals, lazy) and old (grumpy, frail, dependent) abound in the media and can sometimes be linked to the creation of folk devils e.g. Fawbert’s study on ‘the hoodies’, Cohen’s mods and rockers; • any other reasonable response. 4(e) Arguments against: • legislation – laws now support equality for all e.g. the Equality Act, anti- discrimination legislation etc. – therefore the media are under pressure to avoid misrepresentations of social groups; • new media – internet-based media is now so prolific that audience forums and user generated content is normal – this allows the audience to create non-stereotypical and challenge stereotypical representations themselves through forums, websites etc.; • pluralism – the media gives the audience what it wants and if non- stereotypical content is desired then this will be what the media does to ensure it continues to make maximum profits; • narrowcasting and specialist media content – this is a huge part of today’s media world and allows for alternative representations that avoid stereotypes to exist e.g. Asian Network, Pride magazine, bhangra music etc.; • film industry – the rise of global industries such as Nollywood and Bollywood, alongside independent film directors adopting a social realist style e.g., Ken Loach means that stereotypical representations are decreasing; • diverse gender identities – the fragmentation of stereotypical identities in society has transferred into the media industry e.g. Connell talks about the co-existence of multiple versions of masculinity today – all of these can be seen in the media today e.g. marginalised; • feminism – new role models exist for females in today’s media that have broken away from traditional stereotypical representations e.g. female detectives (Killing Eve), female leads (The Bridge), female villains (Luther), successful career women (Karen Brady) etc.; • age – new representations are being seen that challenge traditional stereotypes e.g. the children in the Harry Potter franchise, Hollywood movie ‘Red’, YouTube stars like the Pasta Grannies and bands such as The Rolling Stones; • disability – more positive representations of disability are being seen which are far less stereotyped e.g. the Para-Olympic Games coverage by the media and the rise of disabled actors in film and TV; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 4(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2022

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

35 marks

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

This question in 0495/22 Oct/Nov 2022

2 Functionalists believe education is a meritocracy. However, not all sociologists agree with this view, as cultural capital and material factors can often benefit some students more than others. Labelling by teachers can also affect educational achievement and experiences of school, as well as whether a student joins an anti-school sub-culture. Education is therefore an important agent of secondary socialisation. (a) What is meant by the term ‘meritocracy’? [2] (b) Describe two examples of cultural capital that can positively affect educational achievement. [4] (c) Explain how anti-school sub-cultures challenge authority. [6] (d) Explain why labelling by teachers can affect students’ experiences of education. [8] (e) To what extent is education a successful agent of socialisation? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘meritocracy’? 2 One mark for a partial definition, e.g. a fair system. Two marks for a clear definition, e.g. a system where individuals reach the social positions they deserve based on achievements, skills and talents. 2(b) Describe two examples of cultural capital that can positively affect 4 educational achievement. Possible responses: • Literacy – those with more cultural capital are able to familiarise their children with books and reading in the home which then benefits the children in school and in their learning; • Value of education – those with more cultural capital are able to imbue their children with a sense of the importance of education and thus encourage more focus and hard work when at school; • Deferred gratification – cultural capital helps children to see the long- term goals and aims of education and thus encourages children to stay in education for longer and to sacrifice short-term pleasures to focus on their studies; • Visits and foreign holidays – those with cultural capital will include visits to galleries, theatre, museums, foreign holidays etc. into their child’s upbringing thus normalising these things in schools and so making accessibility and understanding easier; • Role models – those with cultural capital are more likely to have been successful in education themselves and so can inspire and encourage their own children to similarly be successful; • Teacher labelling – those with high cultural capital, possessing the middle class traits and values so treasured in schools, are more likely to be looked upon favourably by teachers who will expect more from them; • Knowledge of education – those with cultural capital understand how the education system works and so are more likely to have contact with schools and teachers and to push for extra support for their children; • Any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 2(c) Explain how anti-school sub-cultures challenge authority. 6 Possible responses: • Willis ‘the lads’ – these working class boys came to school to ‘have a laugh’. They enjoyed breaking the school rules and annoying the teachers; • values – they do not value education or school, in fact they hate it and therefore do not conform to the rules; • attitude to school work – they avoid completing work and will try to cheat if they are made to work, so challenging teacher authority; • attendance – their attendance is not good and they will truant lessons, refusing to conform; • prejudice – they are often openly racist, sexist and homophobic which goes against most school policies and expectations; • delinquency – they are often involved in criminal behaviour outside school and thus have little respect for authority generally; • aggression – the sub-culture is often closely linked to the culture of masculinity and so can be violent and insolent towards those in positions of authority i.e. teachers; • other pupils – the sub-culture is extremely negative to those students who do conform to authority and will often bully or be violent towards them to demonstrate this; • 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 labelling by teachers can affect students’ experiences of 8 education. Possible responses: • labelling theory – Becker – teachers judge students on non-academic factors such as speech, dress, enthusiasm and manners – these combine to make up a teacher’s stereotype of the ‘ideal pupil’ and influences the teacher’s assessment of their ability; • self-fulfilling prophecy – teachers expectations of students are likely to bring their own self-image of ability into line with the teachers e.g. those who are told they are bright are more likely to be bright; • Rosenthal and Jacobson – a randomly chosen group of students whom teachers were told were bright but who actually were no different to the other students did make more progress than the students who were not labelled as bright; • streaming and setting – based on pupils predicted ability – those in the higher groups become confident high achievers, those at the bottom will see themselves as failures and struggle to do well; • halo effect – the expectations a teacher has of a student can positively increase student performance levels; • ethnicity – teachers may have different expectations of different ethnic groups which may affect educational achievement e.g. Archer found teachers had high expectations of Chinese students, Afro-Caribbean students more negatively labelled; • gender – boys are more likely to be seen as problems (some schools have single sex lessons) which may negatively affect their 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. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout 2(e) To what extent is education a successful agent of socialisation? 15 Possible responses: Arguments for: • functionalism – one of the main functions of education is to continue the socialisation that has begun in the family to ensure students learn and accept society’s norms and values; • authority – having teachers in positions of authority able to use rewards and sanctions enables the socialisation process to be carried out effectively; • shared values – schools can promote a value consensus and thus create a sense of belonging to one’s culture and society in students; • patriotism – education can encourage and internalise a national identity and pride through things such as singing the national anthem, learning about your culture, flying the national flag; • hidden curriculum – students learn not only a formal curriculum at school but also the expectations of how they should behave and think; • role allocation (sifting and sorting) – schools effectively socialise students to accept the role that they are best suited to; • Marxism – schools effectively socialise students to do as they are told and submit to authority thus creating a submissive workforce, perfect for the ruling class elite; • feminism – schools effectively socialise students to accept their society’s gendered expectations of them e.g. that boys are more active and strong and girls more passive and conformist – this maintains Parsons ideal gender roles of female ‘expressive’ and male ‘instrumental’ that are said to make society function best; • any other reasonable response. Arguments against: • self-negating prophecy – students do not have to conform to the expectations schools, teachers or families have of them; • anti-school sub-cultures – the existence of these within schools demonstrates that not all students conform to the expectations and rules and so have not been successfully socialised; • Marxism – schools are not successful in socialising their students as they are just another tool for the ruling class to oppress and indoctrinate the working class into submission and obedience; • feminism – schools are not effective in their socialisation as they promote a culture of patriarchy which limits the life chances of females; • other agencies – education may be part of the socialisation process but some sociologists may question whether it is as successful as, say, media or family in its socialisation of young people; • social control – it may not be effective socialisation that makes students conform in school but instead the fear of sanctions – this is more about coercion; • multi-culturalism – is there one culture that students can be socialised into any longer? Factors such as an ethnocentric curriculum demonstrate the problems of socialisation within schools; • any other reasonable response. 2(e) Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2022

3 In most societies the police are employed to control and prevent crime by using a range of sanctions and strategies. Despite this, people who commit corporate crimes are often not prosecuted. Also, according to official crime statistics and self-report studies, females are less likely than males to commit crime. However, not all sociologists believe that self-report studies are accurate. (a) What is meant by the term ‘sanctions’? [2] (b) Describe two problems with using self-report studies to find out how much crime is committed. [4] (c) Explain how agencies of social control can prevent females from committing crimes. [6] (d) Explain why people who commit corporate crimes are often not prosecuted. [8] (e) To what extent are the police effective in controlling crime? [15] Section D: Media

35 marks

Mark scheme: 3(a) What is meant by the term ‘sanctions’? 2 One mark for a partial definition, e.g. a prison sentence. Two marks for a clear definition, e.g. punishment or penalties for behaviour not conforming to norms and values. 3(b) Describe two problems with using self-report studies to find out how 4 much crime is committed. Possible responses: • Validity – how certain can the researcher be that people have told the truth about the amount of crime committed e.g. exaggerating what they have done or not admitting to crimes; • Representativeness – many self-report studies are administered to adolescents which means not all crimes committed are covered e.g. corporate and white-collar crimes; • Generalisability – due to the issues with self-report studies not being representative the results from them cannot be generalised therefore many sociologists question how useful they really are; • Relevance – a lot of self-report studies ask about quite trivial crimes e.g. not paying fares on public transport, therefore they may test honesty more than criminality; • Gender – self-report studies question whether men really are much more likely than women to engage in criminal behaviour but many sociologists believe this may be due to the focus on more trivial crimes and acts of deviance rather than female criminality; • Age – self-report studies are often used with youths who may experience peer pressure to exaggerate their criminality in order to maintain their status and image with their peers; • 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 agencies of social control can prevent females from 6 committing crimes. Possible responses: • parental curfews/rules – girls are typically given earlier curfews and may not be allowed outside alone, this makes committing crime more difficult; • differential gendered socialisation – Oakley – boys and girls are socialised very differently, girls to be passive and gentle, boys to be active and tough – this effectively controls females not to commit crime e.g. canalisation; • workplace – men and women typically work in very different jobs thus women have far less access to employment that would make white- collar/corporate crime easier; • education – hidden curriculum – females learn their gender expectations and roles through the norms and values that are encouraged at school and this effectively controls them to not commit crime; • media – the media demonises female criminals e.g. Myra Hindley and thus deters females from committing crime for fear of the consequences and negative public labels; • peer group – female peer groups tend to be more pro-school and conformist than males and therefore studying hard and working towards legal goals and deferred gratification are encouraged – this reduces levels of criminality; • prisons – can incarcerate females and separate them from their family, meaning they are temporarily unable to commit crime; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. 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 people who commit corporate crimes are often not 8 prosecuted. Possible responses: • recording rates – these types of crimes are less likely to be reported to the authorities and so are rarely prosecuted; • stereotypical offenders – corporate criminals do not match the stereotypes held by the police of the typical offender (Cicourel) and therefore individuals are more likely to get away with crimes; • avoiding publicity – prosecutions for corporate crimes are less likely as companies want to avoid negative publicity that a criminal investigation would lead to therefore the perpetrators are often not prosecuted; • ruling class definitions – crime is defined by the ruling class and therefore many actions of the ruling class are not defined as crimes – if they are they are usually dealt with less severely than working class crimes meaning prosecution rates are less; • health and safety breaches – Tombs and Whyte – only 5% of these are investigated by the police therefore prosecutions are very rare; • multinational corporations’ power – in cases that attract media/public attention, one employee often takes the blame for the crime (is scapegoated) while the company itself is not charged – prosecutions of all those involved are therefore unlikely; • power – those committing corporate crime are often part of the powerful elite with much social and economic capital (Bourdieu) – social networks can thus be used in order to negotiate justice and avoid prosecution; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well- focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent are the police effective in controlling crime? 15 Possible responses: Arguments for: • police presence – this deters criminals and keeps residents safe; • Marxists – police control crime effectively to benefit the ruling class as they are often used to control protests and demonstrations; • military policing – this is effective as the fear of force and weaponry keeps social order in urban areas; • community policing – working with and alongside members of the public is effective as the public trust and will report information to the police; • international cooperation – policing across borders is increasingly effective as police forces in different countries use digital technology to work together in the fight against crime; • surveillance – the police use surveillance in order to improve their effectiveness at controlling crime e.g. CCTV, ICT monitoring and tracking, undercover work, tracking credit cards etc.; • zero tolerance policing – the police acted against minor offences to send out the message that no form of criminality would be accepted in the community – this has seen big drops in the crime rate; • functionalism – the police help to maintain social solidarity and social order through upholding the law; • specialist units – the police have developed their teams to be more specialist in many areas which has meant more successful and effective policing takes place e.g. sexual crimes, gangs, drugs, paedophilia etc.; • any other reasonable response. Arguments against: • stereotypes, typical offender (Cicourel) – the police label certain social groups as more likely to be criminal than others and target these groups. This means others are able to get away with crime; • institutional racism – the McPherson Report identified that racist practices and assumptions run through the police force so minority ethnic groups are more likely to be arrested/prosecuted than others; • Pollak – chivalry thesis – some sociologists believe that women are able to get away with crime as they are not perceived as capable of many types of crimes; • deviancy amplification – actions of the police e.g. stop and search, BLM protests, may lead to resentment and behaviour the police can define as criminal; • the dark figure of crime – research shows that most criminals get away with their crimes and are not prosecuted, this is not effectively controlling crime; • feminism – victims of abuse and sexual attacks – these victims would not see the police as effective as it has been shown that convictions are few and far between; • Marxism – resistance – e.g. the London Riots 2011, Egyptian protests 2013, global BLM protests 2020/2021 – the police are not effective at controlling crime as instead of focusing on serious criminals they focus on activism/protest movements, causing social unrest and increasing social injustices rather than preventing crime; 3(e) • state crimes – the police are not effective at preventing these crimes as they are seen to be ‘tools of the state’ and thus legitimatise the horrific crimes e.g. war crimes, genocide etc.; • crimes by the police – the police themselves commit crimes and police who do commit crimes are rarely prosecuted; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the question and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2022

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

35 marks

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

This question in 0495/23 Oct/Nov 2022

2 Educational achievement is not the same for everyone. Some social groups typically do better than others in examinations. Sociologists debate the causes of these differences in achievement. Some sociologists claim it is because of a self-fulfilling prophecy. Other sociologists argue that material deprivation is the main factor, but ethnicity and gender are also relevant. (a) What is meant by the term ‘self-fulfilling prophecy’? [2] (b) Describe two examples of ethnocentrism in schools. [4] (c) Explain how material deprivation may affect the educational achievement of students. [6] (d) Explain why schools use sanctions and rewards. [8] (e) To what extent does gender affect educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘self−fulfilling prophecy’? 2 One mark for partial definition, e.g. acting like a stereotype; Two marks for clear definition, e.g. when people act in the way they have been expected to, making the expectations come true. 2(b) Describe two examples of ethnocentrism in schools. 4 Possible answers:  history − what is taught in the history syllabus in schools may favour the ethnic majority and thus ethnic minority pupils may learn nothing of their own people’s experiences;  language − the dominant ethnic group’s language may be more valued than ethnic minority groups whose slang or patois may be criticised and devalued;  authors studied − it may be that the authors studied reflect the ethnic majority make–up of the students, implicitly devaluing the culture and literature of ethnic minority groups;  the way the school year and school holidays are organised may make children from some ethnic backgrounds not feel included e.g. based on cultural norms of the ethnic majority;  the curriculum today is often based on the white culture (Troyna and Williams) − in British schools the curriculum is ethnocentric because it ‘gives priority to the white culture and English language’, there is no diversity to the curriculum;  school routines and practices − the kind of food available in a school may reflect the cultural majority and exclude minority ethnic groups; school uniform requirements may reflect culturally dominant values etc.;  Ball − he criticises the school curriculum for being ethnocentric as it routinely ignores the history of minority ethnic groups and what they have achieved;  Student/teacher attitudes – stereotyping – whereby there are negative and/or lower expectations placed on ethnic minority students that devalue their abilities and potential to achieve well;  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 material deprivation may affect the educational 6 achievement of students. Possible answers:  type of school attended − attending a disadvantaged school in a poor area that cannot offer as good an education as those in more prosperous areas or private schools will negatively affect aspirations and achievement;  diet − an inadequate diet, lacking in fresh food and nutrients has been shown to lead to problems in concentration and tiredness;  home environment − not having a quiet place to study, over−crowding, cold/damp conditions will all negatively affect educational achievement;  resources − a lack of educational books, materials, computer, software, private tutors etc. will all disadvantage a child in terms of their achievement;  preschool − not having attended preschool education because of a lack of money to pay the fees has been shown to disadvantage a child’s learning and achievement;  part−time jobs − poorer students often have to combine earning a wage with going to school and studying which is likely to affect how well they do;  financial position of parents − coming from a family that is not able to financially support children through further or higher education may cause students to limit their ambitions from an early age and so affect their school achievements;  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 schools use sanctions and rewards. 8 Possible answers:  socialisation − functionalists believe education passes on the shared norms and values of society through the hidden curriculum and the school’s system of sanctions and rewards and so helps students feel like they belong to society (social solidarity);  formal social control − formal control such as exclusions and isolations are used to ensure that students conform to the rules and regulations of school and then to wider society;  informal social control − facial expressions and words are used in school in order to subtly influence what students perceive as right and wrong behaviour − this can be through praise or disapproval;  deterrence − sanctions are used by schools in order to deter students from choosing the ‘wrong’ path and so help to maintain social order;  role modelling/imitation − by demonstrating the correct actions/attitudes and rewarding those students that do this schools are able to mould young people into the good citizens of the future e.g. manners;  social hierarchy − Marxists believe the sanctions and rewards used by schools are there to maintain the status quo; the social hierarchy is not challenged as students are encouraged to ‘know their place’ and thus ruling class power and privilege is maintained;  Marxism − preparation for the world of work − indoctrination happens through the hidden curriculum and is reinforced through sanctions and rewards e.g. students learn to be punctual through being punished if they are late − this is also needed in the world of work;  patriarchy − sanctions and rewards are used in schools to ensure the continuation of gender roles and to ensure that males maintain their privileges in society (feminism) e.g. gender role models in schools and teachers having higher expectations of boys in terms of careers;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4−6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 2(d) Band 3 [7−8 marks] Answers in this band will show good sociological knowledge and understanding and will be well−developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well−focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent does gender affect educational achievement? 15 Possible answers: Arguments for:  boys are prioritised for access to education over girls in some societies meaning their achievements will be higher;  subject choice − girls typically choose to study communication and arts–based subjects whereas boys choose technology and science − this will affect achievement in particular subjects;  classroom space − studies show that labs and some classrooms are dominated by boys meaning that male students tend to get more teacher attention − this is likely to affect achievement;  textbook representations − these can still be quite stereotypical when it comes to gender, meaning that boys and girls may feel that some subjects are not for them − this can lower aspirations in that subject;  societal changes − the attitude and motivation of girls has increased because there are more opportunities now for girls to do well and more successful women acting as role models;  positive discrimination − some schools use these schemes to encourage girls to aim higher − e.g. they may ensure that girls have priority over boys in lab equipment access;  girls are often better motivated, more studious and spend more time on coursework, they may occupy a ‘bedroom culture’ and therefore achieve more than boys;  teacher labelling − teachers may see boys as more troublesome and punish them more than girls leading to a self−fulfilling prophecy of underachievement;  laddish behaviour − boys may be more influenced by peer pressure and may be part of an anti−school subculture (Willis);  much schoolwork is based on writing and reading which does not typically suit male interests which tend to be much more active and outdoors;  fewer traditionally male jobs − this may make boys think there’s little point in them working hard to pass exams when there are few job opportunities;  any other reasonable response. Arguments against:  meritocracy − functionalists believe that education offers all students the same opportunities for success so if one student is less successful than another this must be down to how much work and effort has been put in;  material factors − how much money a student has for resources, private tuition, computer, software, revision resources etc. may have a much greater impact on educational achievement than their gender; 2(e)  home factors − whether a student’s home life is conducive to educational success may have more impact than the students gender on achievement e.g. quiet study space, parents valuing education, diet etc.;  ethnicity − some ethnic groups typically achieve a lot better than others in education and it may be this rather than gender that is most influential e.g. Archer’s research into why Chinese students do so well at school;  social class − research shows that social class seems to be the most important social factor to influence a student’s educational achievement, not their gender;  linguistic influences − the speech codes used by students and whether the majority language is the student’s first or second language may be far more influential on educational achievement than gender;  peer group − the peer group a student belongs to has a big influence on their attitude to school and may affect whether they join an anti−school or a pro−school subculture − this is not to do with gender;  too deterministic − to argue that gender affects student achievement is too deterministic − it depends on the individual involved;  intersection − it is more likely that a combination of different social factors work together to affect educational achievement e.g. it is untrue to say that all males under−perform in education, whereas this is far more likely for working class and ethnic minority males;  type of school attended − it may not be gender that affects educational achievement but instead the type of school attended e.g. results are typically higher in private and grammar schools than in state schools;  curriculum − in most countries now girls and boys study the same curriculum so gender cannot be particularly influential when it comes to 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 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. 2(e) A one−sided answer cannot score higher than 8 marks. Band 3 [9−12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well−developed, focused on the questions and there will be a range of points presented. There will be a two sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13−15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well−developed, clearly focused on the question and discuss a wide range of points. Responses will be two−sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 May/June 2023

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

35 marks

Mark scheme: 3(a) What is meant by the term ‘official crime statistics’? 2 One mark for partial definition, e.g. how many people commit crime; Two marks for clear definition, e.g. government figures on the numbers of crimes committed and the offenders. 3(b) Describe two punishments for crime in modern industrial societies. 4 Possible answers:  incarceration −prisons are used to lock criminals away and to remove their freedom;  death penalty − in some MIS’s the most serious crimes can be punished by death e.g. USA;  community sentencing − being required to give something back to the community against whom the criminal offended e.g. litter picking;  electronic tagging − being monitored by the formal agencies and having personal freedoms restricted as punishment for crime e.g. curfews;  ostracism − being shunned and ignored within a community because of the crime committed;  exile − being sent away from the community due to the crime committed;  fines − criminals must pay a monetary sum in order to ‘pay for’ their crime;  rehabilitation − counselling or psychological or addiction services may be a compulsory part of a criminal’s programme of rehabilitation and punishment;  any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how crimes can be committed online. 6 Possible answers:  cybercrimes − crimes involving the use of new technologies − these are often the digital equivalent of crimes that existed previously e.g. online frauds and scams;  new technology specific crimes − new crimes have been created with the advent of digital technology e.g. catfishing, phishing etc.;  online crimes can be committed by individuals, groups, organisations or by the state;  targeting victims through their computer − e.g. infecting PCs or networks or security systems with a virus;  easy to get away with as difficult to police − cybercrimes are notoriously difficult to police and control e.g. the criminals may have far more advanced technological understanding than the formal agents and so find committing online crimes easy;  global − cybercrimes tend to cross borders and are thus global in scale e.g. ‘sweetheart scams’, fraud etc.;  illegal file sharing − with media now being both digital and global, it has become much easier to infringe copyright and to download/stream/file share illegally;  organised crime − this is typically coordinated through the internet e.g. human trafficking, drug dealing etc.;  cyberterrorism − the internet is used for widespread, deliberate attacks on computers and computer networks e.g. hacking of government sites;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4−6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well−developed way or cover several points in less detail. 3(d) Explain why crime rates for some ethnic groups are higher than for 8 others. Possible answers:  labelling theory − Becker − some ethnic groups are stereotyped as ‘criminal’ and are thus targeted by the police − they are therefore more likely to be caught;  institutional racism − if society and/or organisations are inherently racist, then some ethnic groups will not have the same opportunities as others and will be treated more harshly by the formal agents e.g. the McPherson Report UK;  demographics − most crime is committed by young people; some ethnic groups have a higher proportion of young people than the majority group so more crime would be expected of them;  resistance − if racialised social inequalities exist within a society then some minority ethnic groups are likely to feel disillusioned with society and turn to crime as a form of resistance;  gangs − gangs tend to form along racial lines; those ethnic groups most heavily involved in gang lifestyles are most likely to commit crimes;  relative deprivation − Lea and Young − when minority ethnic groups share the same values and aspirations as wider society but have fewer legitimate means to achieve them, these groups may feel marginalised and so turn to crime in order to achieve these goals illegally;  greater economic success − those ethnic groups who have economic capital within a society are least likely to commit crime;  socialisation and community involvement − those ethnic groups who have strong bonds of attachment (Hirschi) to their community/religion/ family are least likely to commit crime;  status frustration − Cohen − those ethnic groups with lower educational qualifications who have not achieved well in education are most likely to turn to crime to get status in a different way;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4−6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 3(d) Band 3 [7−8 marks] Answers in this band will show good sociological knowledge and understanding and will be well−developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well−focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent can self−report studies provide an accurate 15 measurement of crime? Possible answers: Arguments for:  confidential − as self−report studies (SRS) are carried out confidentially, respondents may be more likely to tell the truth as they do not worry about being exposed as a criminal;  dark figure − SRSs can find out about crimes that do not feature in the official crime statistics (OCS) and so can produce a more valid understanding of crimes committed;  who are the criminals − SRSs can challenge the notion of the ‘typical offender’ as their results demonstrate that all social groups commit crime e.g. greater numbers of female and middle class criminals are revealed in SRSs than in the OCS so giving a more accurate picture of crime;  the use of self–report data is now well established in the study of crime and deviance − such as sexual deviance, problem drinking, and mental disorders. It is thought to offer useful additional information to provide a more accurate measurement;  self−report studies try to overcome the socially constructed nature of the official crime statistics by considering unreported and unrecorded crimes in their research to reach a more accurate conclusion;  quantitative data − the ‘tick list’ format of SRSs allows for a large sample to be questioned and for patterns and trends in criminality to be easily identified and compared in order to improve accuracy of understanding;  victimless crimes − self−report studies can investigate victimless crimes e.g. illegal drugs, prostitution, which will not be revealed in official measures of crime and so produces a more accurate picture of crime;  longitudinal − SRSs can be longitudinal in nature, allowing researchers to document criminal behaviour over time and to more accurately understand criminality than a snapshot picture provided by official sources;  any other reasonable response. Arguments against:  not admitting to crimes − there is no guarantee that respondents answering SRSs will tell the truth, this could compromise their validity;  over−exaggerating criminality − as SRSs are sometimes done in a group environment there is a risk that respondents may exaggerate the crimes they have committed to impress their peers, so reducing accuracy;  memory − SRSs rely on participant’s memories which may not be accurate; 3(e)  sample − many SRSs are carried out on young people which is not representative of all criminals and therefore cannot be generalised − white−collar crimes, for example, are not covered − this isn’t an accurate picture of crime;  relevance − some SRSs ask about trivial crimes e.g. travelling on public transport without a ticket, this does not really provide researchers with an accurate picture of crime;  lack of reliability − responses to statements may depend upon the social characteristics of the researcher if completed via an interview, meaning the data could be unreliable and inaccurate in terms of the picture of crime presented;  victim surveys − asking the victims of crime what crimes they have been victims of is likely to be more valid than asking the offenders as there is less incentive to lie/mislead;  official crime statistics − as these are carried out by trained, formal and trustworthy agencies these should be the most accurate picture of crime;  combination − methodological pluralism − no one method provides ‘the most accurate’ picture of crime, it depends on what crimes you are investigating and what you want to find out about − perhaps combining measurements will provide the most accurate measurement;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one−sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5−8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list−like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two−sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list−like answer with some development covering both sides of the argument may score up to 8 marks. 3(e) A one−sided answer cannot score higher than 8 marks. Band 3 [9−12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well−developed, focused on the questions and there will be a range of points presented. There will be a two−sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13−15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well−developed, clearly focused on the question and discuss a wide range of points. Responses will be two−sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 May/June 2023

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

35 marks

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

This question in 0495/21 May/June 2023

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

35 marks

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

This question in 0495/22 May/June 2023

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

35 marks

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

This question in 0495/22 May/June 2023

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

35 marks

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

This question in 0495/23 May/June 2023

2 Some sociologists believe that schools are middle class institutions. Others believe that the education system offers all students the chance to be successful and socially mobile. Some sociologists claim that experiences of education depend on the type of school attended. Educational achievement is not the same for all social groups. For example, some ethnic groups and social classes achieve better than others. (a) What is meant by the term ‘social mobility’? [2] (b) Describe two ways that schools can select students. [4] (c) Explain how social conformity can be achieved in schools. [6] (d) Explain why some ethnic groups achieve better examination results than other ethnic groups. [8] (e) To what extent does the education system benefit middle class students more than working class students? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘social mobility’? 2 One mark for partial definition, e.g. getting into a higher class; Two marks for clear definition, e.g. the movement of individuals or social groups up or down the social hierarchy. 2(b) Describe two ways that schools can select students. 4 Possible answers:  academic ability − the tripartite system in the UK was based on this but many schools across the world test students before entry in order to select the brightest students e.g. IQ test/11+ exam;  money − private education has to be paid for by the student’s family and thus money is often a way that schools can select students − if you can’t afford the fees then you won’t be selected;  interview − many private schools select students based on their performance in an interview − this is thought to favour those students with more cultural and social capital (elitism, Marxism);  religion − faith schools select their students based on their religious beliefs and practices e.g. Catholic schools;  gender − not all schools are co−ed, many are single−sex therefore schools select their students on the basis of gender;  location − despite the marketisation of education, many schools select students based on their proximity and location to the school e.g. state school catchment areas;  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 social conformity can be achieved in schools. 6 Possible answers:  sanctions − using punishments and reprimands in order to teach children that what they have done or said is wrong e.g. detention;  rewards − using praise and prizes in order to teach children that what they have done or said is good and socially approved of;  hidden curriculum − attitudes and behaviour can be taught through the way the school is run and how the teachers act, rather than through the taught content of a lesson e.g. manners, respect;  peer pressure − students like to fit in and as they get older the approval of the peer group becomes more important therefore peer pressure is a key mechanism used in schools for conformity e.g. appearance, behaviour, work ethic;  formal control − written rules are expected to be stuck to and if these are broken then formal control mechanisms may be implemented e.g. exclusion, isolation;  informal control − teachers and other students can use body language, comments and facial expressions to express approval or disapproval of a student’s actions − these informal methods of control can create social conformity;  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 ethnic groups achieve better examination results 8 than other ethnic groups. Possible answers:  role models − teachers may be largely from one ethnic group and this transmits the idea that educational success is associated with some ethnic groups more than others − students may find this de−motivating or inspirational, depending on their ethnicity;  positive parental attitudes − some ethnic groups value education and push their children to succeed e.g. Chinese students, ‘Tiger mums’, Song’s research;  discrimination in society − some ethnic groups experience racism in society regarding housing and employment and this may affect whether they have access to digital technology, a quiet space to study, money for extra−curricular trips and activities etc.;  setting and streaming − there may be discrimination in school which results in some ethnic minority students being placed into lower sets and streams because of assumptions made about their ethnicity;  ethnocentrism − the content of lessons may be ethnocentric, treating the culture of the majority as more important and implicitly telling ethnic minority children that their culture is of less value e.g. history;  cultural differences − if values at home clash with the values at school then this may hinder a pupil’s progress e.g. their dress, appearance or way of speaking may reinforce teacher stereotypes;  teacher expectations − labelling theory (Becker) suggests that the expectations teachers have of children based on their ethnic group may be crucial to determining their educational achievement − self−fulfilling prophecy;  resistance − anti−school sub−cultures − these are often formed along ethnic lines and can be a reflection of them rebelling against perceived school and wider societal racism, inequalities and discrimination;  social class − ethnicity often cannot be separated from social class: some ethnic groups are more likely to be concentrated in the lower or higher social classes than others and this will affect achievement e.g. material deprivation;  gender − in some ethnic groups there are different expectations for each gender e.g. girls from some Asian backgrounds are socialised into stronger traditional female roles which may limit their aspirations so they don’t have the incentive to work hard at school − this is very different in other ethnic groups;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1−3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 2(d) Band 2 [4−6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7−8 marks] Answers in this band will show good sociological knowledge and understanding and will be well−developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well−focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent does the education system benefit middle class 15 students more than working class students? Possible answers: Arguments for:  private schools − these are dominated by children from the middle/higher social classes where a culture of elitism is cultivated (Marxism) through subjects studied e.g. Latin, extra−curricular activities e.g. polo/lacrosse and often offering boarding facilities;  social capital − networks and relationships can be very useful in schools e.g. for work experience placements, research, homework projects, references, advice etc. − middle class students are more likely to have these valuable social networks than are working class;  cultural capital − the curriculum content and the nature of learning in schools presumes that students are familiar with literature, art, culture, theatre etc. − this is much more likely for the middle class children than the working class who may not have books at home, have never been to the theatre or an art gallery etc.;  national curriculum − subjects studied by the middle class are often academic in nature and not linked to the world of work; students that do choose to study vocational subjects, more often the working class, are often looked down upon and considered less able e.g. childcare is not as valued as classics;  hidden curriculum − this is learnt through the way that the school is run and the actions of teachers − if the school hierarchy shows middle class people towards the top and working class people towards the bottom then students will pick this up themselves;  teacher expectations − labelling theory (Becker) − studies of the ‘ideal pupil’ suggest that this is embodied with middle class values, appearance, behaviours, language and therefore that teachers may treat students in different social classes differently e.g. setting;  language codes − Bernstein − he talks about schools being based upon and using elaborated speech codes associated with the middle classes which may conflict with the restricted codes used at home and with peer groups for the working class;  any other reasonable response. 2(e) Arguments against:  vocational education − alongside academic subjects most schools and colleges offer vocational education (e.g. plumbing, childcare, health and beauty etc.) in order to cater for everyone, this contradicts the notion that schools benefit the middle class;  skills based − schools today are encouraged to ensure children leave school with the skills necessary to enter the workplace and be successful − literacy, numeracy, communication, ICT etc. − these are not class–based benefits;  scholarships − most private schools select their students based on ability not their social class background and scholarships exist to further support less privileged/working class children to gain a private education;  positive discrimination − initiatives and policies exist to support under−privileged working class children and under−achieving social groups and this does not typically involve the middle class e.g. STEM initiatives for girls, mentoring programs for working class children etc.;  functionalism − they claim that schooling is meritocratic and offers everybody the same experiences and opportunities regardless of money or social class;  feminism − they criticise the patriarchal nature of schools that still cultivate different gendered expectations and believe these are more influential than whether schooling benefits the middle class;  different types of schools − comprehensive schools tend to reflect the social class make up of their students therefore there will be as many predominantly working class schools as there are middle class;  state schools − most students attend state run, free schools − private schools are attended by the minority − therefore they will reflect the mixed social class make up of their students; and will not benefit one social class over another;  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. 2(e) Answers may be simplistic and two−sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list−like answer with some development covering both sides of the argument may score up to 8 marks. A one−sided answer cannot score higher than 8 marks. Band 3 [9−12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well−developed, focused on the questions and there will be a range of points presented. There will be a two sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13−15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well−developed, clearly focused on the question and discuss a wide range of points. Responses will be two−sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2023

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

35 marks

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

This question in 0495/21 Oct/Nov 2023

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

35 marks

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

This question in 0495/21 Oct/Nov 2023

2 Some sociologists claim that discrimination has been reduced in schools. They argue that education is a fair and equal system that rewards intelligence and effort. Other sociologists disagree as some social groups achieve better than others in education. This may be due to the type of school attended. For example, experiences in single-sex schools will be different to other schools. (a) What is meant by the term ‘single-sex school’? [2] (b) Describe two functions of education. [4] (c) Explain how gender discrimination has been reduced in schools. [6] (d) Explain why some sociologists are critical of private schools. [8] (e) To what extent is educational achievement determined by a student’s intelligence and effort? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘single-sex school’? 2 One mark for a partial definition, e.g. girl’s school. Two marks for a clear definition, e.g. schools that accept either only boys or only girls. 2(b) Describe two functions of education. 4 Possible answers: • socialisation – schools pass common norms and values on from one generation to the next; • shared values – schools socialise children to accept shared values e.g. patriotism, a country’s heritage – this promotes social solidarity; • social control – schools use rewards and sanctions to teach social expectations and to ensure children understand the consequences of their actions; • individual achievement – schools teach children about achieved status as they are judged largely on what they achieve, measured by universal standards and standardised testing; • skills and abilities – economic function – schools ensure individuals have the skills and abilities needed as adults for the workplace; • sifting and sorting – selective function – schools sort children out into ability groups and so lead them into the future roles that are appropriate for their ability e.g. professional or manual work; • Marxism – schools reproduce and normalise capitalist values, meaning that the system of elitism is not challenged and the status quo remains – so benefiting the ruling class; • feminism – schools send out the message that boys are superior and so girls learn to lower their expectations later 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). 2(c) Explain how gender discrimination has been reduced in schools. 6 Possible answers: • positive discrimination – many schools have introduced initiatives to try and reduce gender discrimination – this could be through STEM clubs for girls, female priority access to the labs, female masterclasses, female access to university schemes, etc.; • equal opportunities – legislation is now clear that all students need to be given the same opportunities to succeed and that sexism is not to be tolerated – schools must follow these practices and so gender discrimination reduces; • changing attitudes – as norms and values about gender change in wider society so they do in schools – gender discrimination is not acceptable, therefore there is a culture of acceptance that will sanction discriminatory behaviour both at school and in the peer group; • co-ed/comprehensive schools – the introduction of schools for students of both genders meant that male and female students studied alongside one another and had access to the same subjects and opportunities, thus reducing gender discrimination; • teaching staff – many schools have actively tried to recruit more female staff to leadership positions, so creating positive role models and reducing gender discrimination; • coursework – the introduction of coursework in many educational syllabuses has facilitated better achievement for girls and so has reduced gender discrimination; • careers advice – schools have ensured that male and female students can all have access to the same careers advice and guidance, regardless of gender – so reducing gender discrimination; • textbooks – representations and written text has become less stereotypical as care is taken to avoid gender discrimination; • curriculum – in schools in most modern industrial societies, boys and girls now follow the same curriculum in order to reduce gender discrimination, e.g. a national curriculum; • access – in some areas of the world girls have now been given access to education/secondary education, thus reducing gender discrimination; • single-sex schools – increase in or encouragement of single-sex schooling means that gender discrimination can be avoided; • functionalism – schools now operating on principles of meritocracy means that gender becomes irrelevant and instead students are treated based on how hard they work and their achievements; • social media/hashtag campaigns – the global nature of these campaigns means they have far-reaching impact and can raise awareness of gender discrimination that then filters down into schools e.g. ‘This Girl Can’, ‘Everyone’s Invited’, ‘#metoo’; • gender discrimination against female teachers may also have been reduced e.g. via equal pay with males or females getting higher posts in schools where they can act as role models for girls; • any other reasonable response. 2(c) Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why some sociologists are critical of private schools. 8 Possible answers: • money – most parents cannot afford private schools, it is wrong that the wealthy can buy a better education; • charities – private schools are charities so attract subsidies and benefits even though they only educate a wealthy minority; • teaching standards – teaching is often no better in private schools than state schools and so better exam results are probably more likely to be down to the smaller class sizes and greater individual attention than in state schools; • education for all – elite private schools spend about four times as much each year on students than state schools and this money could be better spent on improving education for everybody; • Marxism – private schools ensure that the higher classes pass on their privileges to their children and maintain social inequalities; • university – attendance at private schools is often a pre-cursor to attendance at elite universities e.g. Oxbridge is dominated by private school pupils and this is not seen to be fair; • access to the top jobs – attending a private school often leads to unfair advantages in the job market; • life chances – students who attend private schools have better life chances than those from the state sector, regardless of qualifications or effort; • capital (Bourdieu) – private schools cultivate cultural and social capital which then benefit students in society – this is unfair; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent is educational achievement determined by a student’s 15 intelligence and effort? Possible answers: Arguments for: • some people argue that some people are more intelligent than others and this explains how well people do in schools; • IQ tests – these exist in various forms in education and are used to assess student intelligence and capabilities to inform school selection procedures, e.g. the 11+ exam used to decide whether a student is admitted into a high achieving grammar school; • equality of opportunity – functionalists believe education is based on a system of meritocracy that allows anyone to succeed based upon their natural ability and their efforts to succeed; • social mobility – the functionalist belief explains why those from underprivileged backgrounds and minority ethnic groups can still do well in education if they are bright and try hard, e.g. in the UK it is an ethnically diverse, inner city comprehensive school that currently sends most students on to Oxbridge universities; • universal standards – all students are judged by the same criteria and many study the same national curriculum, this gives all students the same chances of success therefore ability must explain any differences in educational achievement; • sifting and sorting – functionalists believe that education sorts students by ability, setting and streaming can be used to ensure the brightest students are pushed to achieve the best qualifications and enter professional careers whilst a more vocational route is chosen for less bright students; • comprehensive schools – allow all students from different backgrounds to get the same educational opportunities, meaning that those who are intelligent and try hard can be placed in top sets/streams and excel; • any other reasonable response. Arguments against: • social class – research shows that students in the lower social classes do not achieve as well as students in the higher social classes (Marxism) and this is not to do with effort or ability but inequality; • ethnicity – minority ethnic groups typically do less well in education than other ethnic groups and this is likely to be caused by racism rather than a lack of effort or intelligence; • gender – in some countries the education of boys is prioritised over that of girls (feminism) and so boys have an unfair advantage in their education, regardless of intelligence or effort; • school factors – educational achievement may be determined by teacher labelling, the type of school attended and the institutional practices and ethos; • peer group – peer group pressure and anti-school/pro-school subcultures may be a significant influence on pupil achievement; • home factors – the value placed on education, parental aspirations and engagement with school as well as the community may all impact upon educational achievement; 2(e) • material factors – how much money a family has may influence educational achievement e.g. private tuition, school attended, extra resources, internet access, quiet study space, etc.; • intersection – it is unlikely that one factor alone, e.g. ability, is responsible for educational success, most sociologists believe that different factors intersect; • 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 knowledgeof the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2023

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

35 marks

Mark scheme: 3(a) What is meant by the term ‘material deprivation’? 2 One mark for a partial definition, e.g. being poor. Two marks for a clear definition, e.g. being short of the material goods needed and wanted in society. 3(b) Describe two criminal sub-cultures. 4 Possible answers: • youth sub-cultures e.g. mods, rockers, punks, skinheads – taking drugs, violence, anti-social behaviour, etc.; • organised criminal sub-cultures – Sutherland – criminal behaviour is highly organised to maximise profits e.g. the Mafia; • gangs – a sub-culture based on a strict hierarchy that may be involved in drug dealing, human trafficking, violence, etc.; • retreatist sub-cultures – drug and/or alcohol addicts, often involved in crime to fund their addictions; • conflict sub-cultures – Cloward and Ohlin’s illegitimate opportunity structures and turf wars involving criminal sub-cultures; • underclass sub-cultures – Murray – children socialised into deviant norms and values form criminal sub-cultures; • criminal groups that operate online such as hacking groups often issue ransom threats against individuals, businesses or even the government e.g. the group Anonymous; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how formal agencies of social control deal with crime. 6 Possible answers: • police – suspected criminals are targeted and areas are monitored in order to deter and prevent crime; • police arrest – the police have the power of arrest and so can detain suspected criminals for investigation, thus dealing with crime; • courts – sentencing – in dealing with crime they decide upon innocence or guilt and then decide upon the appropriate sentence for the crime; • government – can alter existing laws and introduce new legislation in order to deal with a crime problem or a new form of crime; • surveillance – CCTV and police cameras may be used to monitor behaviour and to deter criminality; • punishment – negative sanctions can be imposed in order to ensure that crime is dealt with effectively e.g. prison, fines, corporal punishment; • prisons – incarceration – lock people away and remove their freedom and contact with family to prevent re-offending and so deal with crime; • prisons – crime within prisons can be dealt with through additional time added to sentences, solitary confinement, loss of privileges, etc.; • community sentencing – offenders have to give back to the community in some way (e.g. cleaning graffiti) and so learn from their mistakes – this deals with the problem of crime; • death penalty – the most severe crimes in some countries will be dealt with by the death penalty; • rehabilitation – counselling, addiction services, education and training may be offered through the criminal justice system to try and reduce offending and deal with the crime problem; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why white-collar crime often goes unreported. 8 Possible answers: • victims not aware – if the victims are not aware a crime has been committed then it will not be reported e.g. online fraud; • mutually beneficial – many white-collar crimes benefit the organisation as well as the individual and therefore are unlikely to be reported; • reputation – companies do not want to gain a bad reputation and therefore may choose to hide the crimes being committed in order to protect themselves from police scrutiny; • dealt with internally – white collar crimes are often dealt with internally by the organisation rather than reporting to the police; • normalisation – there are some areas of work where fraud and theft are normal e.g. tax evasion, fiddling expenses, and so such crimes will not be reported; • stereotypes – most white-collar criminals do not fit the stereotype of the ‘typical offender’ (Cicourel) and so are not suspected of committing crimes, making the reporting much less likely to occur; • power and status – those committing the crimes may be in powerful positions and therefore people may be reluctant to report them/the crime for fear of reprisals; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent does gender socialisation explain why females commit 15 less crime than males? Possible answers: Arguments for: • Oakley – differential gender socialisation – processes such as canalisation and manipulation teach girls to be caring, gentle and maternal and males to be aggressive and active – much more similar to criminality – therefore females commit less crime; • male norms and values learnt through socialisation – these are often closely associated with criminal behaviour (Miller) e.g, toughness, unemotional, aggressive – this is the result of socialisation and explains the lower levels of offending for females than males; • family ideology – feminism – girls are socialised to believe that their role is to be family/home centred and to involve children – this is not compatible with criminality and so explains their lower levels of offending; • bedroom culture – McRobbie – females spend a lot more time than males in the private sphere and therefore are far less likely to be involved in criminality as they are socialised to see the home as their domain, whereas males, socialised to spend more time in the public sphere, are likely to commit more crime; • functionalism – sex-role theory (Parsons) – by being socialised to perform the expressive role females are gentle and caring, the opposite of criminals – the reverse is true for males in the instrumental role and so explains their criminality; • masculinity – feminists claim crime rates may be higher for males because there is pressure on them to act in a hegemonic masculine way from socialisation in the family and peer group, being criminal is an example of this and so explains their higher levels of offending unlike females who are socialised into more compliant femininity; • cult of femininity – feminists believe girls are socialised into an ideology of beauty and appearance, often through the media – this feminine identity where you are judged on your looks not your actions is less likely to lead to crime; • parental role models – boys see father committing crimes so imitate that themselves, whereas this isn’t the case for girls; • peer group – female peer groups are typically more conformist whereas male peer groups may exert peer pressure and socialise boys to commit crime e.g. criminal sub-cultures, gangs, anti-schools sub-cultures, etc.; • media role models – many criminal male role models can be found in the media, where committing crime and the successful lifestyle it brings is glamorised and de-stigmatised – this may socialise boys to accept criminal norms and values whereas role models for girls are less likely to be deviant; • media representations – the media creates ideals of males and females in society and whilst males may be seen in dangerous, criminal roles this is rarely the case for females – so teaching both genders their acceptable behaviours in society; • any other reasonable response. 3(e) Arguments against: • biological – males have more testosterone and a bigger physical build than females and so are more naturally inclined to criminality; • social control – Heidensohn – females have less freedom when they are young than males and so have less opportunities to commit crime; • ladettes – Jackson – her research shows how females are starting to adopt more masculine norms and values as society becomes more equal and so are committing more crimes; • rising female crime rates – the statistics show that female crime is rising as women move into the workplace and are subjected to financial pressures which goes against gender socialisation theory; • chivalry thesis – Pollak – perhaps females have always committed more crime than was realised, but they have got away with it because they do not fit the stereotype of a criminal and can manipulate the system with their femininity; • opportunity – females are less likely to be at work then males and so have less opportunities to commit crime e.g. white-collar; • public spaces – in some cultures females are more controlled in public spaces than males and so do not have the freedom to commit crime that a male does have; • material deprivation – shoplifting is a crime closely linked to females which implies that financial reasons may explain why some females commit crime, regardless of their socialisation; • strain theory – Merton – females may suffer less strain to anomie than males as they are not seen as the conventional breadwinner and thus this, rather than gender socialisation, may explain their lower levels of offending; • status frustration – Cohen – this subcultural theory suggests young working-class males are frustrated by their low status in society and thus turn to crime – nothing to do with gender socialisation; • Murray – inadequate socialisation – this New Right theory does consider socialisation important in determining whether an individual commits crime – boys living in female headed single parent families without male role models may turn to crime due to a lack of discipline and moral guidance; • expressive crimes – are often associated with females and are thought to be fueled by emotions/pre-menstrual syndrome, etc., not linked to gender socialisation; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. 3(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/22 Oct/Nov 2023

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

35 marks

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

This question in 0495/23 Oct/Nov 2023

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

35 marks

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

This question in 0495/23 Oct/Nov 2023

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

35 marks

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

This question in 0495/23 Oct/Nov 2023

1 Marriage and family life vary globally. Some sociologists argue the family is essential in contemporary societies. Other sociologists debate whether family life is equal for its members. Families are changing and many are now child-centred. Monogamy exists in some societies. (a) What is meant by the term ‘monogamy’? [2] (b) Describe two examples of child-centredness. [4] (c) Explain how family life is globally diverse. [6] (d) Explain why sociologists argue the family is an essential institution. [8] (e) To what extent is family life equal for its members? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term monogamy? 2 One mark for partial definition e.g. not cheating on a partner. Two marks for clear definition e.g. being married/in a relationship with one person at a time. 1(b) Describe two examples of child-centredness. 4 Possible answers:  legislation e.g. UN Rights of the Child - gives power to children e.g. in divorce cases;  corporal punishment – now banned in schools in most countries;  parental smacking – this is viewed as unacceptable/illegal in many societies;  period of innocence – childhood is seen in many societies as a time when children should not have to work or experience other aspects of adult life;  extension of education – extending compulsory schooling maintains the status of ‘child’ for longer as education is considered very important;  children as consumers – industries reinforce the special status of ‘childhood’ through the production of specialised goods for them e.g. TV channels/shows, toys, clothes etc.;  spending on children – this has increased enormously with phenomenon like ‘pester power’ encouraging adults to purchase goods for children to consume;  leisure time – family time and activities often centre around the needs and wants of the child rather than the adult;  other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how family life is globally diverse. 6 Possible answers:  type of family – different countries/cultures have different types of family, all of which can be linked to differences in family life e.g. living in an extended family is very different to living in a step-family;  ethnicity – ethnic groups are sometimes associated with particular kinds of family life e.g. Afro-Caribbean families may be matrifocal, South Asian families may be extended and larger etc.;  marriages – these can be different globally, leading to differences in family life e.g. South Asian families may encourage arranged marriages, some Islamic and tribal cultures allow polygamy etc.;  gender roles – these may be segregated in some more traditional societies whereas in other societies e.g. in the UK, they are more likely to be joint showing the diversity of family life;  norms and values – different families across the globe will socialise their children into different norms and values, depending upon their culture and/or religion e.g. high birth rates in many Eastern European countries, a declining birth rate in China;  social class/money – this can affect family life e.g. family experiences, trips out, cultural capital, values, expectations, material items, space at home etc. and this obviously differs globally;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why sociologists argue the family is an essential institution. 8 Possible answers:  functionalism – in order for societies to function and work, certain essential tasks or functions must be performed therefore the family is the bedrock of every society – Parsons and irreducible functions;  reproduction – societies must produce new generations of children in order to survive and marriage and the family are closely associated with having children;  socialisation – children need to learn their society’s norms and values and this happens through primary socialisation in the family;  social control – children’s behaviour is controlled in families through a series of rewards and sanctions that result in social conformity;  care of children – children need to be fed, clothed, nurtured and sheltered and in the family, people are given responsibilities and roles to ensure that this happens;  status – families give children their status by involving children in a web of interpersonal and group relationships;  regulation of sexual behaviour – most societies insist that children are born to people in a socially approved sexual relationship i.e. to create a family;  gender roles – family roles are split so that the female performs the expressive role and the male the instrumental – this is what they are best at and so helps the family function successfully (Parsons);  New Right – Murray argues that the nuclear family is essential in preventing reckless and deviant behaviour in society;  Marxism/Marxist feminism – the family is essential as it creates and maintains the backbone necessary for an effective capitalist workforce;  other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. 1(d) Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent is family life equal for its members? 15 Possible answers: Arguments for:  Willmott and Young – the symmetrical family – conjugal roles are now different but equal for men and women in the family;  stratified diffusion – Willmott and Young found that behaviour in the higher classes was soon imitated by the lower classes thus creating more equality in families as symmetry in the family spread;  privatised nuclear family – functionalists have said that family life is now privatised, meaning that immediate members function and work together to create a happy family life;  Dermott – intimate fathers – research shows that men today want to play an active role in the family, spending quality time with their children (new men);  role reversal – more flexible norms and values mean that it is now perfectly acceptable for females to be breadwinners and males to be stay at home parents, meaning equality has been created;  joint conjugal roles – these typify family life today whereby most families are dual worker – domestic and childcare work is now therefore shared;  feminism – improved status of women in society – women have higher aspirations and expect to have a career thus their expectations of family life have similarly changed and equality is therefore the norm;  same-sex families – newer family forms emerging has meant that family roles can be re-configured to create a new normal – power dynamics in same-sex families are said to be more equal;  labour saving devices – these have reduced the time and effort involved in housework thus encouraging family members other than women to take part and so helping create equality;  decline of the extended family – this meant less pressure on individuals to fulfil traditional conjugal roles, thus allowing for greater equality in the home as newer family roles are embraced;  any other reasonable response. 1(e) Arguments against:  feminism – family remains a patriarchal institution in a patriarchal world that exploits females in order to benefit males through the domestic division of labour = not equal;  dual burden – working women now have the ‘dual burden’ of having to hold down a paid job as well as run the home – men do not have both responsibilities so it is not equal;  triple shift – recent feminist research reveals that women now have to perform three roles in the family – domestic, emotional and working – compared to just the working role for men. This is not equal;  myth of symmetry – many researchers have questioned whether conjugal roles really are symmetrical – they are often more equal than before but this does not mean they are fully equal e.g. men were found to do more of the ‘fun’ family roles whereas those tasks performed by women were monotonous and dull;  primary socialisation – Ann Oakley – girls and boys are socialised into different gender roles via processes such as manipulation and canalisation (passive female, active male) therefore equality in adult roles is unlikely;  domestic violence – e.g. Dobash and Dobash – research indicates that much abuse takes place within families whereby violence and coercion are used to control family members – this is not equality;  cultural diversity – whether equality is seen in family life depends upon the cultural context e.g. traditional societies, religious influences etc;  functionalism – sex role theory – Parsons – males are naturally best suited to the instrumental role whereas females are best suited to the expressive role, thus equality in conjugal roles is not desirable;  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. 1(e) A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2024

2 Girls and boys often study different subjects in schools. Educational achievement is not the same for everyone and many sociologists argue that this is because of linguistic factors. Vocationalism is now an important feature of most education systems. Many countries have laws that ensure equality of opportunities in education. (a) What is meant by the term ‘vocationalism’? [2] (b) Describe two examples of equal opportunities in education. [4] (c) Explain how rewards are used by schools to socially control students. [6] (d) Explain why girls often study different subjects to boys. [8] (e) To what extent do linguistic factors have the most influence on a student’s educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘vocationalism’? 2 One mark for partial definition e.g. work experience. Two marks for clear definition e.g. vocational education prepares people for work or trains them for particular jobs or careers. 2(b) Describe two examples of equal opportunities in education. 4 Possible answers:  meritocracy – you will be setted/get results based on your effort and ability;  national curriculum – all students must follow the same curriculum for core subjects which is fair and equal;  free education – in many societies education is free to all, regardless of background e.g. state schools;  subject choice – all students in a school have the same choice of subjects, regardless of social factors;  social mobility – upward and downward mobility is a feature of life for everybody, based on educational success;  comprehensive schools – these were set up to offer equality of education to all students in a local area;  compensatory education – many schools use schemes such as bursaries and/or scholarships in order to ensure all social groups get equal opportunities for success (positive discrimination);  co-ed teaching/schools – offering girls and boys the same educational opportunities and curriculum;  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 rewards are used by schools to socially control students. 6 Possible answers:  praise, stickers, badges – can all be used to encourage socially approved behaviours and values in schools;  socialisation – rewards in schools socialise students into their social expectations e.g. to use good manners will result in something positive happening/being said;  being positively labelled at school – encourages social conformity as the student desires further rewards (the halo effect);  manipulation – rewards allow schools to influence and control the thoughts and actions of children into believing the status quo/not rebelling (ideological control)  treat trips – students can be rewarded by being allowed to go on trips if they are good/achieve certain marks;  setting – if students work hard and follow the rules, they may be rewarded by moving up to a higher set or gaining better results;  assemblies – these may be used to publicly congratulate and reward students who have exceeded targets/been good citizens etc. thus producing a culture whereby rewards are seen to be desirable;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why girls often study different subjects to boys? 8 Possible answers:  feminism – girls are prepared for their traditional gender role as nurturer through subjects such as cooking and sewing, boys are prepared for their instrumental role through ‘harder’ subjects such as physics and economics;  gendered role models – in schools head teachers and senior staff are often male which may encourage boys to choose subjects to study that could be equated with leadership and authority in the future e.g. those subjects perceived as ‘academic’ or ‘difficult’ – the reverse may be seen for girls;  teacher expectations – teachers may have higher expectations of boys and encourage them to aim for a career through their subject choices whereas they may assume the future for girls is marriage and motherhood and thus be less inclined to encourage study of the more academic subjects;  careers advice – careers advice may be based on traditional gender stereotypes; thus girls may be pushed into different subjects than boys to match these careers;  home factors – parental pressure and attitudes are likely to affect the subjects that boys and girls choose to study at school;  gendered socialisation – Ann Oakley – processes such as canalisation and manipulation begin at home and may affect the aspirations and future goals of boys and girls, e.g. girls encouraged to be nurturing and feminine so choose health and social care, boys encouraged to be active and adventurous so choose PE;  cultural factors – the pupil’s cultural norms and values are likely to affect subject choice at school e.g. cultures where girls are seen as having careers and being independent are likely to socialise girls differently than those where marriage and motherhood is the norm;  single-sex schools – single-sex schools may offer a curriculum based upon the perceived needs of the gender they are catering for e.g. girls schools may be more likely to offer needlework, textiles and childcare and boys schools engineering, woodwork and economics;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 2(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses 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 do linguistic factors have the most influence on a 15 student’s educational achievement? Possible answers: Arguments for:  social class – Bernstein’s restricted code – informal, everyday language with limited vocab spoken widely by the lower social classes that is discouraged in schools – this could negatively influence opportunities for working class educational achievement as this is not the language of education;  social class – Bernstein’s elaborated code – expresses complex and abstract ideas, a formal style of language used in schools by teachers and found in textbooks. This is the common language code of the higher classes and so advantages them when it comes to educational achievement as they are more familiar with these codes;  minority ethnic groups – may be taught in a language that is not their home language e.g. in international schools, which may lead to problems of understanding and communication thus explaining lower educational achievement;  bilingualism – research indicates that those students able to speak and use more than one recognised language may have an advantage in learning in schools and thus may do better;  ethnocentrism in language – some languages may be thought of by teachers as ungrammatical and incorrect e.g. patois/creole – thus teachers did not recognise when children speaking or using these languages were in fact expressing complex and abstract ideas (Labov);  immigration – students recently arrived in a country and with little understanding of the official language are likely to be disadvantaged in their opportunities to succeed at school due to an inability to access the curriculum;  any other reasonable response. Arguments against:  linguistic influences on educational achievement are thought to be significant but this does not mean that they have the most influence on a pupil’s educational achievement, a range of factors are likely to intersect with one another;  cultural influences – social class – the working class have been linked with cultural deprivation that encourages immediate rather than deferred gratification, an absence of successful well educated role models and a culture of fatalism – this may explain their educational lack of success;  cultural influences – ethnicity – different ethnicities value education differently and this is likely to influence a pupil’s educational achievement e.g. Archer’s research into why Chinese students do well in education;  cultural influences – gender – socialisation into gender roles starts in the primary stage and this is likely to influence aspirations – so, for example, girls may feel that qualifications are not needed if their primary role is to be a mother; 2(e)  material influences – social class – children living in poverty are less likely to succeed at school because of factors such as lack of supporting resources, having part-time jobs, lack of a quiet place to study, inadequate diet etc.;  material influences – ethnicity – some ethnic minority groups have high numbers of their members also in the working class so they are likely to suffer from material deprivation more than the majority ethnic group which may explain their lack of educational success;  material influences – gender – when a family has limited resources to spend on education, in some cultures a girl’s education may be seen as less important than that of boys;  schools and teachers – teacher labelling and the setting/streaming process may be the biggest influence on how well a pupil succeeds in education;  the peer group – peer pressure maybe the most important influence on educational achievement, especially for boys e.g. Willis ‘the lads’ (anti- school subcultures;  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 questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13 – 15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2024

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

35 marks

Mark scheme: 3(a) What is meant by the term ‘self-report studies’? 2 One mark for partial definition e.g. asking about crime. Two marks for clear definition e.g. research that asks people what crimes or deviant acts they have committed. 3(b) Describe two ways law enforcement agencies make people conform. 4 Possible answers:  police – allowed to carry weapons and use force if necessary, in order to achieve conformity;  Marxism – repressive state apparatus – police are often used to control protests and demonstrations e.g. BLM/environmental protests and so achieve conformity;  surveillance – monitoring behaviour in order to ensure conformity e.g. CCTV, trackers, cyber-technology etc.;  police targeting – focusing on a particular group of people, believing them to be more criminal, in order to prevent crime and ensure people conform;  police presence – this can cause fear in people thus making them conform;  courts – sentence offenders based on their crime and send a clear message to others about what will happen if they break the law e.g. loss of liberty/a fine etc.;  deterrence – seeing a police officer often puts people off from committing a crime or long sentences from the courts reported in the media similarly deter offending;  zero tolerance – the police/the authorities/the courts can take action against even minor acts of deviance to send out the message that no criminal or deviant behaviour will be tolerated e.g. NYC/London riots – Wilson’s ‘broken windows’ ideas;  any other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two). 3(c) Explain how deviancy amplification can occur. 6 Possible answers:  master status – being negatively labelled can give someone a master status that overrides all others, e.g. criminal – this therefore leads to more deviance as it is how the labelled person perceives themselves and thus acts;  self-fulfilling prophecy – how people view themselves is largely derived from the view others have of them – this can cause individuals perceived as deviant to behave in this way;  public labelling – being labelled as deviant can lead to rejection, loss of family and friends and so encourage further deviance with similarly negatively labelled individuals;  deviant career – constant negative labelling may result in an individual’s self-identity changing, leading them to join an organised criminal group with shared norms and values that justify the deviant behaviour e.g. gangs – thus more deviancy occurs;  stigma – some social groups or individuals become so badly thought of by others that they become stigmatised (seen by others as different in a negative way) – this may then lead to anger and resentment by the stigmatised group and so more deviance occurs;  media stereotyping – the media stereotype certain social groups as deviant meaning society starts to think of and treat them warily – this may cause anger in the stereotyped groups that leads to deviance amplification;  moral panics – these create folk devils who may then be discriminated against in society meaning that deviance amplification is the inevitable end result as legitimate means for success start to become more difficult;  police targeting – the police believe some social groups to be more deviant than others and so target them – this can often lead to frustration and resistance in the targeted group which may lead to higher levels of deviance occurring e.g. Young’s ‘The Drug-Takers’;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 3(d) Explain why sociologists criticise the accuracy of official crime 8 statistics. Possible answers:  hidden crimes – not all crimes are recognised as crimes and thus will never enter the official crime statistics e.g. many white-collar crimes – this decreases the accuracy;  reporting – a crime has to be reported to the police before it can reach the statistics, not all are e.g. a crime that involves family members/fear of repercussions etc which compromises the accuracy of the official crime statistics;  sexual crimes – feminists report that these are notoriously under-reported and thus the official picture is highly inaccurate (as proven by victim studies e.g. Walklate);  community distrust of the police – in some communities e.g. ethnic minorities, deprived estates, people do not trust the police and therefore are unlikely to report crimes to them meaning that crime statistics for these areas are unlikely to be accurate;  corporate crimes – these rarely reach the official crime statistics as they are committed by large, wealthy and powerful institutions who bypass the law through manipulation and corruption – hence compromising the accuracy of the statistics;  police recording of crimes – the police have the discretion to decide which crimes they record and who they arrest which means many reported crimes never make the official crime statistics = less accurate;  pressure on police – forces are often under pressure to achieve good clear-up rates so may use processes such as ‘coughing and cuffing’ to manipulate the figures = a less accurate picture of crime;  self-report studies – evidence from these shows that significant numbers of crimes are committed by women and members of the middle classes – this questions the accuracy of the official crime statistics;  victim surveys – these can uncover those unreported crimes and therefore allows sociologists to question the accuracy of the official statistics e.g. the CSEW/BCS/localised victim surveys e.g. Islington/Merseyside show different patterns of criminality and victimisation to the OCS;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 3(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 3(e) To what extent is ethnicity a factor in explaining why some people 15 commit crime? Possible answers: Arguments for:  official crime statistics show that some minority ethnic groups seem to commit disproportionately more crime than the ethnic majority, implying that ethnicity is a factor in explaining crime;  prison statistics – ethnic minorities are incarcerated at a far greater rate than non-ethnic minorities which means they have been found guilty and convicted of crimes – this implies ethnicity is a factor to explain crime;  police figures – police in London claim that rates of street crime are much higher for young, male Afro-Caribbeans than from other ethnic groups, this implies that ethnicity is a factor to explain crime;  resistance to racism – research into ethnic deviant subcultures has revealed that much crime is committed as a response to living in a racist society e.g. urban riots, BLM protests and thus is a relevant factor;  racial discrimination – ethnic minorities may become disillusioned with racial discrimination and prejudice in society that effectively blocks their chances of legitimate success and thus they turn to crime instead – ethnicity is therefore a factor to explain crime;  marginalisation and relative deprivation – Lea and Young – where ethnic minority groups share the same values and aspirations as the rest of society but the normal routes to achieving these goals are blocked, e.g. success in education, alongside feelings of ‘not belonging’, their response may be crime = a relevant factor;  victim surveys – many of these reveal high numbers of crimes committed by ethnic minorities, suggesting ethnicity is a factor that explains crime;  any other reasonable response. Arguments against:  young people – most crime is committed by young people and ethnic minorities tend to have a higher proportion of young people than the majority group so more crime would be expected from them – age not ethnicity being the crucial factor;  policing practices – if the police target certain offences and/or areas and stop and search people from some ethnic groups more than others (as the evidence suggests) then it is to be expected that more crime in these ethnic groups would be uncovered – this does not show that ethnicity is a factor to explain crime;  police racism – institutional racism in the police force may explain why so many ethnic minorities are arrested, searched and convicted of crimes rather than ethnicity in itself being the causal factor;  masculinity – the pressure to be masculine (Messerschmidt) and/or to fulfil the breadwinner role means that gender may be a more relevant factor to explain crime than ethnicity;  age – the search for thrills and excitement may explain the large proportion of young offenders, perhaps being a better explanation for crime than solely ethnicity; 3(e)  social class – material deprivation and poverty may be the most likely explanations for crime, not ethnicity (more successful ethnic minority groups are not likely to be criminal) – Marxism;  cultural deprivation – a lifestyle that does not value law and order or working hard may encourage criminal and deviant behaviour – this may better explain crime than ethnicity e.g. inadequate socialisation;  intersectionality – it is likely that different factors combine to determine whether an individual commits crime, not just ethnicity – individuals are all likely to have different reasons, there is no one factor;  victim surveys that report that ‘most’ offenders are ethnic minority may be biased, people may be more likely to report crimes committed by ethnic minorities because of racial prejudice therefore ethnicity is not a relevant factor;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on commonsense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 3(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/22 May/June 2024

2 There are many different types of schools. For example, comprehensive schools and private schools. However, all schools educate, socialise and socially control students. Sociologists investigate different social groups’ experiences of education. This includes investigating factors such as cultural capital and the culture of masculinity. (a) What is meant by the term ‘cultural capital’? [2] (b) Describe two ways schools socially control students. [4] (c) Explain how private schools benefit students from higher social classes. [6] (d) Explain why the comprehensive system of education was introduced. [8] (e) To what extent does the culture of masculinity affect educational experience? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘cultural capital’? 2 One mark for partial definition e.g. visiting museums and galleries. Two marks for clear definition e.g. the knowledge, language, attitudes and values that give those who have them an advantage in the educational system. 2(b) Describe two ways schools socially control students. 4 Possible answers:  formal social control – schools use formal school rules to control pupils and ensure they obey those in authority, e.g. uniform rules, behaviour policy, homework policy etc.;  informal social control – flexible measures of social control are frequently used within schools to control students e.g. a stern look or a smile in order to encourage conformity;  negative sanctions – punishments are used in schools to control pupils and deter them from further bad behaviour e.g. detentions, negative contact with home;  rewards (positive sanctions) – praise and other rewards such as positive contact home/treat trips are used to promote and encourage good behaviour by school pupils (social conformity);  peer group – peer groups can use peer pressure and role models in order to control the behaviour and attitudes of others in the peer group who are keen to belong e.g. pro and anti-school subcultures;  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 private schools benefit students from higher social classes. 6 Possible answers:  Marxism – private schools typically gain better examination results and thus ensure the maintenance of elite culture as it is students from the higher social classes who typically attend private school;  myth of meritocracy – the education system is not based on equality of opportunity and favours the higher classes who will achieve more in private education than those educated by the state – Marxism;  smaller class sizes – private schools can therefore devote more specialist teacher attention to pupils and so achieve better examination results;  better resources – private schools are paid for by parents and thus have more money to spend per child, resulting in better resources and facilities – all of which promotes better learning, outcomes and motivation for the students (who have come from the social classes);  old boys network – the social capital gained in the private school system benefits those pupils who have attended such schools as they have contacts that can help them later with finding a job, gaining quality work experience etc.;  parental pressure – if parents are paying for their child’s education, then they expect to get their money’s worth and so will pressure and be in close contact with the school in order to achieve this – as well as pressuring their child to do well – this ultimately benefits the children who are typically from the higher social classes;  access to elite universities – private school students dominate the intake at elite universities which then leads to greater opportunities and success in employment e.g. government members are often dominated by those with an elite education;  admissions policy – private schools often take only the best students academically so there is a culture of high attainment which typically leads to academic success and so benefits those who attend;  any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why the comprehensive system of education was introduced. 8 Possible answers:  meritocracy – comprehensive schools were introduced originally in the 1960’s to embrace the cultural change towards equality of opportunity for all through all pupils studying the same subjects in the same school (functionalism);  replace the tripartite system – comprehensive schools replaced the three- tier system of education that was thought to be unfair and divisive for children;  qualifications – comprehensive schools wanted to try to ensure that fewer pupils left school without any qualifications so they could better compete in society for jobs and success (tackling inequalities);  working-class underachievement – comprehensive schools wanted to tackle the issue of working-class children’s under-achievement at school – they were the least likely to gain a place at a grammar school and so were often hindered in terms of being able to achieve academically hence comprehensives were introduced;  tolerance and acceptance – comprehensive schools wanted to strengthen community bonds and bring together children from a diverse range of backgrounds in order to embrace multiculturalism, special needs and social class differences within a community;  no label of failure – the comprehensive system did not have an entry test and therefore no students were labelled as ‘failures’ before their secondary education had even begun (Interactionism);  social mobility – comprehensive schools believed that students should be judged on outcomes (universal standards such as examination results) not on social characteristics, and thus offered all pupils the chance to be socially mobile through educational success;  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 does the culture of masculinity affect educational 15 experience? Possible answers: Arguments for:  hegemonic masculinity (Connell) – there is a lot of pressure on boys to be perceived by their peers as masculine and this can lead to the formation of anti-school sub-cultures where such norms are accepted and admired e.g. providing status for the boys (Cohen’s status frustration);  Willis ‘The Lads’ – his study showed the ‘lads’ came to school not to learn (perceived as feminine) but to have a laugh and mess about with their friends (‘do masculinity’) in an anti-school sub-culture;  peer pressure – boys are afraid of negative labels e.g. sissy, and thus will act more masculine with their peers in school in order to conform to the stereotypical notion of ‘being male’ and so avoid any negative labelling;  teacher labelling – teachers are likely to stereotype boys as being more troublesome (a perceived feature of masculinity) than girls in the classroom and this may lead to a self-fulfilling prophecy in which boys under-achieve and live up to their label;  gendered subject choice – a culture of masculinity with the associated male and female traditional stereotypes may explain why girls and boys typically choose different options at school e.g. boys choose masculine subjects such as PE, Design and ICT;  toxic masculinity – schools have been in the spotlight recently for not tackling so called ‘rape culture’ (Everyone’s Invited) which suggests that a culture of masculinity is still prevalent and influential in schools;  male power – schools are seen by feminists as patriarchal institutions that benefit boys more than girls and thus the higher status given to masculinity is reflected in a culture where boys succeed and have higher status and visibility than girls e.g. boys dominate the playground, they dominate teacher time and attention in class etc.;  role models – a school dominated by males in high positions (e.g. head- teacher), socialises students to believe that this is the norm and typical also of wider society – a culture of masculinity like this will therefore encourage boys to achieve more than girls so they too can achieve these positions of power;  any other reasonable response. Arguments against:  too deterministic – a culture of masculinity may be one factor to explain gendered educational experience but it is not the only one (intersectionality);  negotiating masculinity – masculinity no longer has one singular meaning and is interpreted differently by different males therefore there is no longer just one culture of masculinity (e.g. we now have males who are meterosexual, new man, homosexual etc);  does the culture of masculinity exist? – girls are now achieving more than boys in education almost universally so this has led some sociologists to question whether a culture of masculinity actually exists in education any longer;  female role models – schools and wider society are full of positive role models for females and this culture is likely today to be far more influential on educational experience (for females) than a culture of masculinity; 2(e)  feminisation of education – sociologists claim that education has been reconstructed to value feminine qualities such as conformity, listening, writing and reading – this contradicts the idea of a culture of masculinity being present in schools;  functionalism and meritocracy – functionalists say schools are equal institutions that offer equal opportunities for all therefore the culture of masculinity cannot be relevant for explaining differences in educational experience, instead any differences are down to individual effort and ability;  socialisation at home – girls and boys arrive at school already aware of their gender roles and expectations through processes such as canalisation and manipulation (Oakley) and this is therefore likely to impact upon experiences at school;  feminism – this social movement has raised the aspirations and expectations of females and therefore it is unlikely that a culture of masculinity either still exists or is influential in education;  material deprivation – this may be more influential on experiences than a culture of masculinity e.g. where families can only afford to educate sons not daughters;  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 questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent?’ part of the question through a focused conclusion.

This question in 0495/23 May/June 2024

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

35 marks

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

This question in 0495/23 May/June 2024

2 There are inequalities in patterns of educational achievement. Some students choose to join anti-school sub-cultures. Sociologists debate whether educational achievement is affected by the type of school attended. Setting occurs in most types of schools. (a) What is meant by the term ‘setting’? [2] (b) Describe two examples of inequality in patterns of educational achievement. [4] (c) Explain how a lack of cultural capital disadvantages some students. [6] (d) Explain why some students join anti-school sub-cultures. [8] (e) To what extent does the type of school a student attends affect their educational achievement? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘setting’? 2 One mark for a partial definition e.g. higher ability teaching. Two marks for a clear definition e.g. when children are taught in classes of similar ability for a particular subject. 2(b) Describe two examples of inequality in patterns of educational 4 achievement. Possible answers: • gender – in some cultures boys’ education is prioritised over girls’, meaning boys achieve more; • gender – in many societies there is a gendered curriculum, meaning girls and boys may achieve success in very different subjects e.g. boys in woodwork, girls in textiles; • gender – in many MISs girls are now achieving better than boys in all levels of education e.g. STEM initiatives; • ethnicity – in most countries, ethnic minority students tend to do less well than the average for the country e.g. institutional racism; • ethnicity – black students in countries such as USA and UK do not tend to do well in education e.g. teacher labelling; • ethnicity – traveller and Roma children do not tend to do well in education e.g. ethnocentric curriculum; • ethnicity – cultures where education is highly valued tend to do well in education e.g. Chinese and Indian students (Archer); • social class – students from the lower social classes tend to do less well than those from the higher social classes e.g. material deprivation; • 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 a lack of cultural capital disadvantages some students. 6 Possible answers: • values and attitudes – students brought up in a home environment where education is not valued and is seen as unimportant are disadvantaged in school; • fatalism – students who believe they cannot achieve educational success and/or social mobility are disadvantaged in education as they do not possess belief in meritocracy and social mobility; • immediate gratification – students who are socialised to want to leave education as soon as possible for the money that the workplace can bring are disadvantaged with future life chances as they will not achieve higher level qualifications; • restricted code – speaking in this code at home rather than the elaborated code used at school will disadvantage students in education who find the middle-class world of education and assessment more difficult to navigate and be successful in; • parents – students with parents who do not have regular contact with school and who do not push and expect them to do well are disadvantaged in education as there are lowered parental expectations; • home environment – students brought up with no access to literature, high cultural events, museum and art gallery visits etc are disadvantaged in education where these features are commonly discussed and, indeed, are often part of the curriculum; • 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 students join anti-school sub-cultures. 8 Possible answers: • sense of failure – failing academically in school may lead to some students rebelling and joining an anti-school sub-culture; • status frustration – unable to gain status legitimately through academic success, some students turn to an anti-school sub-culture to gain status instead (Cohen); • culture of masculinity – schools and education can be seen as feminine and thus some male students may turn to anti-school sub-cultures in order to ‘play up’ their masculinity; • teacher labelling – teachers have an image of an ‘ideal pupil’ and evidence suggests that students who do not match this may be placed into lower sets and streams – the anti-school sub-culture may thus be a way of dealing with this; • improved sense of self-esteem – the sense of belonging from an anti- school sub-culture may help students cope with the pressures and stresses of school; • racism – schools may be perceived as racist and ethnocentric by some ethnic minority students and thus they may turn to an anti-school sub- culture in order to resist this racism; • Willis ‘the lads’ – these working class boys knew that academic qualifications were not needed for the manual work they would go into after leaving school and therefore saw school as a place to ‘have a laff’ by joining an anti-school sub-culture; • Sewell – the black boys in his study joined anti-school sub-cultures to assert their masculinity and to resist the racism and discrimination they felt in schools and wider society e.g. ethnocentric curriculum; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses maybe underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 2(e) To what extent does the type of school a student attends affect their 15 educational achievement? Possible answers: FOR: • Rutter – attending a ‘good school’ is the key factor to determine educational achievement and is far more important than home or community or material or cultural factors; • private schools – paid for by parents, examination results are typically excellent – small class sizes, well resourced, prestigious. An academic culture prevails; • Marxism – private education maintains the ruling class elitism and privilege and reproduces the social inequalities e.g. those from the top private schools dominate elite universities e.g. Oxbridge and this is directly linked to educational achievement; • comprehensive schools – mixed ability, not all students will do well, perhaps due to setting and streaming, often under-funded, diverse mix of students and often less focus on academic education; • single-sex schools – educational achievement is typically higher in a single-sex school than in a co-ed when the distractions of the opposite sex are removed; • selective schools – entrance examinations ensure the brightest students are selected – students in these schools typically achieve highly e.g. grammar schools e.g. pro-school subcultures; • faith schools – education and the curriculum may be more religious in focus, examination results are typically high with supportive parents and high expectations; • scholarships – these are available to the brightest students from all backgrounds, allowing them to attend private schools where they achieve highly – showing it is the school, rather than other factors that determine educational achievement; • any other reasonable response. AGAINST • functionalism – meritocracy – the type of school attended is irrelevant. Educational achievement is determined by a person’ hard work and effort; • teacher labelling – educational achievement is not determined by the type of school but by the attitude and treatment of students by the teachers e.g. setting and streaming, Becker’s ‘ideal pupil’; • material factors – educational achievement is not determined by the type of school but by the amount of money the parents have e.g. students from the higher social classes achieve better in all types of schools e.g. private tuition, internet, quiet study space; • cultural factors – educational achievement is not determined by the type of school but by home and cultural factors such as parental aspirations, the value placed on education etc.; • linguistic factors – educational achievement is not determined by the type of school but by the language spoken e.g. bilingual children typically achieve well in all schools, students using restricted code do not typically do well and students whose home language differs from that of the schools do not tend to do well; 2(e) • ethnicity – educational achievement may be determined more by institutional racism and the ethnocentric curriculum than by the type of school attended e.g. Sewell; • gender – girls are said to be more studious than boys, encouraged through socialisation and stricter social control and therefore it is this, rather than the type of school, that determines educational achievement; • gender – in some societies boys’ education is prioritised over girls’, therefore the type of school attended is irrelevant for educational success; • peer groups – it may be the type of sub-culture a student is involved in (pro or anti-school, for example) that determines educational achievement, not the type of school attended; • intelligence – educational achievement is determined by intelligence i.e. bright students do well in any type of school; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well-developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 2(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/21 Oct/Nov 2024

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

35 marks

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

This question in 0495/22 Oct/Nov 2024

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

35 marks

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

This question in 0495/22 Oct/Nov 2024

1 Matriarchy is not typical in many families or societies. Family functions and family roles are diverse and changing. These functions and roles are different depending on an individual’s gender, ethnicity or social class. Sociologists debate whether these changes are positive or negative for society. (a) What is meant by the term ‘matriarchy’? [2] (b) Describe two family functions that have changed. [4] (c) Explain how the roles of fathers are changing in modern industrial societies. [6] (d) Explain why feminists criticise the family. [8] (e) To what extent does social class affect family life? [15]

35 marks

Mark scheme: Question Answer Marks 1(a) What is meant by the term ‘matriarchy’? 2 One mark for a partial definition e.g. female control; Two marks for a clear definition e.g. mother is head of the household with authority over the men and children. 1(b) Describe two family functions that have changed. 4 Possible answers: • socialisation – teaching the core norms and values of a culture has now been passed from the nuclear family to other family members or to institutions such as schools, nurseries, the media and the peer group; • reproduction – being childless is no longer seen as a stigma thus DINK families are on the increase alongside fertility plans such as IVF (allowing, for example, same-sex couples to have children); • social control – discipline and sanctions in the family are now often carried out by external institutions such as schools and the peer group; • care of children – with dual worker families becoming increasingly the norm, children are often left to be looked after by nannies, pre-schools and nurseries; • care of the elderly – the welfare state, nursing homes, retirement homes etc. have taken this function away from the family; • education – this function has moved from the family to being taken over by schools and daycare centres; • financial assistance – the economic function of families helping one another out financially in times of hardship has largely been lost due to the benefits system and the welfare state in many societies; • any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two). 1(c) Explain how the roles of fathers are changing in modern industrial 6 societies. Possible answers: • intimate father role – less of the disciplinarian role and a more hands on, emotional connection to children and partner; • dual role – fathers are often expected to still be the main breadwinner but also to be more involved with their children and partner than ever before; • joint conjugal roles – fathers and mothers may share instrumental and expressive roles so that conjugal roles are no longer separate; resulting in a symmetrical family; • role reversal – in some families, fathers are playing more of the expressive role (e.g. househusband) rather than the instrumental role (breadwinner); • single parent dads – fathers are often the only parent for the children, acting as both breadwinner and carer; • same-sex families – same sex families challenge traditional notions of father roles and are typically more flexible in determining how the roles will be played out and negotiated; • new man – fathers are being encouraged to spend more time with their family and to engage emotionally and practically in family life, thus changing their roles; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 1(d) Explain why feminists criticise the family. 8 Possible answers: • domestic division of labour – the family tasks assigned to men and women are typically very different which is unfair e.g. men do the more irregular, fun tasks whilst women are expected to do the regular, dull, repetitive tasks such as cleaning, washing, ironing etc.; • dual/triple burden - despite there now being many dual worker families, women still find themselves doing the majority of the domestic work on top of paid employment; • segregated conjugal roles – these still exist as the norm in many families, cultures and societies – women are tied to the home in subordinate positions whereas men gain power and status through their breadwinner role; • dark side of family life – much domestic violence is experienced in the family and women are typically the victims of this whilst men are typically the perpetrators; • unpaid housewife role – women work long hours every day doing repetitive, dull tasks in and for the home and family members, with no financial reward at all; • warm bath theory – Marxist-feminists feel women are forced to soak up the stresses of their husbands who are exploited as ‘wage slaves’ by capitalism – this includes emotional support, taking a subordinate role and sometimes domestic violence; • patriarchy – the family is seen to benefit men e.g. moving house to suit a man’s promotion not a woman’s, or a woman giving up her career to look after the family etc.; • gender socialisation – Oakley – boys and girls are brought up very differently to prepare them for their future roles, e.g. girls the expressive role and boys the instrumental role (canalisation, manipulation etc.); • inheritance – males in the family in many societies are favoured over girls as they will keep the family name alive and thus they receive the family wealth and status through an inheritance system that favours male heirs; • decision making – Edgell/Pahl – men continue to make most of the important decisions concerning family life which gives them more power, status and authority; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. 1(d) Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout. 1(e) To what extent does social class affect family life? 15 Possible answers: FOR • symmetrical families – Willmott and Young – found these types of families to be far more common in the working class than the higher social classes, perhaps because of their jobs being less rewarding and thus home life seeming more appealing; • work-centred families – these were typical of the middle and upper classes e.g. managing directors – men spent long hours at work in order to support the family and thus had less time to involve themselves in family life; • paid housework – the higher social classes are more likely to pay for domestic help in the form of cleaners, childcare etc. than the lower social classes; • marriage – those in the higher social classes are more likely to get married than those in the lower social classes; • divorce – divorce is more likely according to the statistics in the lower social classes than in the higher classes; • teen motherhood – this was found in Western societies to be far more likely amongst girls from working class families than those girls in the higher social classes; • age of motherhood – women in the higher social classes typically have children later in life (often to support university and a career) than those women in the lower social classes; • education – families in the higher social classes are more likely to send their children to good schools (sometimes private) and for the children to graduate from university than those in the lower social classes; • concerted cultivation – Lareau – a parenting style that aims to give children in the family every opportunity e.g. dance classes, sports clubs, tutoring, music lessons etc. – poorer families cannot afford such luxuries; • housing – poorer families are more likely to live in over-crowded, damp 1(e) accommodation than the higher social classes and to require their children to work part time to help support the family financially; • DINK families – these kind of families are found more in the higher social classes than the working class, where the focus is on being dual-workers and enjoying a consumer lifestyle (without children); • Any other reasonable response. AGAINST • postmodernism – individuals can now choose how they want their family life to be without restrictions, therefore social class has become irrelevant and does not affect family life; • globalisation – with the advent of digital technology a diverse range of families and lifestyles can be consumed through the media – this is available to all social classes and gives individuals ideas about how they want their family to be – which are not tied to social class; • feminism – women of all social classes have higher aspirations today (e.g. Sue Sharpe) and expect marriage to be a partnership – social class therefore does not affect family life; • religion – religious rules and expectations may be far more significant in terms of influence on family life e.g. polygamy, conjugal roles, arranged marriages etc.; • ethnicity – South Asian families are typically more likely to live in an extended family structure than other ethnicities, regardless of social class – ethnicity is thus more significant; • ethnicity – Afro-Caribbean families are more likely to be lone parent headed by a female and matriarchal than other ethnicities – this is more significant than social class; • gender – many sociologists (feminists) believe women still do not get a fair deal in family life because of it being a patriarchal institution, regardless of social class – gender is thus more significant; • age – the age of the parents and the children in the family is likely to be far more significant in terms of influence than social class (e.g. norms and values, expectations etc.) – generation gap; • 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. 1(e) Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well- developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2024

2 Some sociologists argue that the education system can lead to social mobility. There are many factors that influence educational achievement, for example home factors and teachers. Some sociologists argue that schools can disadvantage female students. There are many different types of schools, such as private schools. (a) What is meant by the term ‘private school’? [2] (b) Describe two home factors that could negatively affect educational achievement. [4] (c) Explain how teachers can influence educational achievement. [6] (d) Explain why the education system can lead to social mobility. [8] (e) To what extent do schools disadvantage female students? [15] Section C: Crime, deviance and social control

35 marks

Mark scheme: 2(a) What is meant by the term ‘private school’? 2 One mark for a partial definition e.g. a paid for school; Two marks for a clear definition e.g. a school not run or paid for by the government but by parents through fees. 2(b) Describe two home factors that could negatively affect educational 4 achievement. Possible answers: • material factors – poverty may result in a child having to combine work with study, a lack of space to study at home and a poor diet; • extra-curricular opportunities – a lack of money may also prevent children taking part in school clubs, trips and visits and hence reduce cultural capital; • university – coming from a family where university is either not the norm or not affordable will affect the child’s educational aspirations; • no pre-school – not having attended this will mean some children are already behind others when they start school; • lack of home resources – no internet, private tutor, laptop, software etc. can negatively impact on educational achievement; • disadvantaged school – attending a school in a poor area can mean the quality of education on offer is not as good as that for children in more prosperous areas; • fatalistic attitude – believing you can’t change your future (often associated with the lower social classes) means the child is unlikely to try hard at school or achieve highly; • need for immediate rather than deferred gratification – not seeing the benefits of long-term goals is likely to result in a lack of educational achievement; • value of education – parents not valuing education will pass down to the children and is likely to result in them not valuing it either which will then affect educational achievement; • lack of role models – a lack of educationally successful role models in the family is likely to deter some children from trying hard at school and thus affect their achievement; • language codes – being brought up with the restricted code at home and/or having the language of school as your second language is likely to negatively affect achievement in education (Bernstein); • community – living in a community where education is not seen as important and gangs and deviant behaviour are the norm is likely to affect the child’s educational achievement; • cultural values – the cultural values on, for example, gender may affect whether a girl can access education and thus negatively affect her educational achievement; • 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 teachers can influence educational achievement. 6 Possible answers: • role models – students look up to teachers and therefore are influenced by them – either positively (aspirational, for example), or negatively (lack of ethnic minority teachers, for example); • careers advice – teachers often act as motivators for students e.g. feminists believe one of the reasons girls are now doing so well in education is because of the advice and high expectations from their female teachers; • teacher expectations – how the teacher expects a student to perform may influence their educational achievement e.g. teachers may believe that poor study habits and behaviour are normal for boys but these would not be tolerated from girls; • teacher labelling – the poor educational performance of some ethnic minority students may be explained by negative teacher labelling e.g. assuming they are unable to do very well or labelling them as ‘troublemakers’; • ideal pupil - Becker – research shows that teachers have a stereotype of the ‘ideal pupil’ and students that do not match this may not be given the same opportunities and treatment as those that do, e.g. setting and streaming which will affect educational achievement; • Rutter’s research – teachers can affect educational achievement through their expectations of students, how they treat students, how well prepared they are for lessons and by setting an example; • halo effect – the positive stereotyping of some students as hard working and bright has been shown to cause this stereotype to be true which will then affect educational achievement; • self-fulfilling prophecy – students fall in line with the views the teacher has of them so if they believe that the teacher thinks they are unintelligent and will fail then the student starts to live up to this negative stereotype (Rosenthal) hence affecting their achievement; • Archer’s study – found that teachers believed Chinese students were bright and capable and so had high expectations of them so when they did have difficulties in understanding the teachers gave them little help which will affect their educational 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. 2(c) Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail. 2(d) Explain why the education system can lead to social mobility. 8 Possible answers: • equality of opportunity – if education systems are equal then people are able to reach the level they deserve based on their ability and the effort they make to succeed, not on the basis of any pre-determined social characteristics meaning they can climb the social ladder; • meritocracy – functionalists believe the education system is fair and therefore background is irrelevant – a bright child from a working class background who works hard will be able to do as well as one from a more privileged background, in both school and work; • individual merit – people from underprivileged social groups e.g. some ethnic minorities, can be upwardly mobile if they merit this, while those from privileged backgrounds will become downwardly mobile if they do not merit success and rewards; • setting and streaming – being placed in higher sets/streams means better opportunities for those students from negatively privileged social groups e.g. facilitating university entry for ethnic minority/working class students and thus affecting social mobility; • gender – research shows girls that are in higher sets and therefore do well at school are motivated to continue aspiring high in their careers, shunning the housewife role and having fewer children so resulting in upward social mobility; • positive discrimination – schools sometimes manipulate the students placed in the higher sets to tackle social issues such as racism or sexism – this gives those students better opportunities for educational success and upward social mobility; • universal standards – in education everyone is measured and tested against the same universal criteria therefore social mobility (upwards or downwards) is possible based on how well a pupil does at school; • functionalism and role allocation – education sifts out the best students regardless of social background and prepares them for the best positions in society, resulting in much social mobility; • scholarships – many private schools offer scholarships to the brightest students who cannot afford their fees, therefore resulting in increased life chances and social mobility as private schools are often seen as a ticket to the top universities and top jobs; • job of teacher – in many societies teaching is seen as a prestigious and highly valued profession and for teachers from less privileged backgrounds this career may lead to upward social mobility; 2(d) • cultural capital – Bourdieu – students who engage with and do well at school will increase their levels of cultural capital and thus have better chances for upward social mobility; • social capital – Bourdieu – students can often increase their social networks and, for those in private schools in particular, benefit from the old boys’ network, so increasing their opportunities for social mobility; • 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 do schools disadvantage female students? 15 Possible answers: FOR • gendered curriculum – historically and still today in some countries, boys and girls study different subjects at school – this defines future gender roles and disadvantages females e.g. boys studying engineering and girls textiles; • sport – in most countries girls and boys still do different sports at school with males being more physical and hands on e.g. lack of female football and rugby opportunities which may disadvantage females; • hierarchy – schools are hierarchical institutions dominated by females however those in the higher positions are typically males e.g. headteacher – this disadvantages females; • subject choice - even with a national curriculum boys and girls still often choose different subjects, often because of gendered advice e.g. sociology is female dominated whereas business is male dominated – 2(e) this clearly affects future employment and pay opportunities and disadvantages females; • representations – textbooks still define future gender roles and are patriarchal in content, e.g. science experiment illustrations may show a male teacher and male students which disadvantages females; • classroom space – feminists believe that classrooms are a gendered space whereby boys dominate e.g. sitting in the teacher’s eyeline, being louder, answering more questions, being asked more questions, taking up teacher time etc. – this disadvantages female students; • access – in some countries and cultures a male’s education is more valued than a female’s which may affect access to education and schools thus disadvantaging females; • teacher attitudes – some teachers still believe the future role for a girl is to be a housewife and mother therefore there is little point pushing her academically which disadvantages females; • culture of masculinity – a laddish culture abounds in many schools with anti-school sub-cultures typically being male, visiting speakers being male etc. – these all disadvantage females; • extra-curricular activities – these are typically sport related and tend to focus on popular male dominated sports which may exclude and disadvantage females; • misogyny – recently many schools have been accused of being patriarchal institutions through normalising and trivialising female experiences of sexual banter and assault e.g. ‘Everyone’s Invited’ – this clearly disadvantages females; • canalisation – Oakley – in primary schools there is still often a divide in the toys and resources that are defined and offered to girls as compared to those available to boys – these set and limit future gender roles, often disadvantaging and limiting females; • any other reasonable response. AGAINST: • legislation – legally males and females must now have equal opportunities and this has cascaded down into schools whereby gender discrimination is no longer acceptable or normalised, e.g. female football teams; • feminisation of education – education is now described as a ‘female world’ which benefits rather than disadvantages females e.g. the focus on reading and writing, the large numbers of female teachers and role models etc.; • national curriculum – this made it a legal requirement for girls and boys to all study core subjects up to a certain age in order to remove gender discrimination from the curriculum; • positive discrimination – many schools use schemes to encourage girls to aim higher, particularly in the sciences and technology – e.g. all-female STEM groups, ensuring girls have priority access to labs and equipment etc.; 2(e) • female role models – these abound in society as well as education today with many women now occupying senior leadership positions in schools and thus acting as positive and inspirational role models to girls; • examination results – girls are now out-performing boys at all levels of education therefore to describe education as disadvantaging females seems illogical; • crisis of masculinity – Mac an Ghaill – many sociologists believe there is currently a crisis in boys’ education with high levels of male under- achievement, more male exclusions then female, more males dropping out of education without qualifications than females etc.; • global issues – e.g. Malala Yousafzai – a Pakistani activist who fought publicly for a girls right to an education and brought the issue of gender inequality to a global stage – this has led to increased opportunities and expectations for girls globally in education; • any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well- developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. 2(e) Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well- developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

This question in 0495/23 Oct/Nov 2024

2 (a) Define the term: (i) role allocation [2] (ii) institutional racism. [2] (b) State two reasons why private schools get good examination results. [2] (c) Explain three ways education differs globally for girls. [6] (d) Explain three positive functions of education. [6] (e) Discuss why Marxists criticise the hidden curriculum. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that in-school factors have the most influence on educational achievement. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14] Crime, deviance and social control

40 marks

Mark scheme: 2(a)(i) Define the term role allocation. 2 Award one mark for a partial definition, e.g. schools decide your future job. Award two marks for a clear definition, e.g. sorting individuals into appropriate jobs and roles based on achievement in school. 2(a)(ii) Define the term institutional racism. 2 Award one mark for a partial definition, e.g. schools treat ethnic groups differently. Award two marks for a clear definition, e.g. when the functioning of the education system involves systems and expectations that lead to discrimination against an ethnic group. 2(b) State two reasons why private schools get good examination results. 2 Award one mark for each correct reason (up to a maximum of two). Possible responses: • classes are smaller – more individual attention helps with results; • better facilities and resources – supports better results; parents are fee- paying customers so demand high levels of service – resulting in better results; • selection by ability – brightest students attend so get the best results; • pro-school sub-cultures – work hard to achieve good results; • high value placed on education by all stakeholders – meaning good results; • opportunities – high social capital and social networking opportunities; • any other reasonable response. 2(c) Explain three ways education differs globally for girls. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • access to education for girls – in some developing countries boys are more likely to go to school than girls. This may be because of patriarchy, expectations of future gender roles etc.; • norms, values and cultural differences – in some countries girls’ futures are seen in terms of marriage and children, therefore education is not prioritised or seen as important; • experience of school – approx. 1 in 3 African schools have no toilets/poor quality toilets. This means that when menstruating girls may not attend for fear of embarrassment; • poverty – in some countries girls are an economic necessity for the family therefore school is not an option; • single sex education – girls in some countries will be educated only with other girls whereas in other countries education will be co-ed; • positive discrimination – in some parts of the world girls are part of positive discrimination schemes to try and equalise their opportunities e.g. girls into STEM, priority access to lab equipment etc.; • UN initiatives – they are strongly committed to improving education for girls and therefore member governments are likely to introduce initiatives and schemes into schools in those countries to focus on the education of girls; • subject availability – in some areas of the world progressive subjects such as sociology are available for girls to study, allowing them to question the unequal systems they may be living under and so aspire for well paid, higher status, professional careers; • any other reasonable response. 2(d) Explain three positive functions of education. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • socialisation – schools pass on the norms and values of society from one generation to the next; • social control – schools use positive and negative sanctions to control students behaviour, ensuring that they conform to societies expectations; • economic function – education ensures that society has enough people with education, skills, qualifications and training to maintain the economy; • selective function/role allocation – by testing and grading learners education ensures that individuals can find work that is appropriate for their ability and efforts; • meritocracy – education is fair for all and everyone has the same opportunities for success therefore allowing for individuals to achieve social mobility; • value consensus – schools teach individuals a shared set of norms and values which creates a sense of belonging and thus creates a more harmonious society; • vocationalism – education for work allows learners to take courses that lead them directly into associated careers, ensuring there are trained people to fill these roles e.g. health care, car vehicle maintenance etc.; • Marxism – education inculcates capitalist ideologies and is thus positive for the bourgeoisie as it ensures that capitalism is widely accepted as a fair and just system for all; • feminism – education maintains the patriarchy in society and so is seen as positive for men who are able to maintain their higher status and power within society; • any other reasonable response. 2(e) Discuss why Marxists criticise the hidden curriculum. 8 Use Table A to mark answers to this question. Possible responses: • hierarchies – students learn their place and the associated norms that go with their role – older students may have higher status than younger students and teachers definitely are higher in the hierarchy than students – this prepares lower class learners for the low position they will have in society and the workplace – they accept their place; • norms and values – expected social norms and values that support the ‘status quo’ and discourage social criticism are learnt, normalised and reinforced when at school, leading to a culture of passivity; • competition – sports and academic testing are both a form of competition found in schools – they give the message that doing better than others is important for success which benefits the bourgeoisie who will employ these students in the future as their workers – high productivity = maximum profit; • importance of punctuality – students follow a timetable and are often ‘ruled by the bell’, they have to be in classrooms at particular times and will be sanctioned if late. This prepares them for the same level of control in their future world of work; • social conformity – positive and negative sanctions are used in schools to ensure that student behaviour is controlled and students conform to the school rules and expectations, making them passive and thus benefiting the bourgeoisie later in life; • Marxism – the hidden curriculum is about the bourgeoisie controlling the proletariat through ideology (ISA) – they learn not to have high expectations of work or of life, they accept orders from others and being bored is expected; • fatalism – education persuades working class learners that it is their own fault that they do badly in school when in fact Marxists believe that the system has been designed to ensure that most of the working class do not do well at school; • upper class children – Marxists believe that the hidden curriculum for the upper class is very different to that of the working class as they learn to expect a high-status occupation in which they will tell others what to do as they will be in positions of authority; • any other reasonable response. 2(f) Evaluate the view that in-school factors have the most influence on 14 educational achievement. Use Table B to mark answers to this question. Possible responses for: • attending a ‘good school’ – Rutter’s research indicates that whether or not a child attends a ‘good school’ is the determining factor for a child’s educational achievement; • quality of schooling – Morris’s research showed that schools in more deprived areas were not at the same educational standard as those in wealthier areas, thus affecting results; • peer groups in school – middle class students are more likely to be supportive of their peer group and to value education whereas working class students are often the opposite and may form anti-school sub-cultures that reject the aims and values of education e.g. Willis ‘the lads’; • type of school – Marxists believe students attending private and selective schools will achieve more than those in the state and non-selective sectors due to improved resources, funding, higher expectations and smaller class sizes; • teacher labelling and expectations – teachers judge and classify learners in different ways, as hard working or trouble, as high or low achievers, and these expectations can lead to a self-fulfilling prophecy that will affect educational achievement – particularly for boys, the working class and ethnic minorities; • setting and streaming – research shows that students placed in the lower sets are not pushed and challenged as much as those in the higher sets. Behaviour is worse and homework is less. This affects educational achievement (Rosenthal and Joacobsen); • ethnocentric curriculum – if the curriculum in a school favours the majority culture, then minority groups can feel alienated and reluctant to work hard – this affects their educational achievement; • linguistic factors – schools operate in the elaborated code and expect students to do the same. Those that don’t have this linguistic skill are thus disadvantaged in education (e.g. lower class, ethnic minorities); • role models – schools are often described as middle class institutions and thus if ethnic minority or working class students lack role models in school to encourage and motivate them to do well then they may believe that education is not for them and so not try or work hard; • any other reasonable response. Possible responses against: • material factors – material deprivation may be more important than in- school factors in determining educational achievement e.g. not having a quiet place to study, a lack of resources, having to work part-time, lack of access to digital resources, private tutors etc.; • parental values – it may be the attitudes at home that are most influential when it comes to educational achievement e.g. the working class need for immediate gratification, parents not valuing education etc.; 2(f) • cultural capital – working class/ethnic minority parents may lack the cultural capital of wealthier parents – this lack of familiarity with books, museums, galleries, theatre etc. may be the main reason for differences in educational achievement; • community factors – some areas may have issues with crime, drugs and gangs that interfere with the education of some students and disadvantage them when it comes to educational achievement; • home factors – no one in the family may have done well in education previously and thus there is an absence of successful role models at home to motivate individuals, so affecting educational achievement; • socialisation and social control – girls are thought to be more tightly socially controlled than boys and to be socialised to be more passive – this may advantage girls over boys when it comes to education; • feminism – societal changes have meant that girls now do better than boys on average in education and this could be because they have higher aspirations and a desire to break the patriarchy; • any other reasonable response.

This question in 0495/21 May/June 2025

2 (a) Define the term: (i) value consensus [2] (ii) co-educational school. [2] (b) Give two examples of what students learn from the hidden curriculum. [2] (c) Describe three ways education can cause gender inequalities. [6] (d) Explain three reasons why education is not meritocratic for working class children. [6] (e) Discuss why educational achievement differs globally. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that homeschooling is the best approach to education. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14] Crime, deviance and social control

40 marks

Mark scheme: 2(a)(i) Define the term value consensus. 2 Award one mark for a partial definition, e.g. agreement. Award two marks for a clear definition, e.g. widespread, general agreement on the things that are important. 2(a)(ii) Define the term co-educational school. 2 Award one mark for a partial definition, e.g. schools for everyone. Award two marks for a clear definition, e.g. schools that accept both male and female learners. 2(b) Give two examples of what students learn from the hidden curriculum. 2 Award one mark for each correct example (up to a maximum of two). Possible responses: • roles (e.g. gender roles); • deference to authority; • hierarchies; • norms and values; • social expectations; • social conformity; • competition; • importance of punctuality; • sense of belonging; • passivity; • stereotypes; • preparation for the workplace; • any other reasonable response. 2(c) Describe three ways education can cause gender inequalities. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • patriarchal culture of education – feminists believe assumptions about masculinity and femininity are built into the education system meaning that boys are prioritised, e.g. the higher status given to boys’ sport than girls’ which maintains gender inequalities; • gender hierarchy and role models – everything about schools reinforces male power. Often head teachers and senior staff are males (despite females dominating the profession) so they hold and are seen to hold more power. These gendered role models are seen by pupils and hence maintain expectations and gender inequalities; • access to education – globally girls are less likely to attend school than boys as males are more highly valued and seen as future breadwinners in many cultures. This maintains gender inequalities in society; • gendered curriculum – feminists say the school curriculum offers a male- centred view of the world e.g. through the male authors studied in literature to images in textbooks of boys doing more interesting and active things to the focus on male achievement and experiences in history – this all helps to maintain gender inequalities; • subject choice – some subjects are still only for girls (e.g. needlework) or only for boys (e.g. woodwork) and even in countries where this isn't the case, boys and girls still choose different subjects which affect life chances; • peer groups – peer groups can influence attitudes towards education and the peer group may apply pressure to conform to gender expectations e.g. arranged marriages in some cultures – this can help to maintain gender inequalities; • teacher expectations – these do vary culturally but teachers tend to have lower expectations of girls and are less likely to encourage them to study hard and aim for university as their future role may be seen as marriage and motherhood. Expectations for behaviour may also be different with boys being less sanctioned for shouting out and dominating classroom time – this all reflects wider societal expectations of gender and so maintains inequalities; • any other reasonable response. 2(d) Explain three reasons why education is not meritocratic for working 6 class children. Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • type of school – private schools (unaffordable to the working class) get better educational results than state schools and also offer their students better opportunities in terms of social networking, access to elite universities etc.; • setting and streaming – research indicates that teachers do not set the same standards of behaviour or levels of homework for the lower sets that they do for the higher sets, this limits the chances of educational success for those students in the lower sets and streams (often working class) and so is not fair; • IQ testing/selection – selection by testing has a middle class advantage; questions are often inherently class or culture biased and the higher classes can afford to hire tutors to coach their children to pass the exams, the working class cannot; • teacher expectations – these are often based on stereotypes e.g. that the working class are less bothered about doing well etc. and thus can affect how teachers treat such working class students, which is not meritocratic; • labelling theory – Becker‘s ideal pupil – certain characteristics are perceived by teachers to indicate a good or a bad student (working class characteristics are associated with being naughty/uninterested in education/aspiring to manual jobs etc.) and this can affect how the working class children are treated within schools, perhaps resulting in the self-fulfilling prophecy or, for the middle class, the halo effect; • Marxism – myth of meritocracy – schools simply reproduce existing inequalities meaning that success depends more on being higher class than it does on your skills and talents; • life chances – regardless of educational achievement it seems that social factors e.g. Bourdieu and social capital, are still influential in determining the employment a person enters after school and therefore their salary and status. This means that schools will advantage middle class students more than working class; • material factors – having money can still be influential in determining educational success as parents can buy educational resources, revision resources, hire a private tutor, purchase ICT etc. that a poorer, working class family cannot afford; • cultural factors – Bourdieu – the higher classes are advantaged at school because schools are founded on middle class values and culture. Cultural capital and the elaborated code give higher classes an advantage and disadvantage the working class students; • hidden curriculum – Marxism – schools teach the working class to be docile and obedient, this ensures they continue the cycle of working for the bourgeoisie without complaint – this is clearly not fair; • any other reasonable response. 2(e) Discuss why educational achievement differs globally. 8 Use Table A to mark answers to this question. Possible responses: • availability of schools – schools are not readily available in all countries e.g. in Africa there are not enough schools for the child population meaning children in rural and remote communities will find it hard to travel to school and therefore may not attend or attend irregularly so impacting educational achievement; • teachers – some countries lack qualified teachers and therefore it is not possible for all children to be educated. With a global crisis in teacher recruitment and retention this is likely to only get worse and the disparity of experience will therefore increase; • poverty/wealth across the globe – many children will not go to school or will leave school early because their families are poor and the children are needed to work to help support them. Even when schooling is free, the hidden costs of education act as a barrier. Whereas wealthy families can buy the education they want for their children and so give them an advantage; • access to education for girls – in some developing countries, boys are more likely to go to school than girls because society sees males as the future breadwinner and females as housewives and mothers. For a family with a limited income, it is therefore not seen as important to educate girls so they will not achieve like boys will; • variations in class sizes – smaller class sizes typically lead to greater educational achievement as it is hard for teachers to personalise learning or deal with individual needs in large classes. In some African classrooms, for example, there may be up to 70 learners, compared to single figure class sizes in some private/international schools; • norms and values – going to school and the value of educational achievement is a recent norm and so has not been firmly established in all areas of the world. If parents or communities don’t value or have experience of education then it is unlikely that it will be highly valued by the student either; • access to the internet – schools globally vary in their access to digital resources and this can affect educational experiences and achievement, e.g. being unable to develop ICT skills, lack of access to digital tutors and revision; • any other reasonable response. 2(f) Evaluate the view that homeschooling is the best approach to 14 education. Use Table B to mark answers to this question. Possible responses for: • protection – from bullying and/or peer pressure – these can cause great distress to children if not dealt with effectively by schools. Some parents remove their children into the homeschooling system to protect them from this; • access to schools – children living in remote areas may find getting to a school very difficult and therefore being homeschooled gives them greater opportunities to receive an education; • parents who travel – constant changing from one school to another can be unsettling for a child and therefore parents who travel a lot (potentially for work) may choose to homeschool their children instead to offer greater stability; • illness or disability – such factors can make schools very difficult places for children to be and high rates of absence can disrupt their learning. Homeschooling is a viable alternative to protect against this for such children; • dissatisfaction with the school system – it may be that parents do not want their children to be exposed to certain views or topics that are covered in the school system and therefore to protect them from this they choose to homeschool instead; • school curriculum – many parents find the school curriculum impersonal and inflexible and do not believe it meets the needs of their child. Therefore they opt for homeschooling as an alternative that has more freedom and options; • online possibilities – homeschooling is now inextricably linked with online learning and this allows for greater potential than ever before for a specialist, qualified and diverse educational program at home e.g. The OU or MOOC‘s; • greater control – parents can have more control in homeschooling than they can in school based learning over their child’s curriculum, hours spent learning, subjects and topics of choice, learning pedagogies etc. They can choose to do the teaching themselves or to hire specialist private tutors for their children; • poor teaching in schools – in schools where teaching is not good and poor discipline is rife; parents may choose homeschooling as they believe the quality of the education provided will be better; • unschooling – a form of homeschooling where children can learn at their own pace and in their own time with a focus on how to learn effectively rather than learning specific prescribed knowledge like in schools. This more flexible approach better meets the needs of the child and reduces the pressure put upon them; • any other reasonable response. 2(f) Possible responses against: • functionalism – schools are necessary for the functions of socialisation and social control, homeschooling cannot meet this need as well as schools can; • social conformity – schools are necessary to ensure children learn the need to obey authority, preparing them for the workplace (Bowles and Gintis, correspondence theory – Marxism); • social skills – schools develop and nurture particular social skills such as communication and teamwork in children which are vital for success in the wider world – economic function; • tolerance and acceptance of difference – schools are typically a melting pot of cultures, ethnicities, different social classes, different sexualities and disabilities – going to school therefore makes children more accepting and tolerant of difference which is essential for multi-cultural modern-day living – they wouldn’t get this through homeschooling; • specialist teaching – teachers are trained professionals, specialists in their field and experts in assessment – children who do not go to school miss out on this expertise and thus may not do as well academically; • facilities and resources – schools receive funding to ensure that children have access to facilities and resources, regardless of their socio- economic background e.g. ICT, software, sports, science labs etc. Homeschooled children miss out on these; • extra-curricular opportunities – school based learning does not just happen in the classroom. Schools have a diverse range of clubs and trips on offer that broaden the horizons of pupils e.g. foreign language trips, cultural visits, competitive sports, arts and crafts, performing arts etc.; • diversity of schools – schools are not ‘one size fits all’. There are many different types of schools available to parents to choose from to ensure their child’s needs are catered for. Homeschooling is therefore not necessary; • role allocation – schools sift and sort pupils through testing and setting to ensure that the best people enter the best jobs. Homeschooling cannot be part of this process and therefore does not work, according to functionalists; • vocational learning – this cannot be accessed at home as it involves the learning of practical skills linked to the employment market in colleges and in workplaces. Many believe this caters the best for non-academic learners; • progressive schooling – schooling doesn’t have to be traditional e.g. Summerhill. progressive schools reject the traditional features of going to school and replace them with flexibility, decision making, lack of hierarchy, critical thinking skills, learning through doing. This may well be better than homeschooling for children in terms of ensuring they are ready for the wider world, developing social skills and encouraging teamwork and cooperation; • any other reasonable response

This question in 0495/22 May/June 2025

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

40 marks

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

This question in 0495/23 May/June 2025

3 (a) Define the term: (i) police targeting [2] (ii) retribution. [2] (b) State two agencies of formal social control. [2] (c) Describe three examples of global crime. [6] (d) Explain three limitations of the Marxist view of crime. [6] (e) Discuss the view that punishment reduces crime. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that victim surveys are the best way to measure crime. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14]

40 marks

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

This question in 0495/23 May/June 2025

1 (a) Define the term: (i) domestic division of labour [2] (ii) life expectancy. [2] (b) State two family structures. [2] (c) Describe three ways family life can be positive for its members. [6] (d) Explain three ways urbanisation affects family life. [6] (e) Discuss the view that family life is diverse. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that the family benefits capitalism. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14] Education

40 marks

Mark scheme: Question Answer Marks 1(a)(i) Define the term domestic division of labour. 2 Award one mark for a partial definition, e.g. the wife cooks. Award two marks for a clear definition, e.g. the way in which tasks in the home are divided between husband and wife. Accept any other reasonable response. 1(a)(ii) Define the term life expectancy. 2 Award one mark for a partial definition, e.g. how long you live. Award two marks for a clear definition, e.g. the age to which men and women are expected to live in a society. Accept any other reasonable response. 1(b) State two family structures. 2 Award one mark for each correct point (up to a maximum of two). Possible responses: • nuclear; • extended; • reconstituted; • lone parent; • empty nest; • childless; • any other reasonable response. 1(c) Describe three ways family life can be positive for its members. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • emotional support, love and care – functionalism – families provide unconditional love for the members and care for them when they are both young and old; • financial support and advice – functionalism – the family can ensure stability for its members through financial loans, gifts and advice, particularly important with the high cost of living, e.g. children’s school fees, housing costs, holidays; • social change – postmodernism/feminism – family life has become more about diversity and choice and therefore individuals can choose the type of family and the family roles that best suit them at any point in their life – the traditional ‘rules’ have disappeared; • socialisation – functionalism – the family primarily socialises children to give them the best start in life, e.g. avoiding the difficulties faced by children with inadequate/no socialisation e.g. feral children; • social control – functionalism – the family uses positive and negative sanctions to ensure social conformity thus preparing children for a smooth transition into adult life; • extended families – these continue to exist in many forms, e.g. vertical/horizontal/modified and all are an effective way of offering mutual support, advice and love to family members, e.g. the close kinship bonds found in traditional working class families; • child centredness – children’s role in the family has changed with fewer children now being born and they are often at the heart of privatised nuclear families. Their needs and wants are paramount to parents and they have a voice in decision making; • warm bath theory – the family can be positive for workers/men coming home from a hard day at work, needing the soothing care and love that only a family/wife can provide; • joint conjugal roles – families have become more symmetrical – Willmott and Young – and this creates a more positive experience for the members, e.g. joint conjugal roles, children having household responsibilities, intimate fathers etc; • changing roles of grandparents – active ageing has led to grandparents playing an important role in many families, for childcare, for support, for advice and as part of the socialisation and social control role; • any other reasonable response. 1(d) Explain three ways urbanisation affects family life. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • smaller family size – small family units left the wider kin to move to the city and so the widespread growth of the nuclear family began in conjunction with the decline of the extended family; • privatised families – bonds with extended kin became weaker because family members lived further away from one another and ties with the community similarly reduced; • gender roles – the cost of living in cities meant that both parents often went out to work, meaning greater equality at home – feminism; • the housewife role – some sociologists argue that the move to the cities started the housewife role as mothers/wives could no longer rely on their own mothers for childcare and support; • family bonds – the bond between husband and wife grew stronger and replaced the traditional, pre-urbanisation bond of mother and daughter; • other institutions – in the cities other institutions started to take over the functions traditionally performed by the family, e.g. childcare, elderly care, health etc; • extended family became stronger – there is evidence to show that urbanisation increased and strengthened extended families because people could not afford the cost of living in the city and so moved in with other family members, e.g. Willmott and Young; • any other reasonable response. 1(e) Discuss the view that family life is diverse. 8 Use Table A to mark answers to this question. Possible responses: • cross cultural – Therborn suggests that family life varies through different cultures and societies, e.g. low rates of marriage in Creole cultures; • social class – people in different social classes may live in different types of family, e.g. in the UK the working class are associated with extended families and the middle class with nuclear families/childlessness; • ethnicity – in some societies ethnic groups are associated with different types of families, e.g. South Asian families may have more children, Afro– Caribbean families may be more likely to be lone parent; • variations in marriage – there are many variations on what is meant by marriage and this leads to family diversity, e.g. family life is very different in an empty-shell marriage compared to an arranged marriage etc; • gender roles – these vary greatly in different cultures and societies often influenced by religion, e.g. Islamic societies may maintain more traditional gender roles whereas secular societies may embrace non-traditional and more symmetrical gender roles; • grandparent roles – in South East Asian societies it may be more likely for families to care for their elderly relatives who they regard in high esteem whereas in Western societies women may be part of the pivot generation, seeing grandparents as an additional burden to family life; • type of family structure – these vary across the globe and bring with them different expectations and family roles, e.g. nuclear families in the West often with little close contact with wider kin, extended families in South Asia whereby care happens within the family; • postmodernism – people are no longer restrained by traditional views and values and can make decisions for themselves as individuals about how to live their life in a way that works best for them, thus promoting family diversity and choice; • any other reasonable response. 1(f) Evaluate the view that the family benefits capitalism. 14 Use Table B to mark answers to this question. Possible responses for: • nuclear family – is smaller in size and so is easily geographically mobile meaning it can move to where the work is, so benefiting the capitalist employers; • unit of consumption – Marxism – industrialisation and a higher cost of living meant that families started to work for other people/companies to earn a wage and women became employed too – the proletariat class grew thus enabling the bourgeoisie to maximise profits; • unit of consumption – time at work meant less time was available for domestic work so families started to buy more products for the home – fuelling capitalism as families become pressured to buy goods through advertising, e.g. labour saving devices; • pester power – the growth of the media has meant that children are exposed to a multitude of products that they want – in privatised families where the expectation is about a happy family life, this puts parents under pressure to work more hours to afford the goods, so benefitting capitalism; • reproduction of class inequalities – children are socialised to accept capitalism as normal and fair and to limit their aspirations according to their ascribed social class. They believe they can only achieve what their parents have achieved and thus continue the cycle of working for the ruling class and increasing their profits; • exploitation of family members – families are under pressure to provide for themselves and this turns workers into wage slaves, forced to work jobs for low pay and low status, unable to strike because they rely on the money they receive from their capitalist employer – thus increasing bourgeoisie profits; • women’s role – part of their expected and unpaid role is to look after the sick and elderly alongside children, this means that the ruling class does not have to take responsibility for or fund family health and social care as women do it for free; • any other reasonable response. 1(f) Possible responses against: • self-employment – growing numbers of workers are self-employed, particularly with the advent of the internet and new media meaning that capitalism through the state benefits less from their labour and their families benefit more; • patriarchy – feminists argue that it is not capitalism that benefits from the family structure but patriarchy – men are given positions of power both in the workplace and at home, e.g. segregated conjugal roles/triple shift; • strikes – families do not seem to be shackled by capitalism to the extent that they cannot protest their rights. Society is in a state of unrest where strikes are frequent across many different sectors as workers demand better pay/conditions – this does not benefit capitalism; • loss of functions – many sociologists believe that the state has taken over many functions once performed by the family – this does not benefit capitalism as the welfare state and provision of care costs money; • functionalism – the family benefits its individual members, not capitalism – it performs the essential functions such as care, reproduction, socialisation and social control; • functionalism – the family benefits society, not capitalism – it ensures that members are brought up to be effective functioning citizens, working in harmony for the smooth running of society; • functionalism – the warm bath – the family does not benefit capitalism, rather it provides a place of sanctuary and security for its members who can come home and feel loved and cared for; • alternatives to the family – there has been a growth of alternatives to the family which cannot and do not benefit capitalism, e.g. communes, shared households, singlehood, focus on friends; • any other reasonable response.

This question in 0495/21 Oct/Nov 2025

2 (a) Define the term: (i) homeschooling [2] (ii) formal education. [2] (b) Give two examples of gender hierarchy in schools. [2] (c) Describe three features of progressive schooling. [6] (d) Explain three ways schools prepare students for the workplace. [6] (e) Discuss why state schools are criticised. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate the view that all ethnic groups are given equal opportunities in schools. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14] Crime, deviance and social control

40 marks

Mark scheme: 2(a)(i) Define the term homeschooling. 2 Award one mark for a partial definition, e.g. parents as teachers. Award two marks for a clear definition, e.g. education of school-aged children in the home, rather than at school. Accept any other reasonable response. 2(a)(ii) Define the term formal education. 2 Award one mark for a partial definition, e.g. education in schools. Award two marks for a clear definition, e.g. education that takes place in classrooms, with professional teachers and set content to be taught and learnt. Accept any other reasonable response. 2(b) Give two examples of gender hierarchy in schools. 2 Award one mark for each correct example (up to a maximum of two). Possible responses: • gendered curriculum – content of lessons may emphasise male achievements and accomplishments e.g. male leaders in History; • teaching of subjects – staff allocated to teach particular subjects may reflect inherent gender stereotypes in schools about the importance of particular subjects, e.g. male science teachers (high status), female cooking teachers (lower status); • organisation of schools – activities for males may attract more status than those for girls, e.g. a focus on male football/cricket/rugby teams and their sporting success; • positions of power – these may be more likely to be held by men within a school, e.g. headteacher, heads of faculty; • classroom dynamics – male students may be allowed to dominate classroom space e.g. through sitting in the teachers eyeline, dominating classroom talk, use of equipment etc (Spender); • equipment – male students tend to dominate the use of equipment within practical lessons, e.g. STEM and design technology/woodwork; • teacher expectations – teachers may assume male students are more intelligent than females and so focus attention more on them; • any other reasonable response. 2(c) Describe three features of progressive schooling. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • learning by doing – activities and active learning replace books, teacher instruction and reading; • critical thinking – this style of learning along with problem solving replace memorising information and rote learning; • collaborative learning – working together, group tasks and developing social skills are highly valued and replace the focus on individual work and learning; • autonomy – individuals must take accountability for their own decisions, expectations of responsibility replace following what someone else tells you to do; • community focus – helping others, being an active part of a community are highly valued, replacing the traditional focus on academia; • democratic organisation – e.g. Summerhill school – students choose which lessons they attend, students have as much power as teachers etc; • self-directed activities – e.g. Montessori schools – students lead the learning collaboratively with their peers, rather than being reliant on their teachers for instruction and information; • any other reasonable response. 2(d) Explain three ways schools prepare students for the workplace. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • competition – sports, tests and exams are all competitive – students learn that they must beat others if they are to be successful – this mimics the skills required to obtain promotion and success in the workplace; • vocationalism – students learn skills necessary for a particular area of work instead of the usual focus on academic learning which has little direct relevance to the workplace, e.g. training to be an electrician or a hairdresser; • role allocation – functionalism – ‘sifting and sorting’ – schools ensure that learners’ abilities match the requirements of particular occupations by testing children through exams. Thus, education guides them on the most appropriate career paths, e.g. students with high grades will be best suited to the highly paid and ‘important’ jobs in society; • digital literacy – schools have a bigger focus on ICT and digital skills than ever before, ensuring that students are as prepared for the global/digital world of work as possible; • progressive schooling – these types of schools focus on the student making decisions and thinking critically which are valuable skills needed for the workplace; • importance of punctuality – schools follow a timetable and learners have to be at particular places at a particular time or there are consequences – this prepares them for the workplace where, if they are late, they will face negative sanctions; • status – learners know they are at the bottom of the status structure, being told what to do by others in schools – this prepares them for their future employee roles in the workplace where they will have to do what a boss tells them to and submit to authority; • following the rules – students are socially controlled at school and receive positive and negative sanctions to ensure their conformity which is an essential skill for the workplace; • functionalism – skills and attitudes – essential skills are learnt in schools to ensure competent workers in the workplace, e.g. literacy, numeracy, teamwork, ICT etc; • Marxism – ideological control – through the hidden curriculum working class children learn not to have high expectations for work – school teaches them their lowly position and that this will be the same in the workplace, so maintaining ruling class control as bosses and employers; • feminism – gendered expectations – girls and boys soon learn what jobs and roles are expected of males and females – this can be from teacher comments, textbook content/illustrations and from careers advice – gender stereotypes carry on from school to work, e.g. male mechanics, female nurses; • any other reasonable response. 2(e) Discuss why state schools are criticised. 8 Use Table A to mark answers to this question. Possible responses: • examination results – these are not as high as the private sector, which may limit future life chances, university applications and employment possibilities; • national curriculum – this gives schools and teachers little flexibility or choice in what they teach meaning that specific needs, interests and contexts cannot be accounted for; • class sizes – state schools are known for their large class sizes meaning the individual needs of the student are very difficult to cater for; • funding – the state sector has less money to spend on equipment, resources and facilities than the private sector and therefore this may disadvantage its learners; • behaviour – state schools can be ill-disciplined with teachers having to devote valuable classroom time to dealing with discipline problems rather than focusing on learning; • local area – state schools typically accept students from a local area therefore issues in the community are often brought into schools, e.g. gangs, racism, homophobia etc; • teaching to the middle – the brightest students may not be stretched and challenged in the state sector thus limiting their future life chances and the less academic students may struggle to access curriculum content; • excessive social control – state schools are often criticised for draconian behaviour management systems, introduced to counter poor student behaviour, that punish students for the slightest misdemeanour, resulting in passive obedience (Marxism); • any other reasonable response. 2(f) Evaluate the view that all ethnic groups are given equal opportunities in 14 schools. Use Table B to mark answers to this question. Possible responses for: • comprehensive schools – students from the local area are all accepted into the school resulting in a multicultural educational environment, so offering free and equal opportunities to all students across all ethnic groups; • legislation – anti-discrimination and equality laws – these ensure that all ethnic groups receive the same treatment and education within a school. Failure to do so will result in legal action being taken; • official/national curriculum – school curriculums have expanded to incorporate a more diverse view of society, recognising minority ethnic achievements and role models and thus increasing ethnic minority representations. This leads to better engagement from formerly disillusioned ethnic minority students who consequently go on to succeed and achieve highly, e.g. History, Politics; • value system – the values taught in schools promote ideas of meritocracy and fairness meaning that schools offer the same opportunities to all, regardless of ethnicity. Today’s education system is therefore a fair one; • functionalism – the education system is fair as all children follow the same curriculum and sit the same standardised examinations – differing ethnic group outcomes are about ability differences not equality of opportunity; • compensatory education – schools have programmes in place to ensure that all ethnic groups have the same opportunities to do well in education, e.g. language support classes, intervention schemes, anti-racism policies; • school organisation and hierarchy – schools now have much better representation of ethnic groups as teachers and school leaders within a country, thus offering role models and future aspirations to students from all ethnic groups; • any other reasonable response. 2(f) Possible responses against: • ethnocentric curriculum – the culture of the dominant ethnic group may be prioritised or seen as the only important one within education. This can be seen through the teaching of language, literature, religion and history and through the celebrations and festivals that are incorporated into school life. This shows that ethnic groups do not all have the same opportunities within schools; • institutional racism – schools have been accused of institutional racism, unconsciously discriminating against people from minority ethnic groups. This means that ethnic groups do not all get the same opportunities in education; • lack of role models – the highest positions in schools are still often dominated by the ethnic majority within a country thus offering few aspirational role models for minority ethnic groups. Therefore, learners from minority ethnic groups may limit their ambitions because they believe that they do not have the same opportunities as learners from the majority ethnic group; • cultural factors – ethnic minority religion and culture may at times clash with the culture of the school and prevent learners from some ethnic groups to do as well as others, e.g. schools may not accommodate the needs of students who are fasting/who have specific religious dietary requirements, e.g. Halal meat etc. These students do not have the same opportunities as others; • labelling theory – Becker – teachers often make assumptions about learners from different ethnic groups and stereotype them accordingly, e.g. in the UK exclusion rates are much higher proportionately for Afro- Caribbean children than any other ethnic group, perhaps because they are labelled as ‘trouble-makers’ by teachers and this becomes a self- fulfilling prophecy. This means opportunities are not equal for all ethnic groups in schools; • material factors – minority ethnic groups are often located within the lower social classes in society and so can suffer from poverty. Private schools get the best results because resources and facilities are high quality and classes are smaller – you have to pay to attend which means many minority ethnic groups simply cannot afford to go there. This means they do not have the same opportunities and life chances; • linguistic factors – Bernstein discusses the use of elaborated code in schools and examinations, a language code that the white, middle class have grown up with so giving them an advantage in the education system over other ethnic groups whose native language may be devalued within education, e.g. the Afro-Caribbean AAVE; • myth of meritocracy – schools reproduce existing ethnic inequalities as success depends not on talent and ability but more on ethnic group background, e.g. many ethnic minority groups do less well in education than the majority ethnic group as statistics regularly demonstrate; • setting and streaming – research shows that setting is not determined by ability but by ethnic background which affects teacher perceptions and judgements of students’ abilities, often leading to a self-fulfilling prophecy of failure for some ethnic groups; • any other reasonable response.

This question in 0495/21 Oct/Nov 2025

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

40 marks

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

This question in 0495/21 Oct/Nov 2025

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

40 marks

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

This question in 0495/22 Oct/Nov 2025

1 (a) Define the term: (i) industrialisation [2] (ii) ageing population. [2] (b) State two ways families can be dysfunctional. [2] (c) Explain three reasons why cohabitation is increasing. [6] (d) Explain three reasons why many families now have joint conjugal roles. [6] (e) Discuss the view that the family is functional. Your answer should include: • at least three developed points with evidence. [8] (f) Evaluate whether feminist views of the family are correct. Your answer should include: • at least three arguments for and three arguments against • a conclusion. [14] Education

40 marks

Mark scheme: Question Answer Marks 1(a)(i) Define the term industrialisation. 2 Award one mark for a partial definition, e.g. factory working. Award two marks for a clear definition, e.g. the process in history in which societies changed from being mainly rural and based on agriculture to being urban with more people working in industries. Accept any other reasonable response. 1(a)(ii) Define the term ageing population. 2 Award one mark for a partial definition, e.g. more older people. Award two marks for a clear definition, e.g. the proportion of older people in a population increases. Accept any other reasonable response. 1(b) State two ways families can be dysfunctional. 2 Award one mark for each correct example (up to a maximum of two). Possible responses: • divorce/reconstituted families; • family diversity; • inadequate socialisation; • domestic abuse; • lone parent families; • cohabitation; • increase in working women; • dependency culture; • lack of male role models; • any other reasonable response. 1(c) Explain three reasons why cohabitation is increasing. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • secularisation – in many countries religious beliefs now have less influence on people’s behaviour and thus there is less pressure to get married; • high rates of divorce and separation – many people are put off from marriage as they see how many ‘fail’ now that divorce legislation makes the process simpler and quicker; • economic factors – marriage is expensive and with the additional consumption pressures for the ‘perfect day’ represented through the media this becomes prohibitive to many so they choose not to; • welfare state – as the welfare state has grown, so there is less need for women to marry for financial support. They can have the support of the state if needed or, more commonly, work and be financially independent; • marrying later in life – one form of cohabitation is the ‘trial marriage’ which is very popular and this delays the age of marriage for the partners. This has become a norm in many contemporary societies and so has led to an increase in rates of cohabitation; • feminism – marriage is portrayed by feminists as a patriarchal institution that exploits women and therefore for many women marriage is not something they strive for any longer. Cohabitation thus provides an alternative means to enjoying a secure and stable relationship; • any other reasonable response. 1(d) Explain three reasons why many families now have joint conjugal roles. 6 Award one mark for each point correctly identified (up to a maximum of three). Award one mark for each point that is developed (up to a maximum of three). Possible responses: • dual worker families – as the cost of living has increased and women have become more educated so it is now normal for both partners to have paid work and this has similarly reduced inequalities in family roles; • privatised nuclear family – as families have moved away from wider extended networks, so pressure to conform to traditional conjugal roles have lessened and families have become more equal; • changing attitudes and expectations – women no longer believe their future necessarily revolves around family and childcare, they aspire for success and therefore often prioritise their careers meaning that they do not have the time to do domestic work too, therefore it needs to be shared (Sharpe); • media representations – joint conjugal roles are frequently seen in the media and therefore become a norm, particularly in the newer generations and through globalisation – individuals imitate what they consume in the media and look to strong females as role models which impacts their own families; • labour saving devices – as technology makes housework less time consuming and more attractive, men have started to play a bigger role in it, helping in the move towards joint conjugal roles; • family diversity – as the family evolves and changes so its roles change too; • changing female status – as women’s status increases in society through social movements such as feminism, so men start to treat them more as equals and women insist that this is the case in family life too; • falling birth and fertility rates – women are having less children on average than ever before and this allows them to have less ties to the family, particularly with the increasing institutions in society who are taking over family functions e.g. schools – this helps to create more joint conjugal roles; • changing versions of masculinity – men are taking a more active role in family life and participating in domestic work, the ‘new man’; • any other reasonable response. 1(e) Discuss the view that the family is functional. 8 Use Table A to mark answers to this question. Possible responses: • reproduction – societies must produce new generations of children to survive and family life is closely associated with this. Reproduction in a stable family setting is thus encouraged; • primary socialisation – teaching children the norms and values of their society so they are able to fit in and perform as functioning citizens; • social control – children’s behaviour is regulated and sanctioned to ensure that they conform to the norms of society. They may be punished for being naughty or rewarded for being good; • roles for family members – e.g. Oakley, gender roles; the natural role of the male is as breadwinner whereas for the female it is as housewife and nurturer – these are the roles that men and women are naturally best suited to – functionalism – and are promoted in the family; • care of children, the elderly and the sick – in the family people are given responsibility to ensure that the necessary care happens with older and younger members looking after each other in different ways at different times, e.g. the pivot generation, grandparents as child carers etc; • status – families involve their children in a network of interpersonal and group relationships, so allowing them to form and maintain bonds and contacts that provide security and opportunities throughout their lives; • regulation of sexual behaviour – most societies insist that children are born into a socially approved of relationship and this typically is associated with the family. Families can also teach what sexual behaviour is and isn’t acceptable in society; • stabilisation of adult personalities – the family provides a clear role for adults and gives them a clear sense of responsibility, stabilised through the security of family life; • Marxism – reproduction of capitalism – the family functions to ensure the survival of capitalism, socialising members into believing that capitalism is the norm and a fair economic system; • feminism – reproduction of patriarchy – the family functions to reinforce patriarchy in society, preparing men for the dominant role they will occupy and preparing women to be subservient; • any other relevant response. 1(f) Evaluate whether feminist views of the family are correct. 14 Use Table B to mark answers to this question. Possible responses for: • domestic division of labour – women are expected to take on all or most of the domestic tasks in the family throughout societies and cultures, through segregated conjugal roles, and this is seen to be unfair and exploitative; • gendered socialisation – Oakley – boys and girls are socialised into their gender roles through the family and this leads to women’s unequal roles later in society – manipulation, canalisation etc – this happens in many families; • patriarchy – the family benefits men as traditional gender roles place men in the position of breadwinner, giving him power as head of the household while his wife is subservient – true of most families; • domestic abuse – research from sociologists such as Dobash and Dobash reveals that most domestic abusers were men and that domestic abuse in the family was commonplace with many women and children not speaking up against it out of fear; • dual burden – women who do paid work, which is quite normal in today’s dual worker families, are still expected to look after the home and family as well which makes the family unequal and unfair; • triple shift – feminists have gone further still and suggested that as well as domestic responsibilities and paid work women also have the additional burden of looking after and supporting other family members with their emotional needs, worries and concerns, e.g. the pivot generation – this burden almost universally falls onto women; • decision making – Edgell and Pahl – important family decisions are still likely to be made by men and serve their interests, e.g. moving home due to the man’s job, which new car to purchase, which house to buy etc which creates unequal power dynamics; • forced marriages – in some cultures women are seen as the property of the male and are forced to marry a man from another family with no say in the decision at all, he is often much older than her – feminists criticise this as exploitative; • inheritance – the family is an unequal institution because it is part of a system in which a son or male heir traditionally inherits the family’s wealth so wealth and power remain with the males, true of many societies and cultures; • any other reasonable response. 1(f) Possible responses against: • joint conjugal roles – families today are far more equal and men and women both typically share the household duties and childcare, rendering feminism a little outdated; • symmetrical family – Willmott and Young – families are not a place of exploitation and stress as feminists would suggest but instead are based today upon notions of equality and fairness; • domestic abuse support – the dark side of the family is no longer seen as taboo and this gives women the support needed to leave an abusive relationship and to seek criminal proceedings if she desires, challenging feminist researchers such as Dobash and Dobash; • functionalism – this theory criticises feminists for being too negative about family life, instead they see it as an institution vital to performing family functions and as a welcoming, soothing ‘warm bath’ for family members; • single parents – these are an increasingly popular family structure in the West and they allow women to break free from patriarchal control, therefore re-defining feminist views of the family; • nuclear families – many women are content and happy within their nuclear or extended family structure and do not see it as exploitative or negative, contradicting the views of feminism; • too generalised – most heterosexual relationships are not based upon patriarchal control and inequality but instead are based on love and respect which feminism fails to consider; • any other reasonable response.

This question in 0495/23 Oct/Nov 2025