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CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Advanced Level

MARK SCHEME for the October/November 2013 series

9699 SOCIOLOGY

9699/31 Paper 3 (Essay), maximum raw mark 75

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Mark Scheme Syllabus Paper

GCE A LEVEL – October/November 2013 9699 31

© Cambridge International Examinations 2013

1 (a) (i) Define the term family ideology. [3] Answers must relate to family ideology and not just ideology. No attempt to define family ideology. (0) Family ideology defined in a simplistic way such as comments about family life/

definitions of the family. (1) The meaning of family ideology is further expanded by showing wider understanding

such as a society’s view of what a family should be or what ideas keep families together. (2)

An accurate definition of family ideology is given as the set of ideas that outline what is

expected of family life, structure and relationships in a given society but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two economic functions a family may carry out. [6]

Up to three marks can be given for each function such as provision for the family members, unit of consumption for the state, providing income for the state (through taxation), providing workforce for the state, financial help to wider kinship, unit of production, reserve army of labour or any other accurate example.

No function is offered. (0) A function such as providing workers is identified but no detail is given. (1) As above plus a limited description of the named function such as the family provides

women workers when they are needed. (2) A function is identified and a description that shows accurate sociological understanding

such as the family can be seen as a place where women are the reserve army of labour (identification), they can work when the economy wants them but be dropped from employment and provided for in the family when it does not (development).

There is no requirement for this part of the answer to contain evaluation. (3) (1 + 2) (3 × 2)




(b) Evaluate the view that the primary function of the family is the socialisation of children. [16]

In this mark band candidates may wish to support or reject the proposition uncritically. Assertive answers may argue that that is what families do and make some general points about socialisation/lack of socialisation or describe other functions of the family. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)

In this band the candidate will either reject or offer a supported defence of the proposition but they are likely to focus on one but not both.

Support may come from aspects of socialisation from within the family and the increased importance of this at a time when the family has potentially lost functions and support this by functionalist views.

Arguments against may come from the view that aspects of family life other than socialisation are more important, such as that of the Marxists that the family serves the needs of the economy. Other answers may just refer to Parsons and the two basic and irreducible functions of the family or Murdock’s description of family functions.

Candidates who note that there is a debate but who do not develop this should receive a mark towards the top of the band. (5–8)

Answers show a more thorough understanding of the question and are supported by a good range of material. There will be a more detailed exploration of the arguments that socialisation is a primary function and may consider a range of ways in which children can be affected by the way in which their socialisation is carried out both ideological and socially, they may look at feral children and the way that children’s lives can be different. Other answers may look at the other functions of the family for other members of the family and that the type of family may influence the functions that it performs. Support can be given from such key thinkers as Parsons, Zartsky, Delphy and Leonard, Young and Willmott, Allan and Crow and others.

Evaluation in this mark band may be limited. (9–12)

Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation, which at its best, will be detailed, leading to a balanced conclusion. (13–16)




2 (a) (i) Define the term triple shift. [3] No attempt to define triple shift. (0) Triple shift defined in a simplistic way such as doing more than one job. (1) The meaning of triple shift further expanded by showing wider understanding such as

when mothers/housewives have more than one job. (2)

An accurate definition of triple shift is given as when women are in paid work but also responsible for domestic labour as well as emotional support of the family but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two characteristics of patriarchal families. [6] Answers must relate to families. Up to three marks can be given for each characteristic of patriarchy such as father/male

is the breadwinner, father/male controls household, father/male makes decisions, boys get preference, mothers/women being housewives, inheritance through the male line or any other accurate example.

No characteristic is offered. (0) A characteristic such as boys are preferred is identified but no detail is given. (1) As above plus a limited description of the named characteristic such as males dominate

so boys get more advantages such as in education over girls. (2)

A characteristic is identified and a description that shows accurate sociological understanding such as when males are given the priority (identification) in families so that boys are preferred over girls and given more rights, freedom and access to facilities such as education (development).





(b) Evaluate the view that conjugal relationships are based on equality in modern industrial societies. [16]

In this mark band candidates may wish to support or reject the proposition uncritically. Assertive answers may argue that things have changed and couples share or that nothing has changed much and women still have an inferior position. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4) In this band the candidate will either reject or offer a supported defence of the proposition but they are likely to focus on one but not both. Support may come from the view that relationships are equal but different and be supported by such key thinkers as Parsons and changing patterns of employment as well as legal changes reflecting equality and the development of joint conjugal roles. Arguments against may come from evidence of domestic violence or the continuation of patriarchy and segregated roles. Some answers in this band may be limited to the domestic labour debate. Candidates who note that there is a debate but who do not develop this should receive a mark towards the top of the band. (5–8) Answers show a more thorough understanding of the question and are supported by a good range of material. There will be a more detailed exploration of the arguments that can cover issues such as the domestic labour debate, dual burden, decision making, emotional work, domestic violence, changing labour market, legal changes, changing social attitudes, the position of women, the new ‘man’, metro-sexuality and the commercialisation of housework. Reward reference to key thinkers such as Young and Willmott, Oakley, Gershuny, Sullivan, Silver, Ferri and Smith, Morris and Duncombe and Marsden as well as many others. Evaluation in this mark band may be limited. (9–12) Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation, which at its best, will be detailed, leading to a balanced conclusion. (13–16)




3 (a) (i) Define the term social capital. [3] No attempt to define social capital. (0) Social capital defined in a simplistic way such as who you socialise with. (1) The meaning of social capital is further expanded by showing wider understanding such

as having a lot of social contacts which give you help. (2) An accurate definition of social capital is given as the social networks and connections

that prove useful for e.g. securing educational advantage, finding employment and other services but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two ways in which the state controls pupils’ education.

[6] Up to three marks can be given for each example such as control of knowledge, length

of education, levels of funding, type of school offered, curriculum choices, levels and methods of inspection, cost of education or any other accurate example.

No example is offered. (0) An example such as it decides what you learn is identified but no detail is given. (1) As above plus a limited description of the named example such as if the school is a state

one they will decide the curriculum and what the pupils will learn in lessons. (2) An example is identified and a description that shows accurate sociological

understanding such as the state decides what should be on the curriculum in state run schools (identification) so they can decide what is appropriate and what is not appropriate for pupils to learn (development).





(b) Evaluate the view that knowledge in education systems is controlled to the advantage of some social groups over other social groups. [16]

In this mark band candidates may wish to support or reject the proposition uncritically.

Answers may assert that everyone has the same chance so there is no advantage for some groups or argue that if those in charge pick the curriculum then their children will benefit. Any use of sociological theory or evidence may be weak and may be inaccurate. There may be some confusion about what is meant by the control of knowledge. (0–4)

In this band the candidate will either reject or offer a supported defence of the proposition but

they are likely to focus on one but not both. Support may come from evidence that shows that some groups such as the middle class or

girls do better than other groups and this can be supported by exam results or studies such as that of Douglas or Marxist theory in general.

Arguments against may come from the functionalists who see education as offering equal opportunity and be supported by such theorists as Davis and Moore.

Candidates who note that there is a debate but who do not develop this should receive a mark towards the top of the band. But there may be little attempt to include knowledge in this mark band. (5–8)

Answers show a more thorough understanding of the question and are supported by a good

range of material. There may be an exploration of what is meant by knowledge and who controls it and for what purpose. The issues that may be covered can include the social function of elimination, cultural capital, educational choice, education market, and the effects of gender, ethnicity and stratification as well as material factors.

Reward the use of such key thinkers as Bourdieu, Ball, Gewirtz, Sullivan, Boudon, Bowles and Gintis, Keddie and Young as well as many others.

Evaluation in this mark band may be limited. (9–12) Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the

work referred to and an evaluation, which at its best, will be detailed, leading to a balanced conclusion. (13–16)




4 (a) (i) Define the term social exclusion. [3] Accept answers that refer to social exclusion from society or education. No attempt to define social exclusion. (0) Social exclusion is defined in a simplistic way such as being excluded/marginalised from

school/society. (1) The meaning of social exclusion is further expanded by showing wider understanding

such as when some people are unable to succeed at school/in society because they do not fit in. (2)

An accurate definition of social exclusion is given as when certain social groups are

outside the majority of society (or education) and do not have the ability to gain access to the opportunities available to others either in society or education but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two reasons why some groups of pupils may be more

successful than others in schools. [6] Do not allow answers that only refer to individuals or give reasons for lack of success. Up to three marks can be given for each reason such as social advantages, material

disadvantages/advantages, labelling, cultural capital, streaming, social capital, discrimination, pupil attitudes or other accurate examples.

No reason is offered. (0) A reason such as lack of money or lots of money is identified but no detail is given. (1) As above plus a limited description of the named reason such as having a lack of/plenty

of money benefits/hinders pupils by access or not to such as computers and other things families can buy. (2)

A reason is identified and a description that shows accurate sociological understanding

such as lack/sufficiency of material circumstances (identification) which mean that families cannot afford the costs of free education and so pupils seek to leave as soon as they can and do not achieve the educational attainment that they may have with a longer stay (development). Allow answers that argue that having money brings benefits.





(b) Evaluate the view that labelling within schools prevents some groups of pupils from achieving educational success. [16]


Answers may assert that pupils cannot overcome the consequences of labelling or they may argue that if you work hard you will be able to achieve well. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Support may come from labelling theory and there may be descriptions of Becker’s

explanation as to how labelling happens. Arguments against may come from functionalist theory such as Parson’s that argues that

education systems are meritocratic so pupils should achieve by ability. Candidates who note that there is a debate but who do not develop this should receive a

mark towards the top of the band. (5–8) Answers show a more thorough understanding of the question and are supported by a good

range of material. There will be a more detailed exploration of the arguments and critiques of labelling and how difficult or easy it is to overcome its influence and the importance of the pupil accepting the label. Apart from labelling issues that can be considered include material circumstances and cultural influences that impact on achievement as well as the particular difficulties associated with labelling that some groups experience.

Reward the use of key thinkers such as Fuller, Rist, Sharp and Green, Gillborn and Youdell,

Rosenthal and Jacobson, Ball, Fuller, Bowles and Gintis, Willis as well as many others. Evaluation in this mark band may be limited. (9–12) Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the





5 (a) (i) Define the term sect. [3] No attempt to define sect. (0) Sect is defined in a simplistic way such as a religious group. (1) The meaning of sect further expanded by showing wider understanding such as a

religious group that expects members to be fully involved with the group’s activities. (2) An accurate definition of a sect is given as small exclusive religious group expecting

strong commitment from members but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two differences between churches and other religious

organisations. [6] Up to three marks can be given for each difference such as size, the way they are run,

links with the state, status, membership, recruitment, ritual, longevity of the group, level of toleration of other groups.

No difference is offered. (0) A difference such as size is identified but no detail is given. (1) As above plus a limited description of the named difference such as size because

churches have a lot more members than other religious organisations like denominations (it is not necessary to name another religious organisation). (2)

A difference is identified and a description that shows accurate sociological

understanding such as churches, unlike denominations, (identification) are very large organisations which frequently have the whole society as members and being born into the society gets you membership whereas other groups like denominations and sects are much smaller and sometimes you have to make a decision to join them (development).





(b) Evaluate the usefulness of post-modern theories of religion. [16] In this mark band candidates may wish to support or reject the post-modern theories

uncritically. They may assert that they are useful because they are up to date or they are not useful because other theories like Marxism are better. Any use of sociological theory or evidence may be weak and may be inaccurate. Reference to post-modern theory may be confused. (0–4)

In this band the candidate will either reject or support post-modern theories but they are likely

to focus on one but not both. In this mark band there should be some understanding of the nature of post-modern theories but this may be lacking in accurate detail.

Support may come from the growth of different groups that seem to represent the breakdown of a single outlook on religion.

Arguments against may come from a preference of another theory such as that of Weber or by reference to established religious traditions.



range of material. There will be a more detailed exploration of the arguments and this can take a discussion of the differences between role (what religion does for society) and nature (how religion can be observed) of religion clearly made or may show clear understanding of post-modernism as a rejection of the idea that we can have a true knowledge of society or produce absolute explanations which means that role and nature are difficult to identify in post-modernism. This can be contrasted to other theories of religion. Issues that may be referred to can include vicarious religion, multiple modernities, spiritual shopping, collective amnesia, as well as other theories of religion.

Reward the use of such key thinkers as Davie, Voas and Crockett, Bruce, Lyon, Marx, Bellah, Baudrillard, Lyotard, Durkheim as well as many others.






6 (a) (i) Define the term religiosity. [3] No attempt to define religiosity. (0) Religiosity defined in a simplistic way such as religious behaviour. (1) The meaning of religiosity further expanded by showing wider understanding such as

when people believe OR participate in religion. (2) An accurate definition of religiosity is given as intensity of religious beliefs and

participation in religious activities but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two differences between world accommodating sects

and world affirming sects. [6]

Do not allow reference to world rejecting sects. Up to three marks can be given for each difference such as accept the world as it

is/neither accept or reject, non-exclusive and tolerant/focus on religious purity, offer an ‘extra’ service above religion/don’t offer non-religious services, most members enter through training/most members are born in the community or just join or any other accurate difference.

No difference is offered. (0) A difference such as the way you join the group is identified but no detail is given. (1) As above plus a limited description of the named example such as you have to train to

enter a world affirming new religious movement but you just join or are born into a world accommodating new religious movement. (2)


understanding such as to enter a world affirming group, unlike world rejecting, you normally have to undergo a period of training (identification) but to enter a world accommodating one you apply and may have to undergo a ceremony or ritual (development).





(b) Evaluate the view that the existence of new age movements is evidence that the power of religious institutions has declined in modern industrial societies. [16]

In this mark band candidates may wish to support or reject the proposition uncritically. Assertive answers may argue that the fact they do exist proves that mainstream religion is

less important or that they have small memberships in relation to traditional religions which are therefore still powerful. Any use of sociological theory or evidence may be weak and may be inaccurate. Answers in this mark band may regard new age movements and new religious movements as synonymous. (0–4)


they are likely to focus on one but not both. They should show some understanding of the meaning of new age movements and not confuse them with new religious movements.

Support may come from decline in church attendance and growth of new religious movements.

Arguments against may come from continuing influence of religion over such things as moral issues and rituals. Some candidates may make reference to Durkheim and something ‘eternal’ about religion.



range of material. There will be a more detailed exploration of the arguments about the nature of the differences between new age and religious movements and institutions. In this band the difference between new age and new religious movements will be clearly explained. This can include such issues as diverse activities, practices and beliefs that have grown since the 1980s and the potential rejection of traditional sources of religion and new religious movements as religious groups that have grown since the 1960s. Answers can be referenced to social processes such as social change, marginality, spiritual revolution, spiritual market, alternative therapies, re-enchantment, religious consumerism as well as the power of institutions.

Reward the use of such key thinkers as Heelas and Woodhead, Lyon, Davie, Drane, Bruce, Wilson as well as many others.






7 (a) (i) Define the term crime. [3] No attempt to define crime. (0) Crime defined in a simplistic way such as breaking the law. (1) The meaning of crime further expanded by showing wider understanding such as

breaking the law at certain times OR in a certain place. (2) An accurate definition of crime is given as the breaking of a law at a given time in a given

place OR is defined as a social construction but this can be purely theoretical and does not have to contain examples but there will be no confusion with deviance. (3)

(ii) Identify and briefly describe two ways in which individuals may respond to status

frustration. [6] These can be either positive or negative. Up to three marks can be given for each way such as conformity, innovation, ritualism,

crime, suicide or any other accurate reaction. No way is offered. (0) A way such as crime is identified but no detail is given. (1) As above plus a limited description of the named way such as criminal behaviour to gain

what you want. (2) A way is identified and a description that shows accurate sociological understanding

such as when individuals find they cannot achieve the goals of society by legitimate means (identification), they can seek other ways of gaining material reward or status by turning to criminal behaviour (development).





(b) Evaluate the view that crime exists because some individuals have a criminal nature.

[16] In this mark band candidates may wish to support or reject the proposition uncritically.

Answers may assert that some individuals commit crime because of their biology or because they have learnt to be criminal. Any use of sociological theory or evidence may be weak and may be inaccurate. Some answers may rely solely on one non-sociological explanation. (0–4)


they are likely to focus on one but not both. Support may come from some biological explanations on the nature of criminality such as

that of Glock and Stark. Arguments against may come from sociological explanations of socialisation and learning

criminal behaviour from the community in which the individual is situated. This can be supported by theory or reference to such as Albert Cohen.



range of material. In this mark band the value of biological explanations should be rejected in favour of a variety of sociological explanations into the reasons for criminality. There will be a more detailed exploration of the arguments and may include issues such as female criminality, masculinities, victimisation.

Reward reference to key thinkers such as Hall, Taylor et al., Hopkins Burke, Heidensohn, Graham and Bowling, Carlen, Messerschmidt, Gilroy, as well as many others.






8 (a) (i) Define the term cyber-crime. [3] No attempt to define cyber-crime. (0) Cyber-crime is defined in a simplistic way such as to do with the internet. (1) The meaning of cyber-crime is further expanded by showing wider understanding such

as crimes committed through the internet. (2) An accurate definition of cyber-crime is given as computer generated activities which are

illegal/considered illicit that are conducted through the internet but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe one strength and one limitation of the chivalry thesis.

[6] Up to three marks can be given for each point made. Strengths: it acknowledges female criminality, accounts for male behaviour. Limitations: is value laden, poor evidence. No point is made. (0) A strength or limitation is outlined such as little evidence but no detail is given to back it

up. (1) As above plus a limited description of the named strength or limitation such as it outlines

a theory (or explanation) but there is no evidence to support it. (2) A strength or limitation is identified and a description that shows accurate sociological

understanding such as it gives us a theory to explain female criminality (identification) but is based on assumptions and there is no sociological evidence to support it (development).





(b) Evaluate the view that gender is the main factor influencing who commits crime. [16] In this mark band candidates may wish to support or reject the proposition uncritically.

Answers may agree that gender is the only factor that influences who commits crime and they are most likely to argue that criminality is male. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Support may come from specific examples such as crime statistics and numbers imprisoned.

Answers in this band may assume that criminality is a male activity. Arguments against may come from the view that both sexes are capable of criminality and

that either female criminality is hidden or that changing cultural norms are increasing female criminality in at least some societies. Other answers may reject gender in favour of another factor such as class.



range of material. There will be a more detailed exploration of the arguments about who commits crime. Issues such as normative expectations of females and males, other factors such as social position and the contribution of feminist sociologists such as Smart can be referred to with credit. In this band answers should also look at other explanations as to the causes of crime such as cultural, economic, class and ethnicity Also reward reference to key thinkers such as Thomas, Loader, Jewkes, Cohen, Sutherland, Livingstone, Sparkes, Gerbner, Carlen as well as many others.






9 (a) (i) Define the term organic solidarity. [3] No attempt to define organic solidarity. (0) Organic solidarity is defined in a simplistic way such as when in society everyone has a

role OR society is functional. (1) The meaning of organic solidarity is further expanded by showing wider understanding

such as when in society everyone has a role to play so that society can function efficiently. (2)

An accurate definition is given as solidarity that is generally to be found in industrial

societies where just as in the physical organism the various parts are different but work together so roles are separate yet function together to maintain the social unit but this can be purely theoretical and does not have to contain examples. (3) (1 + 2)

(ii) Identify and briefly describe two causes of conflict in the workplace. [6]

Causes can be derived from worker or management action. Up to three marks can be given for each cause such as disputes over working

conditions, rates of pay, fringe benefits, management practices or any other accurate example.

No cause is offered. (0) A cause such as management is identified but no detail is given. (1) As above plus a limited description of the named example such as when management

want to change things. (2) An example is identified and a description that shows accurate sociological

understanding such as when management wish to change working practices (identification) they implement a lock out causing a conflict situation in order to force the work force to compliance (development).





(b) Evaluate the view that industrial conflict is inevitable in modern industrial societies. [16]


Answers may state that arguments/conflicts will always occur or that in modern industrial societies problems are solved by good management so conflict is not needed. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Support may come from social effects of unemployment and the loss of role and status or the

oppositional structure caused by employer/employee. Arguments against may come from the view that in modern industrial societies workers have

rights and are supported by trade unions so that workplace disagreements can be solved through negotiation.



range of material. There will be a more detailed exploration of both the causes and resolution of workplace disagreements, the nature of industrial conflict and the variety of management styles and how they may impact on industrial relations.

Reward reference to key thinkers such as Sinfield, Howard, Lea and Young, Allan and Watson, MacInnes, Gallie, Vogler, Fagin and Little as well as many others.






10 (a) (i) Define the term anomie. [3] No attempt to define anomie. (0) Anomie is defined in a simplistic way such as being isolated. (1) The meaning of anomie is further expanded by showing wider understanding such as a

state of normlessness. (2) An accurate definition of anomie is given as a state of normlessness when an individual

is powerless to change their situation but this can be purely theoretical and does not have to contain examples. No reference needs to be made to Durkheim and also allow answers that give a definition based on Merton. (3)

(ii) Identify and briefly describe two ways in which an individual’s job may influence

their social identity. [6] Up to three marks can be given for each way such as social position, peer group,

economic factors, self-esteem, masculinity or any other accurate way the social identity is fixed through work.

No way is offered. (0) A way such as it determines your level of pay is identified but no detail is given. (1) As above plus a limited description of the named way such as it determines how much

pay you have so how you will live your life. (2) A way is identified and a description that shows accurate sociological understanding

such as when a worker has a certain level of pay (identification) it will help to determine where he lives and how he spends his leisure time and he will get a sense of who he is in the social order from that (development).





(b) Evaluate the view that alienation in the workplace no longer exists in modern industrial societies. [16]


Answers may agree that management look after workers in the modern world or argue that nothing much has changed so alienation continues. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Support may come from the view that in modern industrial societies dangerous and

unpleasant work is now undertaken by machines leaving people to undertake the more satisfying tasks.

Arguments against may come from Marxist views that the workplace remains a place of tedium with a lack of worker control.



range of material. There will be a more detailed exploration of the arguments that look at the nature of employment in modern industrial society and approaches to management such as Fordism, scientific management and human relations approach. Issues that can be looked at include the division of labour, deskilling, habituate, concessions, contested terrain, control and worker resistance, the toxic office, types of control (contested, simple, structural, technical, bureaucratic)

Reward reference to key thinkers such as Thompson, Braverman, Zimbalist, Little, Friedman, Edwards, Hyman as well as many others.






11 (a) (i) Define the term global media. [3] No attempt to define global media. (0) Global media is defined in a simplistic way such as when the media are to be found all

around the world. (1) The meaning of global media is further expanded by showing wider understanding such

as when media companies get very big and they become international. (2) An accurate definition of global media is given as when media corporations/companies

grow so large they dominate not just in one area but are to be found all around the world but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two consequences of the growth of global media. [6]

These can be positive and negative. Up to three marks can be given for each consequence such as economies of scale,

implication for local cultures, Disneyfication, cultural imperialism, social networking and any other accurate consequence.

Allow reference to the new media. No consequence is offered. (0) A consequence such as Disneyfication is identified but no detail is given. (1) As above plus a limited description of the named consequence such as Disney and its

branding is found all around the world. (2) A consequence is identified and a description that shows accurate sociological

understanding such as when the Disney company make a film it has a worldwide audience (identification) and so everyone starts to see the world from the same perspective and it creates cultural imperialism (development).





(b) Evaluate the view that the media play a key role in maintaining the dominant ideology in society. [16]

In this mark band candidates may wish to argue that it does transfer ideology because it is

controlled by one group or that it does not because people believe what they want to uncritically. Other answers may argue that the media dominate society. Any use of sociological theory or evidence may be weak and inaccurate. (0–4)

In this band the candidate will either argue that dominant ideology is transferred by the media

or that it is not but such answers will be supported but may be one sided. Support may come from Marxist views of ideological control and be supported by examples

of media concentration and perhaps by reference to media events such as phone hacking in Britain in 2011 leading to the Levison enquiry (answers do not need to be that specific but allow any relevant local example).

Arguments against may come from the pluralist views of such key thinkers as Whale that the media reflects what the society wants. Other answers may refer to the fragmentation of media that may offer more choice.



range of material. There should be a more detailed exploration of the arguments as to whether the media reflects the values of the population or as an ideological state apparatus transfers the ideology of the dominant class through the media to the rest of the population that may include Marxist, neo-Marxist and pluralist views. Issues that may be referred to include hegemony, manipulation, logic of capitalism, concentration of ownership, growth, integration, globalisation, speculation on the existence of dominant ideology. Other answers may question the existence of a dominant ideology. Reward reference to key thinkers such as Bagdikian, Auletta, Hall, Abercrombie, Baudrillard as well as many others.






12 (a) (i) Define the term stereotype. [3] No attempt to define stereotype in relation to the media. (0) Stereotype is defined in a simplistic way such as an image. (1) The meaning of stereotype is further expanded by showing wider understanding such as

fixed oversimplified image of an individual. (2)

An accurate definition of stereotype is given as a fixed, generally over simplified image of what an individual or group is like which is frequently insulting and misleading but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two examples of hegemony in the media. [6] Up to three marks can be given for each example hegemony by quoting a study such as

Hall on cultural hegemony, the influence of editors/journalists, the way in which media professionals have an agreed understanding of events, Fairclough and Crimewatch or any from Glasgow University Media Group or a generic example such as attitudes to women in publications such as the Sun or any other accurate study.

No study/example is offered. (0) A study such as Bad News is identified but no detail is given. (1) As above plus a limited description of the named study such as Bad News where the

workers were shown to be trouble but the owners were put in a good light. (2) A study is identified and a description that shows accurate sociological understanding

such as the study Bad News (identification) an analysis of news was undertaken and they found that the news was ideologically loaded so that employers and government were given the majority of time and a favourable image whereas workers were portrayed as trouble and given less time (development).





(b) Evaluate the extent to which the social position of ethnic minorities is reflected accurately in the media. [16]


Answers may state that images of ethnic minorities that appear in the media always show them causing trouble compared to other groups or that ethnic minorities suffer from biased reporting. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Support may come from an analysis of the way ethnic minorities are represented in the

media by descriptions of some images and support from research such as that of Malik. Arguments against may come from the view that another group, such as the disabled, is

marginalised and misrepresented or that such representations are fair even more and such arguments can be supported by the work of such key thinkers as Karpf.



range of material. There will be a more detailed exploration of the arguments about the representations of ethnic minority groups in relation to marginalisation; these can be compared to other groups who may be marginalised such as females, working class, age (young/elderly) and disability. Issues that can be raised may include racialised regime of representation, stranger danger, channels dedicated to minority groups, content analysis of media, over representation of ethnic minorities on children’s television. Other answers can be credited if they show that ‘ethnic minority’ is not an homogeneous group and describe the social position/representations of groups including those who are favourably portrayed.

Reward reference to key thinkers such as Featherstone and Hepworth, Signorelli, Longmore, Glennon and Butsch, Glasgow University Media Group, Pearson, Lambert, Creedon, Pines, Cricher, Ross, Provenzo, Gray, Hunt, Cottle as well as many others.




GCE Advanced Level


9699 SOCIOLOGY







1 (a) (i) Define the term polygamy. [3]

Answers must relate to culturally recognised marriage even if they have no legal status in that society.

No attempt to define polygamy. (0) Polygamy is defined in a simplistic way such as lots of marriages. (1) The meaning of polygamy is further expanded by showing wider understanding such as when one marriage partner can have several spouses. (2) An accurate definition is given as multiple marriages when one or both individuals are allowed more than one marriage partner, this will not be confused with polyandry when a woman can have several husbands or polygyny when a husband can have several wives, the answer must show that it is not gender specific, but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two reasons why marriage rates have decreased in

modern industrial societies. [6]

Up to three marks can be given for each reason such as changing social attitudes, weakening of traditional control, changing role of women, changing lifestyles, cost of marriage, contraception. No reason is offered. (0) A reason is identified such as changing social attitudes. (1) As above plus a limited description of the named reason, such as, with changing social attitudes couples frequently live together without marriage. (2) A reason is identified and a description that shows accurate sociological understanding such as with changing social attitudes (identification) couples can live together without the social stigma they would have experienced in the past (development). There is no requirement for this part of the answer to contain evaluation. (3) (1 + 2)

(3 × 2)




(b) Evaluate the view that the idea of the family remains a powerful force in modern industrial societies. [16]

In this mark band candidates may wish to support or reject the proposition uncritically. One

type of argument may assert that remarriage is evidence of the importance individuals give to families/socialisation and that many people live in families. Others types of answers may assert that family life is no longer important and people live with their friends or give lists of family types unrelated to the question. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)

In this band the candidate will either reject the proposition or offer a supported defence of the

proposition that family life remains an important feature of society but they are likely to focus on one but not both.

Support may come from rates of second marriages and key thinkers such as Fletcher as well as statistical evidence which show that family life is the experience of nearly everyone even if only for a part of their life. Aspects of socialisation/lack of socialisation may be supported. Other answers may focus on Parsons and the two basic functions of the family or relate their answer to the development of social solidarity or the collective conscience.

Arguments against may come from a statistical look at household distribution in modern industrial societies showing different trends in society as well as the number of unmarried partnerships and people choosing to live alone and not have children. Other answers may consider the negative aspects of family life or make limited reference to family diversity.



range of material. There will be a more detailed exploration of the arguments about the status of family/marriage in modern industrial society that may look at the levels of satisfaction with marriage, the pressure to marry that different groups feel, secularisation, legal changes, the ideology of the family, patriarchal societies, declining stigma attached to different types of partnerships, changes in the position of women, welfare benefits, fear of divorce, contraception and ‘creative singlehood’ (Peter Stein). Other arguments may come from the concept of the broken family supported by the New Right. Post-modernist views of choice may be explored as well as an assessment of family diversity as evidence of the continuing popularity of family life. Some answers may compare the present to the supposed ‘Golden Age’ of the family in the past. Key thinkers such as Mitchell and Goody, Allan and Crow, Hochschild, Bernard, Morgan, Chester and many others.






2 (a) (i) Define the term matriarchy. [3] Accept answers related to society or the family. No attempt to define matriarchy. (0) Matriarchy defined in a simplistic way such as the mother/women. (1) The meaning of matriarchy further expanded by showing wider understanding such as

when mothers dominate the home. (2) An accurate definition of matriarchy is given as a society dominated by females where

women have power over men or have power over other family members but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two examples of matrifocal families. [6] Up to three marks can be given for each example such as the New World Black family,

female headed single parent family, lesbian family, female-carer core, the Nayer or any other accurate example.

No example is offered. (0) An example such as New World Black family is identified but no detail is given. (1) As above plus a limited description of the named example such as the New World Black

family where a woman lives with her children and there are no men. (2) An example is identified and a description that shows accurate sociological

understanding such as the New World Black family to be found in the West Indies, parts of Central America and the USA (identification) where a significant number of families do not include adult males (except for brothers) so the family consists of a woman and her children and sometimes her mother (development).





(b) Evaluate the view that the status of children within the family has changed significantly in recent times. [16]


Assertive answers may argue that childhood in modern industrial society is a time of play or a time of education and those that disagree may assert that this is not so for all children everywhere. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Support may come from a comparison of the differences between the experience of

childhood for some children today compared to the past and Ariès may be referenced to support this.

Arguments against may come from examples of the ways in which children in societies today can suffer or be exploited, supported with examples such as child soldiers or child abuse. In this band there may be confusion between status and role.



range of material. There will be a more detailed exploration of the arguments both for and against and support can be taken from a wide range of issues that include social construction of childhood, cross cultural examples (Punch on Bolivian children), march of progress, De Mause and childhood improvement, inequalities for different genders, class and ethnicities, life expectancy, new forms of control, the way children are controlled in time, space, (Holmes in Samoa, children are never too young to be able to do something). Reward reference to key thinkers such as Brannan, Bhatti, Woodroffe, Katz, Margo and Dixon amongst others. If issues such as the globalisation of western culture and the end of childhood are discussed then place towards the top of the band. Also credit answers that evaluate the view that children are frequently referred to as if they are all equal and all the same. In this band there will be some clear focus on status.






3 (a) (i) Define the term ethnocentric curriculum. [3] No attempt to define ethnocentric curriculum. (0) Ethnocentric curriculum is defined in a simplistic way such as the curriculum biased to

one race/ethnic group. (1) The meaning of ethnocentric curriculum is further expanded by showing wider

understanding such as when a curriculum only values the culture/history of one group/ ethnicity/race. (2)

An accurate definition of ethnocentric curriculum is given as when the curriculum values

the music, literature and language, history, religion of one culture/ethnicity and disregards or does not value those of other cultures but this can be purely theoretical and does not have to contain examples. To get three marks there must be a direct reference to education. (3)

(ii) Identify and briefly describe two reasons why the educational achievement of

some ethnic minority groups is higher than others. [6] Do not allow reference to minority groups who do not do well. Up to three marks can be given for each reason such as as social class may be more

important, cultural values of different ethnic groups, economic position of different groups, different patterns of immigration, social position, social capital, effects of employment, effects of positive labelling, rejecting the label, language facility/codes or any other valid reason.

Do not allow assertive reference to IQ/genetics unless supported sociologically. No way is offered. (0) A way is identified such as cultural values but no detail is given. (1) As above plus a limited description of way identified such as cultural values of the

Chinese in Britain mean that they value education. (2) A way is identified and a description that shows accurate sociological understanding

such as cultural values (identification) where some ethnic minority groups such as the Chinese in countries like Britain value education and the families encourage the children to work hard and conform in schools so this ethnic group do very well compared to some other ethnic minorities (development).





(b) Evaluate the view that ethnicity remains the most significant barrier to educational achievement. [16]


Answers may assert that ethnicity is the crucial factor maybe mentioning racism or assert it is not because another factor such as class is more important in deciding who succeeds. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Support may come from statistics in relation to education results or by an empirical study

such as that of Coard. Other answers may make some reference to labelling. Arguments against may come from the view that there are other factors that have more

influence such as that of class and being working class has more influence than ethnicity but the answer may not make any connection between class and ethnicity.



range of material. There will be a more detailed exploration of the arguments of the factors that influence educational achievement such as class, gender and ethnicity as well as the comparison of in and out of school factors. Answers may also look at material and cultural factors that influence educational outcomes and sources such as the Swann Report and Sutton Trust.

Reward reference to key thinkers such as Bowker, Gillborn, Mirza, Moynihan, Pryce, Driver and Ballard, Keddie, Flaherty, Youdell, Foster, Mac an Ghaill, Sewell, Troyna and Williams as well as many others.






4 (a) (i) Define the term formal education. [3] No attempt to define formal education. (0) Formal education is defined in a simplistic way such as what you are taught in lessons. (1) The meaning of formal education is further expanded by showing wider understanding

such as what you are meant to learn in school from teachers/lessons. (2) An accurate definition of formal education is given as the official curriculum, sanctions

and activities that are planned and take place within school between pupils and educators but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two home factors that influence a pupil’s education. [6] Factors can be positive or negative. Up to three marks can be given for each factor such as parental interest, material

circumstances, locality, cultural deprivation, cultural capital, religion, class, gender, deferred and immediate gratification or any other accurate factor.

No factor is offered. (0) A factor such as locality is identified but no detail is given. (1) As above plus a limited description of the named factor such as locality which will

influence what happens in school as pupils may live in a rich area. (2) A factor is identified and a description that shows accurate sociological understanding

such as the locality where a pupil lives will effect a pupil’s education (identification) because if it is a very rich area the people there may all have professional jobs and earn good money and this can encourage pupils to do the same (development).





(b) Evaluate the success of schools in overcoming the problems faced by pupils from disadvantaged backgrounds. [16]


Answers may assert that they can because they can give students extra lessons or that they cannot because the effects of disadvantage are too hard to overcome. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one not both. Support may come from the policies that governments can introduce like educational priority

areas or the practices that schools can introduce like enrichment or extra lessons. Theory may come from functionalist or liberal explanations of education.

Arguments against may come from the Marxist view that education is about working class failure and may be supported by such studies as that of Willis. Other candidates may outline how such practices as streaming and labelling reinforce failure.



range of material. There will be a more detailed exploration of the arguments about the issues connected with disadvantage. Issues that can be referred to include aspects of material circumstances especially with reference to gender, class and ethnicity, meritocracy, positional theory, school ethos, effectiveness of state and school policies such as national curricula and education maintenance allowance.

Reward reference to key thinkers such as Rist, Rutter, Douglas, Heath, Hyman, Bourdieu, Boudon, Keddie, Blackstone, Bull, Finn as well as many others.






5 (a) (i) Define the term ideological beliefs. [3] No attempt to define ideological beliefs. (0) Ideological beliefs defined in a simplistic way such as being religious/what you believe in. (1) The meaning of ideological beliefs is further expanded by showing wider understanding

such as being religious/what you believe in and how this may influence your behaviour. (2) An accurate definition of ideological beliefs as the beliefs and values that are shared

between social groups that can control and underpin religious behaviour but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two ideologies which are not religious. [6] Up to three marks can be given for each belief system such as humanism, fascism,

communism or any other accurate -ism. No example offered. (0) An example such as humanism is identified but no detail is given. (1) As above plus a limited description of the named example such as humanists do not

believe in God but in the values of people. (2) An example is identified and a description that shows accurate sociological

understanding such as humanism (identification) where individuals believe in looking after human interests and their values are based on the thoughts of the human as opposed to the divine (development).





(b) Evaluate which social factors are the most significant in influencing whether an individual has religious belief. [16]

In this mark band candidates may identify one or two factors uncritically. They may identify

one factor such as age and assert that old people go to church but young people don’t go or state that all people should go to church or if they don’t this is responsible for all the supposed wrongs of the modern world. Other answers may focus on another single factor such as gender.

Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4) In this band the candidate should outline at least two factors such as age, gender, class,

ethnicity, culture and marginalisation with support but one factor may only be referred to briefly.

Support may come from statistics of religious attendance or a consideration of religious belief that indicates it is older people who are more likely to attend and believe. This may be supported by empirical evidence by such as Voas and Crockett.

Other answers may argue that no factor is more significant than any other and support this. Candidates who note that there is a debate but who do not develop this should receive a


range of material. There will be a more detailed exploration of the arguments. Issues such as the ageing effect, the generational effect, children being made to attend, elderly disabled unable to attend, cultural defence, cultural transition, socialisation, different groups attracted to different types of organisation, deprivation (organic, ethical, social) may be used and referenced.

Reward the use of such key thinkers as Brown, Miller and Hoffman, Bruce, Heelas and Woodhead, Davie, Glock and Stark, Stark and Bainbridge, Brierley, Madood as well as many others.






6 (a) (i) Define the term world rejecting sect. [3] No attempt to define world rejecting sect. (0) World rejecting sect is defined in a simplistic way such as a sect that rejects the world. (1) The meaning of world rejecting sect is further expanded by showing wider understanding

such as groups who live isolated lives having nothing to do with the rest of the world. (2) An accurate definition of world rejecting sect is given as movements which are critical of

the outside world which they wish to change radically, members live closely, the actions are strictly controlled and to gain salvation must break with the outside world but this can be purely theoretical and does not have to contain examples or contain all of the above. (3)

(ii) Identify and briefly describe two reasons for the growth of sects. [6] Up to three marks can be given for each reason such as periods of rapid social change,

lengthening period of education, growth of radical political movements, response to modernity, provides sense of purpose/identity, charismatic leadership, active recruitment, relative deprivation, media influence or any other accurate reason.

No reason offered. (0) A reason such as they provide a sense of identity is identified but no detail is given. (1) As above plus a limited description of the named reason such as it helps you to know

who you are in a rapidly changing world. (2) A reason is identified and a description that shows accurate sociological understanding

such as membership of these groups provides the individual with an identity (identification) in a time when things are changing the individual can feel lost and joining a sect can give them a purpose (development).





(b) Evaluate the view that the growth of new religious movements is evidence that traditional religions have lost their power. [16]


Answers may assert that this is true that traditional religions have lost their power or that they remain powerful.

Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4) In this band the candidate will either reject or offer a supported defence of the proposition but

they are likely to focus on one but not both. Support may come from the growth of new religious movements or the decline of religious

practice in modern industrial society and be supported by such evidence as that of Wallis. Arguments against may come from contemporary events like the death of Diana, popularity

of the new Pope (or something similar), the popularity of some religions/groups or any relevant empirical support.

Candidates who note that there is a debate or who make some reference to religious diversity but who do not develop this should receive a mark towards the top of the band.

(5–8) Answers show a more thorough understanding of the question and are supported by a good

range of material. There will be a more detailed exploration of the arguments around the sources of power of traditional religions in terms of influence on society (institutions, laws, rituals) and individuals (behaviour, values). Issues such as types of new religious movements, growth of new religious movements, membership of new religious movements, marginality, sectarian cycle, globalisation, differences, religious diversity, disengagement, the short lived nature of many groups as well as theories about the role of religion that can include post-modernism may be referred to.

Reward reference to key thinkers such as Stark and Bainbridge, Wilson, Bruce, Troeltsch, Weber.






7 (a) (i) Define the term formal sanctions. [3] No attempt to define formal sanctions. (0) Formal sanctions defined in a simplistic way such as punishments. (1) The meaning of formal sanctions is further expanded by showing wider understanding

such as legal/official sanctions. (2) An accurate definition of formal sanctions is given as the official punishments

administered by formal agencies of social control e.g. police/courts/prisons or administered by any official authority but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two consequences of being labelled criminal. [6] Up to three marks can be given for each consequence either for society or the individual

such as imprisonment, reinforce the collective conscience, prevent crime from becoming dysfunctional, self-fulfilling prophecy, marginalisation or any other accurate consequence.

No consequence is offered. (0) A consequence such as to make society feel better is identified but no detail is given. (1) As above plus a limited description of the named consequence such as punishment of

the wrongdoer makes the rest of society feel better. (2) A function is identified and a description that shows accurate sociological understanding

such as when an individual is punished for being criminal (identification) when society’s rules have been broken the collective conscience is threatened so that when the criminal is punished everyone else sees that there has been justice given so the collective conscience is restored (development).

There is no requirement for this part of the answer to contain evaluation. 3 (1 + 2) (3 × 2)




(b) Evaluate the view that female crime rates reflect the decisions of the law enforcement agencies. [16]


Answers may assert that women do not commit crime or if they do they do not get caught. Any use of sociological theory or evidence may be weak and may be inaccurate. There may be some confusion in this mark band as to the nature of chivalry.

Answers which solely refer to male crime will be confined to this band. (0–4) In this band the candidate will either reject or offer a supported defence of the proposition but

they are likely to focus on one but not both. But there may be a clear understanding of the chivalry thesis as the view that the criminal justice system is biased in favour of women so that they are less likely than men to be charged, convicted or punished.

Support may come from official crime statistics or the work of Pollock. Arguments against may come from the view that if women are seen less in the statistics it is

because they commit less crime due to socialisation patterns including such aspects as bedroom culture.



range of material. There will be a more detailed exploration of the arguments and the evidence that tends to show that women may be treated more leniently than men at every stage of the criminal justice system. Issues such as leniency, double standards, patriarchal control, class deal, gender deal, liberation thesis as well as a consideration of the findings of self-report studies may be included. Answers may also refer to the position of women as the victims of crime and how they are treated. Answers may also be given credit for noting that women perceived as behaving outside of normative ‘womanly’ behaviour are more likely to be treated harshly.

Reward reference to key thinkers such as Farringdon, Buckle, Box, Heidensohn, Walklate, Adler, Carlen, Graham and Bowling, Flood-Page as well as many others.






8 (a) (i) Define the term deviancy amplification. [3] No attempt to define deviancy amplification. (0) Deviancy amplification is defined in a simplistic way such as when deviants are caught.

(1) The meaning of deviancy amplification is further expanded by showing wider

understanding such as when the police try to put an end to deviance by arresting everyone who commits crime/deviance or how events are highlighted in the media. (2)

An accurate definition of deviancy amplification is given as the process by which the

media sensationalise events and cause moral condemnation resulting in increased police activity which can result in higher levels of recorded deviance but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two examples of deviancy amplification. [6] Up to three marks can be given for each example such as specific studies like those of

Triplett, Cohen, Lemert, Young or any other accurate generic example, if the latter is used then the examples must be clearly different if candidates are to gain full marks.

No example is offered. (0) An example such as Triplett is identified but no detail is given. (1) As above plus a limited description of the named example such as Triplett found that

police officers treat young offenders more harshly when they re-offend because they think they are bad and this makes levels of crime go higher. (2)

An example is identified and a description that shows accurate sociological

understanding such as Triplett (identification) found that there is a tendency for police officers to see young offenders as evil and to be less tolerant of minor offences committed by this group so they get arrested and punished and levels of deviance rise (development).





(b) Evaluate the usefulness of Marxist theories in understanding crime and deviance. [16] In this mark band candidates may wish to argue that they are or are not useful uncritically.

They may state that crime is all the result of the police picking on some individuals or it is because some people are criminal. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)

In this band the candidate will either argue that Marxists’ arguments are useful in

understanding the role of the police or labelling. Counter arguments against may come from another perspective such as sub-cultural theory

that sees crime resulting from sub-culture as that supported by such key thinkers as Albert Cohen.



range of material. There will be a more detailed exploration of the arguments put forward from the functionalist, sub-cultural, Marxist, neo-Marxist, right realism and left realism. Issues that may be included are the negotiation of justice, status frustration, strain and adaptations, amplification of deviance, labelling, primary and secondary deviance, state and law making, selective enforcement as well as others.

Reward reference to key thinkers such as Cloward and Ohlin, Merton, Cicourel, Platt, Triplett, De Haan, Braithwaite as well as many others.






9 (a) (i) Define the term workplace culture. [3] No attempt to define workplace culture. (0) Workplace culture defined in a simplistic way such as the behaviour/rules found in the

workplace. (1) The meaning of workplace culture further expanded by showing wider understanding

such as it is the way that the nature of the workplace will define the type of culture/ behaviour/rules/norms to be found there. (2)

An accurate definition of workplace culture is given as when the behaviour/attitudes/

values in the workplace are influenced by the nature of work. Although not required an example may illuminate the definition but the answer can be purely theoretical. (3)

(ii) Identify and briefly describe two ways in which the organisation of the workplace

may influence work satisfaction. [6] Influences may be positive and negative but must refer to the workplace and not

extrinsic factors. Up to three marks can be given for each example such as more/less physical effort,

panopticon (central tower from which all activities in building are controlled), automated, assembly line, open plan office or any other accurate example.

No example is offered. (0) An example such as assembly line is identified but no detail is given. (1) As above plus a limited description of the named example such as assembly line

production makes work boring. (2) An example is identified and a description that shows accurate sociological

understanding such as assembly line production (identification) means that the same tasks are repeated again and again and little skill is used so work is not satisfying (development).





(b) Evaluate the view that changes in technology have led to a reduction in job satisfaction. [16]

In this mark band candidates may wish to support or reject the proposition uncritically. They

may assert that modern work is satisfying and compare it to the past or argue that it is demanding both physically or emotionally. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Arguments against may come from functionalist views that work is integrating and all have a

role to play and jobs that offer new skills and autonomy. Arguments in support may come from views that new technologies in modern industrial

society increase alienation. Candidates who note that there is a debate but who do not develop this should receive a


range of material. There will be a more detailed exploration of the arguments that may include issues of the labour process, degradation, skill and de-skilling, craft work, mcjobs, no jobs, mechanisation as well as other points and Marxist views on alienation.

Reward reference to key thinkers such as Thompson, Braverman, Zimbalist, Ritzer, Klein, Blauner, Benyon, Gallie as well as many others.






10 (a) (i) Define the term mechanical solidarity. [3] No attempt to define mechanical solidarity. (0) Mechanical solidarity is defined in a simplistic way such as sharing values. (1) The meaning of mechanical solidarity is further expanded by showing wider

understanding such as in close-knit societies where people have a lot in common. (2) An accurate definition of mechanical solidarity is given as social solidarity based on

shared beliefs and values and members are bound together in close-knit or small scale communities but this can be purely theoretical and does not have to contain examples.

(3) (ii) Identify and briefly describe two problems in defining the term ‘work’. [6] Up to three marks can be given for each problem such as it is a social construction,

depends who is doing it, whether it is paid or unpaid, the nature of the activity, why it is being done or any other accurate problem.

No problem is offered. (0) A problem such as it keeps changing is identified but no detail is given. (1) As above plus a limited description of the named problem such as with changing

technology it keeps getting easier so when the hard labour is taken out of it, it is not like it was. (2)

A problem is identified and a description that shows accurate sociological understanding

such as the meaning of work is a social construction (identification) as it changes over time and by place so it is difficult to define it as what people think it is keeps changing (development).





(b) Evaluate the view that the organisation of work is becoming more democratic in modern industrial societies. [16]


Answers may assert that with the lessening of agricultural work old divisions have gone or argue that the middle class and working class remain different. Any use of sociological theory or evidence may be weak and/or inaccurate. (0–4)

In this band the candidate will either reject or offer a supported defence of the proposition or

disagree with it but they are likely to focus on one but not both. Support may come from the view that divisions between employees are breaking down and

this may be supported by reference to flexible management styles. Arguments against may come from the Marxist view that there is conflict between groups. Candidates who note that there is a debate but who do not develop this should receive a


range of material. There will be a more detailed exploration of the arguments about whether the workforce is integrating in MIS or if divisions are remaining. Issues that may be included are automation and the weakening of class consciousness, changing class structures, changing employment structures, management style and decision making, role of Trade Unions, working class sub-culture, social determinism as well as others. Functionalist and Marxist theory may be referred to.

Reward reference to key thinkers such as Blauner, Grint, Gallie, Littler, Braverman, Durkheim as well as many others.






11 (a) (i) Define the term moral panic in relation to the media. [3] Answers must relate to the media. No attempt to define moral panic. (0) Moral panic in relation to the media is defined in a simplistic way such as the media

making judgements about events/groups. (1) The meaning of moral panic in relation to the media is further developed as when the

media over-exaggerates an event. (2) An accurate definition of moral panic in relation to the media is given as a process by

which the media over-exaggerates an event or series of events causing the population to overreact and fear the source of the panic but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two ways in which disabled people are stereotyped by

the media. [6] Allow positive and negative stereotypes.

Up to three marks can be given for each stereotype such as emblem of evil, monsters,

lack of humanity, dependence/burden, and heroes, having a compensatory gift, courageous, sexual menace, object of pity or any other accurate stereotype.

No stereotype is offered. (0) A stereotype such as monsters is identified but no detail is given. (1) As above plus a limited description of the named stereotype such as they are often given

a negative view especially in films where they play monsters. (2) An example is identified and a description that shows accurate sociological

understanding such as the media frequently represents disabled people negatively (identification) in the stories and especially in the roles they play, such as Igor, where they play monsters or evil people (development).





(b) Evaluate the view that representations of social class in the media reflect ruling class ideology. [16]


Answers may state that media images of working class people show them working hard which helps the dominant class or answers that assert that the media shows the working class in all sorts of ways and not just one. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Support may come from pluralist views of the independence of the media and their role in

reflecting public opinion so images reflect reality. Arguments against may come from the Marxist view that the media are always influenced by

owners and or controllers and as a result the media transfers the values it wants, or that the media is run by middle class people so they choose the images.



range of material. There will be a more detailed exploration of the arguments such as working class frequently shown as comic figures or trouble, middle/ruling/dominant class are correct, ideological dominance, role of media as ideological state apparatus, concentration of ownership and links to the state, theories such as Marxism, neo-Marxism, pluralism and post-modernism can be included,

Reward reference to key thinkers such as Glennon and Butsch, Glasgow University Media Group, Blumler and Gurevitch, Bagdikian as well as many others.






12 (a) (i) Define the term popular culture. [3] Answers which only give specific examples such as the X factor have not defined. No attempt to define popular culture. (0) Popular culture is defined in a simplistic way such as culture that is popular. (1) The meaning of popular culture is further expanded by showing wider understanding

such as cultural events or activities that lots of people participate in. (2) An accurate definition is given as any cultural products or activities appreciated by large

numbers of ‘ordinary’ people but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two characteristics of high culture. [6] Characteristics must be those of the culture and not of the individuals who follow it. Do

not allow it is a sub-culture.

Up to three marks can be given for each characteristic such as high status, less accessibility, expensive, more exclusive, believed to have higher levels of creativity, long established forms, seen as superior or any other accurate characteristic.

No characteristic is offered. (0) A characteristic like something that is seen as superior. (1) As above plus a limited description of the named characteristic such as something that is

seen as superior as they are thought to be ‘better’ than other cultural activities. (2) A characteristic is identified and a description that shows accurate sociological

understanding such as aspects of high culture are activities that are seen as superior to other cultural activities (identification) as they are enjoyed by relatively few people who believe they have greater understanding of these events and activities than others (development).





(b) Evaluate the extent to which the media influence audience behaviour. [16] Allow reference to the new media. In this mark band candidates may wish to argue that the media does not influence behaviour

as the audience just watch it or answers which hold the media responsible in a direct way such as copycatting violence. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)

In this band the candidate will either argue that the media does have an effect on audiences

or not but this is likely to be one sided. Support may come from viewing figures which point to women using the media, (especially

the elderly) watching TV or children learning violent behaviour from watching that may be supported by such studies as Bandura.

Arguments against may come from the view that the audience is not influenced by the media but other more personal factors like their social position supported by the view that not all individuals who use the media change their behaviour or values because of it.

In this band there may be some confusion between the way in which the message is delivered and the way it is received.



range of material. There should be a more detailed analysis of the strengths and limitations of the theories that explain audience reactions to the media such as cultural effects studies, two step flow, uses and gratifications and interpretive and post-modernist. Issues that may be included are linguistic turn, discourse analysis, cultural hegemony, diversion, personal relationships, personal identity, surveillance, preferred reading, discursive resources, interpretive community, hyper-reality and the lack of conclusive evidence about the links between the media and audience behaviour.

Reward reference to the use of key thinkers such as Glasgow University Media Group, Fairclough, Fiske, Marcuse, Noble, Katz and Lazarsfeld, Hobson, McQuail, Halloran, Buckingham, Morley, Alasuutari, Baudrillard, Medved and Newson as well as many others.




GCE Advanced Level


9699 SOCIOLOGY







1 (a) (i) Define the term family ideology. [3] Answers must relate to family ideology and not just ideology. No attempt to define family ideology. (0) Family ideology defined in a simplistic way such as comments about family life/

definitions of the family. (1) The meaning of family ideology is further expanded by showing wider understanding

such as a society’s view of what a family should be or what ideas keep families together. (2)

An accurate definition of family ideology is given as the set of ideas that outline what is

expected of family life, structure and relationships in a given society but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two economic functions a family may carry out. [6]

Up to three marks can be given for each function such as provision for the family members, unit of consumption for the state, providing income for the state (through taxation), providing workforce for the state, financial help to wider kinship, unit of production, reserve army of labour or any other accurate example.

No function is offered. (0) A function such as providing workers is identified but no detail is given. (1) As above plus a limited description of the named function such as the family provides

women workers when they are needed. (2) A function is identified and a description that shows accurate sociological understanding

such as the family can be seen as a place where women are the reserve army of labour (identification), they can work when the economy wants them but be dropped from employment and provided for in the family when it does not (development).





(b) Evaluate the view that the primary function of the family is the socialisation of children. [16]

In this mark band candidates may wish to support or reject the proposition uncritically. Assertive answers may argue that that is what families do and make some general points about socialisation/lack of socialisation or describe other functions of the family. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)

In this band the candidate will either reject or offer a supported defence of the proposition but they are likely to focus on one but not both.

Support may come from aspects of socialisation from within the family and the increased importance of this at a time when the family has potentially lost functions and support this by functionalist views.

Arguments against may come from the view that aspects of family life other than socialisation are more important, such as that of the Marxists that the family serves the needs of the economy. Other answers may just refer to Parsons and the two basic and irreducible functions of the family or Murdock’s description of family functions.


Answers show a more thorough understanding of the question and are supported by a good range of material. There will be a more detailed exploration of the arguments that socialisation is a primary function and may consider a range of ways in which children can be affected by the way in which their socialisation is carried out both ideological and socially, they may look at feral children and the way that children’s lives can be different. Other answers may look at the other functions of the family for other members of the family and that the type of family may influence the functions that it performs. Support can be given from such key thinkers as Parsons, Zartsky, Delphy and Leonard, Young and Willmott, Allan and Crow and others.

Evaluation in this mark band may be limited. (9–12)

Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation, which at its best, will be detailed, leading to a balanced conclusion. (13–16)




2 (a) (i) Define the term triple shift. [3] No attempt to define triple shift. (0) Triple shift defined in a simplistic way such as doing more than one job. (1) The meaning of triple shift further expanded by showing wider understanding such as

when mothers/housewives have more than one job. (2)

An accurate definition of triple shift is given as when women are in paid work but also responsible for domestic labour as well as emotional support of the family but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two characteristics of patriarchal families. [6] Answers must relate to families. Up to three marks can be given for each characteristic of patriarchy such as father/male

is the breadwinner, father/male controls household, father/male makes decisions, boys get preference, mothers/women being housewives, inheritance through the male line or any other accurate example.

No characteristic is offered. (0) A characteristic such as boys are preferred is identified but no detail is given. (1) As above plus a limited description of the named characteristic such as males dominate

so boys get more advantages such as in education over girls. (2)

A characteristic is identified and a description that shows accurate sociological understanding such as when males are given the priority (identification) in families so that boys are preferred over girls and given more rights, freedom and access to facilities such as education (development).





(b) Evaluate the view that conjugal relationships are based on equality in modern industrial societies. [16]

In this mark band candidates may wish to support or reject the proposition uncritically. Assertive answers may argue that things have changed and couples share or that nothing has changed much and women still have an inferior position. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4) In this band the candidate will either reject or offer a supported defence of the proposition but they are likely to focus on one but not both. Support may come from the view that relationships are equal but different and be supported by such key thinkers as Parsons and changing patterns of employment as well as legal changes reflecting equality and the development of joint conjugal roles. Arguments against may come from evidence of domestic violence or the continuation of patriarchy and segregated roles. Some answers in this band may be limited to the domestic labour debate. Candidates who note that there is a debate but who do not develop this should receive a mark towards the top of the band. (5–8) Answers show a more thorough understanding of the question and are supported by a good range of material. There will be a more detailed exploration of the arguments that can cover issues such as the domestic labour debate, dual burden, decision making, emotional work, domestic violence, changing labour market, legal changes, changing social attitudes, the position of women, the new ‘man’, metro-sexuality and the commercialisation of housework. Reward reference to key thinkers such as Young and Willmott, Oakley, Gershuny, Sullivan, Silver, Ferri and Smith, Morris and Duncombe and Marsden as well as many others. Evaluation in this mark band may be limited. (9–12) Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the work referred to and an evaluation, which at its best, will be detailed, leading to a balanced conclusion. (13–16)




3 (a) (i) Define the term social capital. [3] No attempt to define social capital. (0) Social capital defined in a simplistic way such as who you socialise with. (1) The meaning of social capital is further expanded by showing wider understanding such

as having a lot of social contacts which give you help. (2) An accurate definition of social capital is given as the social networks and connections

that prove useful for e.g. securing educational advantage, finding employment and other services but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two ways in which the state controls pupils’ education.

[6] Up to three marks can be given for each example such as control of knowledge, length

of education, levels of funding, type of school offered, curriculum choices, levels and methods of inspection, cost of education or any other accurate example.

No example is offered. (0) An example such as it decides what you learn is identified but no detail is given. (1) As above plus a limited description of the named example such as if the school is a state

one they will decide the curriculum and what the pupils will learn in lessons. (2) An example is identified and a description that shows accurate sociological

understanding such as the state decides what should be on the curriculum in state run schools (identification) so they can decide what is appropriate and what is not appropriate for pupils to learn (development).





(b) Evaluate the view that knowledge in education systems is controlled to the advantage of some social groups over other social groups. [16]


Answers may assert that everyone has the same chance so there is no advantage for some groups or argue that if those in charge pick the curriculum then their children will benefit. Any use of sociological theory or evidence may be weak and may be inaccurate. There may be some confusion about what is meant by the control of knowledge. (0–4)


they are likely to focus on one but not both. Support may come from evidence that shows that some groups such as the middle class or

girls do better than other groups and this can be supported by exam results or studies such as that of Douglas or Marxist theory in general.

Arguments against may come from the functionalists who see education as offering equal opportunity and be supported by such theorists as Davis and Moore.

Candidates who note that there is a debate but who do not develop this should receive a mark towards the top of the band. But there may be little attempt to include knowledge in this mark band. (5–8)


range of material. There may be an exploration of what is meant by knowledge and who controls it and for what purpose. The issues that may be covered can include the social function of elimination, cultural capital, educational choice, education market, and the effects of gender, ethnicity and stratification as well as material factors.

Reward the use of such key thinkers as Bourdieu, Ball, Gewirtz, Sullivan, Boudon, Bowles and Gintis, Keddie and Young as well as many others.






4 (a) (i) Define the term social exclusion. [3] Accept answers that refer to social exclusion from society or education. No attempt to define social exclusion. (0) Social exclusion is defined in a simplistic way such as being excluded/marginalised from

school/society. (1) The meaning of social exclusion is further expanded by showing wider understanding

such as when some people are unable to succeed at school/in society because they do not fit in. (2)

An accurate definition of social exclusion is given as when certain social groups are

outside the majority of society (or education) and do not have the ability to gain access to the opportunities available to others either in society or education but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two reasons why some groups of pupils may be more

successful than others in schools. [6] Do not allow answers that only refer to individuals or give reasons for lack of success. Up to three marks can be given for each reason such as social advantages, material

disadvantages/advantages, labelling, cultural capital, streaming, social capital, discrimination, pupil attitudes or other accurate examples.

No reason is offered. (0) A reason such as lack of money or lots of money is identified but no detail is given. (1) As above plus a limited description of the named reason such as having a lack of/plenty

of money benefits/hinders pupils by access or not to such as computers and other things families can buy. (2)

A reason is identified and a description that shows accurate sociological understanding

such as lack/sufficiency of material circumstances (identification) which mean that families cannot afford the costs of free education and so pupils seek to leave as soon as they can and do not achieve the educational attainment that they may have with a longer stay (development). Allow answers that argue that having money brings benefits.





(b) Evaluate the view that labelling within schools prevents some groups of pupils from achieving educational success. [16]


Answers may assert that pupils cannot overcome the consequences of labelling or they may argue that if you work hard you will be able to achieve well. Any use of sociological theory or evidence may be weak and may be inaccurate. (0–4)


they are likely to focus on one but not both. Support may come from labelling theory and there may be descriptions of Becker’s

explanation as to how labelling happens. Arguments against may come from functionalist theory such as Parson’s that argues that

education systems are meritocratic so pupils should achieve by ability. Candidates who note that there is a debate but who do not develop this should receive a


range of material. There will be a more detailed exploration of the arguments and critiques of labelling and how difficult or easy it is to overcome its influence and the importance of the pupil accepting the label. Apart from labelling issues that can be considered include material circumstances and cultural influences that impact on achievement as well as the particular difficulties associated with labelling that some groups experience.

Reward the use of key thinkers such as Fuller, Rist, Sharp and Green, Gillborn and Youdell,

Rosenthal and Jacobson, Ball, Fuller, Bowles and Gintis, Willis as well as many others. Evaluation in this mark band may be limited. (9–12) Knowledge will be applied with a high degree of accuracy, showing a careful analysis of the





5 (a) (i) Define the term sect. [3] No attempt to define sect. (0) Sect is defined in a simplistic way such as a religious group. (1) The meaning of sect further expanded by showing wider understanding such as a

religious group that expects members to be fully involved with the group’s activities. (2) An accurate definition of a sect is given as small exclusive religious group expecting

strong commitment from members but this can be purely theoretical and does not have to contain examples. (3)

(ii) Identify and briefly describe two differences between churches and other religious

organisations. [6] Up to three marks can be given for each difference such as size, the way they are run,

links with the state, status, membership, recruitment, ritual, longevity of the group, level of toleration of other groups.

No difference is offered. (0) A difference such as size is identified but no detail is given. (1) As above plus a limited description of the named difference such as size because

churches have a lot more members than other religious organisations like denominations (it is not necessary to name another religious organisation). (2)


understanding such as churches, unlike denominations, (identification) are very large organisations which frequently have the whole society as members and being born into the society gets you membership whereas other groups like denominations and sects are much smaller and sometimes you have to make a decision to join them (development).
