AS Sociology. SCLY1: Culture and Identity; Families and Households; Wealth, Poverty and Welfare Mark scheme June Version: 1.

Transcription

1 AS Sociology SCLY1: Culture and Identity; Families and Households; Wealth, Poverty and Welfare Mark scheme 2190 June 2016 Version: 1.0 Final

2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students reactions to a particular paper. Assumptions about future mark schemes on the basis of one year s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk. Copyright 2016 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

3 QUALITY OF WRITTEN COMMUNICATION Where students are required to produce extended written material in English, the scheme of assessment must make specific reference to the assessment of the quality of written communication. Students must be required to: ensure text is legible, and spelling, grammar and punctuation are accurate, so that meaning is clear select and use a form and style of writing appropriate to purpose and complex subject matter organise relevant information clearly and coherently, using specialist vocabulary when appropriate. The assessment criteria for quality of written communication apply to the assessment of the 24 mark questions. The following criteria should be applied in conjunction with the mark scheme. The quality of written communication bands must be regarded as integral to the appropriate mark scheme band even though they are listed separately in the mark scheme. Examiners should note that, in the assessment of students sociological knowledge and skills, the quality of written communication will be judged through the assessment of the clarity and appropriateness of the sociological material presented. In the 1-9 band, students answers are likely to be characterised by the poor logical expression of ideas and the use of a limited range of conceptual terms, perhaps often used imprecisely and/or inaccurately. Spelling, punctuation and grammar may show serious deficiencies and frequent errors, perhaps impairing the intelligibility of significant parts of the answer. In the band, students answers are likely to be characterised by the fair to good logical expression of ideas and the competent use of a reasonable range of conceptual terms. Spelling, punctuation and grammar will be of a reasonable standard. Commonly used words and sociological terms will generally be spelt correctly. There may be minor errors of punctuation and grammar, but these will not seriously impair the intelligibility of the answer. In the band, students answers are likely to be characterised by the very good to excellent logical expression of ideas and the precise use of a broad range of conceptual terms. Spelling, punctuation and grammar will be of a very good to excellent standard. Commonly and less commonly used words and sociological terms will almost always be spelt correctly. Punctuation and grammar will be used correctly throughout to facilitate the intelligibility of the answer. INDICATIVE CONTENT AND RESEARCH IN THE MARK SCHEMES Please note that any of the indicative content and research that is presented in the mark bands of the higher mark questions may be present in any of the mark bands, not solely the higher band. 3 of 19

4 Section A Culture and Identity 0 1 Explain what is meant by stereotyping (Item 1A). [2 marks] Two marks for a satisfactory explanation and/or definition such as: the characterisation of a group of people as sharing the same features. One mark for a partially satisfactory answer, eg an example of a stereotype. 0 2 Suggest two reasons why individuals social class may affect their leisure choices (Item 1A). [4 marks] Two marks for each of two appropriate ways suggested, such as because of class differences in: financial resources cultural expectations about what is appropriate time considerations due to nature of work commitments the physical demands of work. One mark for each of two partially appropriate answers, eg answers that give a comparative example of class-related leisure activities. 0 3 Identify three characteristics of folk culture. [6 marks] Two marks for each of three appropriate characteristics suggested such as: traditional created by people themselves authentic active associated with pre-industrial societies rooted in the experiences of ordinary people. One mark for each of three partially appropriate answers, eg an example of folk culture. NB Only one example of folk culture can be credited. 4 of 19

5 0 4 Examine the ways in which sociologists can contribute to our understanding of how age shapes social identity. [24 marks] 0 No relevant points. 1 9 Answers in this band will show only limited knowledge and understanding and show very limited interpretation, application, analysis or evaluation. Lower in the band, there may be one or two very insubstantial points, for example about age, with little understanding of relevant issues. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about different age groups. Interpretation of material may be simplistic, or at a tangent to the question. Analysis and/or evaluation will be very limited or non-existent Answers in this band will show reasonable knowledge and understanding and will show limited interpretation, application, analysis and/or evaluation. Lower in the band, this may be confined to a competent if basic account, for example of age and life experiences. Interpretation may be limited and not be applied explicitly to the demands of the question, for instance, answers may indiscriminately describe examples of the experiences of different age groups without focusing on the specific issue of shaping social identity. Higher in the band, knowledge will be broader and/or deeper, and students will apply this to the way age shapes social identity. Material will be interpreted accurately, though its relevance may not always be made explicit. There may be some limited analysis and/or evaluation, for example of whether age is significant as a factor in shaping social identity. However, this is not a requirement to reach the top of this band Answers in this band will show sound, conceptually detailed knowledge and understanding of material on sociological contributions to the understanding of how social identity is shaped by age. This will be accurately and sensitively interpreted and applied to meet the demands of the question. The student will show ability to organise material and to analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer. Concepts and issues such as the following may appear: cross-cultural comparisons; toxic childhood; delinquency; status frustration; resistance; rituals; the meaning of style; incorporation; age sets; bricolage; age as a stigmatised identity; ageism; moral panics; subculture; neo-tribes. Analysis and evaluation may be developed, for instance through a discussion of the importance of age as a source of social identity for different age groups or a consideration of the relative importance of age in shaping social identity compared with other factors. 5 of 19

6 Lower in the band, answers may examine a more limited range of material. Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Aries; Bradley; Brake; Clarke; P.Cohen; S.Cohen; Ginn and Arber; Hebdige; Marsh and Keating; McRobbie and Garber; Palmer; Pearson; Pilcher; Postman; Savage. 6 of 19

7 0 5 Using material from Item 1B and elsewhere, assess the view that the main role of socialisation is to promote ruling-class ideology. [24 marks] 0 No relevant points. 1 9 Answers in this band will show only limited interpretation, application, analysis and evaluation and show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about social class or material ineffectually recycled from the Item with little understanding of relevant issues. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about some aspect of socialisation. Interpretation of material may be simplistic or at a tangent to the question Answers in this band will show some reasonable interpretation, application, analysis and evaluation and will show reasonable knowledge and understanding. Lower in the band, some potentially relevant material will be presented and a broadly accurate if basic account offered, for example of aspects of the socialisation process, though interpretation and application to the demands of the question may remain implicit. Higher in the band, knowledge and understanding of material will be broader and/or deeper. The answer will deal with the Marxist view on the role of the socialisation process and may make limited use of the Item (eg to discuss how socialisation can limit dissent and class conflict). Material will be accurately interpreted but its relevance may not always be made explicit. There will be some limited analysis and/or evaluation, for instance of Marxist views In this band, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of sociological material on the Marxist view that the main role of socialisation is to promote ruling-class ideology drawn from the Item and elsewhere. This will be accurately and sensitively interpreted and applied to the demands of the question. Students will consider different ways in which the socialisation process may promote ruling-class ideology. Concepts and issues such as the following may appear: capitalism; conflict; consensus; cultural capital; false class consciousness; legitimation; social control; ruling-class ideology; hegemony; power; inequality; exploitation; patriarchy; primary socialisation; secondary socialisation; correspondence theory; structural approaches, social action approaches. Analysis and evaluation may be developed, for instance by contrasting different sociological perspectives on the role of the socialisation process. 7 of 19

8 Lower in the band, interpretation and application may be less selective and/or analysis and evaluation less developed and more list-like. Higher in the band, interpretation and application will be more focused and analysis and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Althusser; Bourdieu; Bowles and Gintis; Durkheim; Engels; Giddens; Goffman; Gramsci; Hall; Lemert; Mead; Marx; Maduro; Parsons; Zaretsky. 8 of 19

9 Section B Families and Households 0 6 Explain what is meant by the dependency ratio (Item 2A). [2 marks] Two marks for a satisfactory explanation or definition, such as: the number of nonproductive to productive members of the population. One mark for a partially satisfactory answer, eg an example of the above. 0 7 Suggest two reasons why lone-parent families are more likely to be headed by women. [4 marks] Two marks for each of two appropriate reasons suggested, such as: women are more likely to be awarded custody of children by the courts it is the cultural norm for women to bring up children fathers may be less likely to give up work to care for a child father may have abandoned the mother before the birth. One mark for each of two partially appropriate answers, eg answers that are less specific such as tradition. 0 8 Suggest three reasons for the fall in the death rate since 1900 (Item 2A). [6 marks] Two marks for each of three reasons suggested, such as: improved sanitation improved health education improved lifestyle (eg better diet, more exercise, less smoking) decline in dangerous jobs improved housing conditions improvements in health care advances in medicine. One mark for each of three partially appropriate answers, eg answers that are non-specific such as housing. 9 of 19

10 0 9 Examine the factors affecting the extent to which couples roles and relationships are equal today. [24 marks] 0 No relevant points. 1 9 Answers in this band will show only limited knowledge and understanding and show very limited interpretation, application, analysis or evaluation. Lower in the band, there may be one or two very insubstantial points, for example about gender roles with little understanding of relevant issues. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about some aspect of conjugal roles. Interpretation of material may be simplistic, or at a tangent to the question. Analysis and/or evaluation will be very limited or nonexistent Answers in this band will show reasonable knowledge and understanding and will show limited interpretation, application, analysis and/or evaluation. Lower in the band, this may be confined to a competent if basic account of conjugal roles. Interpretation may be limited and may not be applied explicitly to the demands of the question; for instance, answers may indiscriminately describe material on conjugal roles. Higher in the band, knowledge will be broader and/or deeper, and will begin to consider a wider range of factors that determine both couples roles and relationships, although not necessarily equally. Material will be interpreted accurately, though its relevance may not always be made explicit. There may be some limited analysis and/or evaluation, for instance of feminist views of couples roles and relationships. However, this is not a requirement to reach the top of this band Answers in this band will show sound, conceptually detailed knowledge and understanding of sociological material on the factors that determine whether couples roles and relationships are equal in households today. This will be accurately and sensitively interpreted and applied to the demands of the question. The student will show the ability to organise material and to analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer. Concepts and issues such as the following may appear: triple shift; dual burden; domestic violence; gender role socialisation; decision making; women s paid work outside the home; conjugal roles; same-sex couples; house husbands; domestic division of labour; financial control; symmetrical family; patriarchy; gender regimes; marital breakdown; family structure. Analysis and evaluation may be developed, for instance by comparing perspectives on family roles and relationships (eg New Right, feminist, functionalist, etc) or by raising issues about the extent to which changes in family roles and relationships have been exaggerated. 10 of 19

11 Lower in the band, answers may examine a more limited range of material. Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Burghes; Crompton and Lyonette; Delphy and Leonard; Dobash and Dobash; Dunscombe and Marsden; Dunne; Edgell; Laurie and Gershuny; Hardill et al; Leighton; Morris; Nyman; Oakley; Pahl; Stanko; Weeks. 11 of 19

12 1 0 Using material from Item 2B and elsewhere, assess the view that the traditional functions of the family have been undermined by increased family diversity. [24 marks] 0 No relevant points. 1 9 Answers in this band will show only limited interpretation, application, analysis or evaluation, and show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about family diversity, or material ineffectually recycled from the Item with little understanding of relevant issues. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about changes to the family. Interpretation of material may be simplistic or at a tangent to the question Answers in this band will show some reasonable interpretation, application, analysis and/or evaluation and will show reasonable knowledge and understanding. Lower in the band, some potentially relevant material will be presented and a broadly accurate if basic account offered, for example of family diversity, though interpretation and application to the demands of the question may remain implicit. For instance, answers may indiscriminately include material on causes of changes in the divorce rate. Higher in the band, knowledge and understanding of material will be broader and/or deeper. The answer will deal with the view that increased family diversity is undermining traditional roles of the family and may make limited use of the Item (for example, to discuss the extent of choice in family structures and relationships). Material will be accurately interpreted but its relevance may not always be made explicit. There will be some limited analysis and/or evaluation, for instance of the extent of family diversity In this band, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of sociological material on the view that increased family diversity undermines the traditional roles of the family in society, drawn from the Item and elsewhere. This will be accurately and sensitively interpreted and applied to the demands of the question. Students will consider a variety of views most likely functionalist, feminist, Marxist, New Right, postmodernist. Concepts and issues such as the following may appear: cereal packet family; cohabitation; trial marriage; lone-parent families; neo-conventional family; decline in stigma; births outside marriage; divorce; remarriage; serial monogamy; singletons; sex outside marriage; ethnic diversity; civil partnerships; gay and lesbian families; living apart together; new reproductive technologies. Analysis and evaluation may be developed, for instance by 12 of 19

13 considering the extent to which changes in family life have led to family diversity or by considering whether the traditional roles of the family have declined. Lower in the band, interpretation and application may be less selective and/or analysis and evaluation less developed and more list-like. Higher in the band, interpretation and application will be more focused and analysis and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Allan and Crow; Beck and Beck-Gernstein; Bhatti; Chester; Dench et al; Ferri and Smith; Giddens; Morgan; Murray; Rapoport and Rapoport; Somerville; Stacey; Weeks et al. 13 of 19

14 Section C Wealth, Poverty and Welfare 1 1 Explain what is meant by dependency culture (Item 3A). [2 marks] Two marks for a satisfactory explanation or definition, such as: the set of values and beliefs centred on relying on welfare benefits rather than taking responsibility for oneself. One mark for a partially satisfactory answer, eg an answer that only defines one of the terms. 1 2 Suggest two problems of using a relative definition of poverty. [4 marks] Two marks for each of two appropriate problems suggested, such as: difficulty in deciding what is a social necessity involves subjective judgements definitions can vary between countries making comparisons difficult relative poverty can increase even though individuals become better off/ about inequality rather than poverty. One mark for each of two partially appropriate answers, eg answers that are not specific about the problem such as comparisons. 1 3 Suggest three disadvantages of selective benefits (Item 3A). [6 marks] Two marks for each of three appropriate disadvantages suggested, such as: complexity of administration the poverty trap complexity of application procedure stigma attached to claiming/receiving benefit lower take-up rate. One mark for each of two partially appropriate answers, eg answers that are not explicit about the disadvantage such as take-up. 14 of 19

15 1 4 Examine sociological explanations for the distribution of poverty between different social groups in the United Kingdom. [24 marks] 0 No relevant points. 1 9 Answers in this band will show only limited knowledge and understanding and show very limited interpretation, application, analysis or evaluation. Lower in the band, there may be one or two very insubstantial points, for example about poverty, with little understanding of relevant issues. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about the attitudes/behaviour of the poor. Interpretation of material may be simplistic or at a tangent to the question, for example an account of studies of poverty. Analysis and/or evaluation will be very limited or non-existent Answers in this band will show reasonable knowledge and understanding and will show limited interpretation, application, analysis and/or evaluation. Lower in the band, this may be confined to a competent if basic account, for example of the reasons why older people are more at risk of poverty. Interpretation may be limited and not be applied explicitly to the demands of the question; for instance, answers may only focus on the extent of poverty rather than explanations for the distribution. Higher in the band, knowledge will be broader and/or deeper, and will begin to deal with different explanations for the distribution of poverty and make reference to at least two different social groups. Material will be interpreted accurately, though its relevance may not always be made explicit. There may be some limited analysis and/or evaluation, for instance of different explanations for the distribution of poverty. However, this is not a requirement to reach the top of this band Answers in this band will show sound, conceptually detailed knowledge and understanding of sociological material on explanations for the distribution of poverty among different social groups in the United Kingdom. This will be accurately and sensitively interpreted and applied to the demands of the question. The student will show the ability to organise material and to analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer. Concepts and issues such as the following may appear: social class; gender; age; ethnicity; disability; geographical distribution; dual labour market; the operation of the labour market; lone parents; discrimination; inequality of opportunity; culture of poverty; feminisation of poverty; underclass; dependency culture; fatalism; socialisation; marginalisation; social exclusion; situational constraints; cycle of deprivation; the welfare state; structural factors. 15 of 19

16 Analysis and evaluation may be developed, for instance by discussing the relative merits of different explanations for the distribution of poverty among different social groups. Students may locate these and other issues within a theoretical framework (eg New Right; feminist; functionalist; Marxist; social democratic). Lower in the band, answers may examine a more limited range of material. Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Alcock; Berthoud; Byrne; Castles and Kosack; Craine; Flaherty et al; Field; Levitas et al; Lister; Modood; Murray; Oppenheim and Harker; Pilkington; Rex and Tomlinson; The Rowntree Foundation; Wilson. 16 of 19

17 1 5 Using material from Item 3B and elsewhere, assess the view that the welfare state has failed to lift people out of poverty. [24 marks] 0 No relevant points. 1 9 Answers in this band will show only limited interpretation, application, analysis or evaluation, and show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about the welfare state, or material ineffectually recycled from the Item with little understanding of relevant issues. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about some aspect of the welfare state. Interpretation of material may be simplistic or at a tangent to the question, for example drifting into a weak account of the development of the welfare state Answers in this band will show some reasonable interpretation, application, analysis and/or evaluation and will show reasonable knowledge and understanding. Lower in the band, some potentially relevant material will be correctly presented and a broadly accurate if basic account offered, for example of the causes of poverty, though interpretation and application to the demands of the question may remain implicit, for example focusing on explanations of poverty with no reference to the role of the welfare state. Higher in the band, knowledge and understanding of material will be broader and/or deeper. The answer will deal with the view that the welfare state has failed to lift people out of poverty. The answer may make limited use of the Item (eg to discuss the issue of funding). Material will be accurately interpreted, but its relevance may not always be made explicit. There will be some limited analysis and/or evaluation, for instance of the effectiveness of the welfare state In this band, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of sociological material on the view that the welfare state has failed to lift people out of poverty, drawn from the Item and elsewhere. This will be accurately and sensitively interpreted and applied to the demands of the question. Students will consider different perspectives on the welfare state and poverty (eg functionalist, New Right, Weberian, Marxist). Concepts and issues such as the following may appear: culture of poverty; dependency culture; poverty trap; social exclusion; exploitation; capitalism; the underclass; globalisation; low pay; incentives; structural factors; cycle of deprivation; fatalism; socialisation; marginalisation; dependency culture; culture of poverty; universal benefits; selective benefits; the third way situational constraints; cycle of deprivation; the welfare state. Analysis and 17 of 19

18 evaluation may be developed, for instance by discussing different perspectives such as Marxist, functionalist and New Right. Lower in the band, interpretation and application may be less selective and/or analysis and evaluation less developed and more list-like. Higher in the band, interpretation and application will be more focused and analysis and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Alcock; Blackman; Bartholomew; Coates and Silburn; Craine; Dean and Taylor-Gooby; Field; Giddens; Ginsberg; Kempson; Lewis; Marsland; Murray; Page; Pierson; Walker. 18 of 19

19 ASSESSMENT GRIDS (SCLY1) Examination Series: June 2016 Culture and Identity ASSESSMENT OBJECTIVES Questions AO1 AO2 Total Total Families and Households ASSESSMENT OBJECTIVES Questions AO1 AO2 Total Total Wealth, Poverty and Welfare ASSESSMENT OBJECTIVES Questions AO1 AO2 Total Total of 19