9699 SOCIOLOGY. 9699/11 Paper 1 (The Family), maximum raw mark 50

Transcription

1 CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the May/June 2014 series 9699 SOCIOLOGY 9699/11 Paper 1 (The Family), maximum raw mark 50 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 May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

2 Page 2 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Section A Sociologists frequently use the term traditional to refer to families that are made up of heterosexual parents and their children. These traditional types of family can also be extended to include other kin. When a family structure fits perfectly into this pattern it is called an ideal type, but many families do not fit the ideal type perfectly. Examples of these variations include beanpole and lone-parent families in which a growing number of people live in modern industrial societies. Many households are also made up of an individual living alone; these households are not families even though the individuals living in them may have kin. The development of single person households and other alternative types of living arrangements has led some sociologists to argue that the traditional family is in decline in modern industrial societies. 1 (a) What is meant by the term beanpole family? [2] 1 mark for a partial definition such as: multi-generational households when there is only one child. 2 marks for an accurate definition such as: beanpole families are typically when family structures are long and thin and households become multi-generational, and ties between grandparents and grandchildren are strengthened. (b) Describe two reasons for the increase in the number of lone-parent families. [4] 2 marks are available for each reason. 1 mark for identification or development only, 2 marks for identification and development. Points that can be included are: state support for lone parents, changing rates of marriage/divorce, changing attitudes towards females and changing the status of females, improved education of females, lack of male employment, changing attitudes to children born outside of marriage. 1 Identification of points alone without development, such as because the state pays mothers to look after their children, or simple responses such as lack of pressure, changed attitudes, women s employment, divorce rates. 2 A more developed response might be that the social pressures that used to force girls to marry or give up their children are no longer present, so if a girl has a baby by herself she is not looked down upon or shunned by her neighbours as she would have been in the past, thus encouraging girls to keep their babies. (c) Explain why more individuals may choose to live alone in modern industrial societies than in the past. [8] L1 0 4 A few simple points about the question with no direct reference to it, could be worth 1 or 2 marks. Descriptions of the types of individuals who live alone, with nothing else, may be worth 1 or 2 marks. Better answers (3 4 marks) at this level would identify one or two points, such as how the changing patterns of marriage are causing individuals to live independently before marriage, or, answers will make reference to changing life expectancies which are causing elderly people to be left on their own. However, there will be little depth in the explanations offered and the answer will rely on description.

3 Page 3 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June L2 5 8 A sound explanation of the issue identified in the question which is somewhat implicit or partial would fit the lower half of this level. At the lower end of the level (5 6 marks) answers may be limited to factors including: changing lifestyles, more people living alone before marriage and more individuals surviving the death of a partner for longer. Other factors that could be referred to include changing values as reflected by less arranged marriage in some societies, changing female education and expectations, with more individuals opting not to marry in some societies and the consequences of divorce. To go higher, the explanation needs to be explicit and well informed. At 7 8 marks, answers may consider such issues as: the ability of individuals in some societies to make lifestyle choices as compared to others, the difference between those who have always had to live alone as caused, for example, by bereavement, which has always happened or the parent who is left alone after a divorce as opposed to those, such as young professionals, who opt for singledom. Place at the top of the level according to the depth and/or range of examples explained, and answers that are supported by reference to theory or empirical data. NB This question asks candidates to explain, therefore there is no requirement for assessment, but do not penalise those candidates who do evaluate. (d) Assess the extent to which traditional families are disappearing in modern industrial societies. [11] L1 0 4 Answers at this level are likely to show only a limited appreciation of the issues raised by the question. At this level, a simple answer that identifies a few basic points would gain 1 or 2 marks. Higher in the level, an answer might advance a few limited observations about the nature of traditional families. General descriptions of how families have changed from an extended to nuclear structure due to industrialisation and urbanisation may go to the top of the level (3 4 marks). There may be no relevant reference to traditional families in this mark band. Other answers which offer short descriptive accounts of either the work of Young and Willmott or interpret traditional as nuclear, quote the functionalist theory of fit and argue that they remain in society may go to the top of the level. Answers are likely to consider only one view; that traditional families are or are not disappearing. L2 5 8 A limited description could gain 5 or 6 marks. Answers at this level show some sociological knowledge and an understanding of the question, such as showing a clear understanding of the meaning of traditional family which may be interpreted either as parents and children living together or as an extended family. A sound description of the way in which family life may have been changing should receive a mark at the lower end of the level. Answers may be supported by ideas

4 Page 4 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June such as Chester and the Rapoports and the five types of diversity. Answers of this type are likely to concentrate on theorists such as Parsons, Ballard and Allan and Crow. Other answers may wholly or partially reject the idea of traditional families being in decline, in favour of the claim that family life in conventional families remains popular. A more detailed account that questions the proposition would gain 7 8 marks. Conversely, a one-sided answer that is done very well, could also gain up to 8 marks. Award 7 8 marks for answers that consider both sides of the argument in that there is evidence of more diversity in family forms such as in same sex relationships, or evidence to show that most individuals live in a conventional family for at least some part of their life. These answers will juxtapose different points of view rather than simply assess them. There should be some use of theorists or empirical data to support points in this level, and answers should offer a sound attempt to contrast views, most probably from functionalist, feminist and New Right positions. L At this level (9 10 marks), assessment may be based on a simple juxtaposition of two views, or may be confined to just one view with one or two evaluative points. Answers at this level should provide a detailed account of the way in which the traditional family can be seen to be disappearing and not disappearing. Some differences of what is understood by traditional should be noted in relation to family roles and expectations or answers which question the existence of a particular structure. Other answers may focus on the ideology of family life. Some answers may highlight the myth of the traditional family as outlined by such theorists as Nicholson. At the top end of this level, the question will be evaluated explicitly and in reasonable depth. There should be an attempt to assess the way in which the answer can be interpreted, probably from New Right and functionalist positions. There should be at least a limited assessment to reach this level, and at 11 marks, some signs of weighing up the issue of extent and how family life can be interpreted, or how snapshot studies can give rise to a different picture to those that study the life cycle of the family. There should be some attempt to make conclusive points. This may be either by the use of functionalist versus New Right positions or by variations of feminism, such as Somerville, Calhoun and alternative family types and a critique of these views. Other issues may be included, such as an examination of the evidence for the existence of one type of traditional family in the past as well as examples of modern industrial societies that have retained traditional structures such as Japan. Concepts such as life course analysis, family practices, choice and equality, chosen families, the negotiated family, and divorce-extended family may be referred to. Evaluative answers can be supported by such examples as post modernists, who argue that functionalists, etc. take a top-down view and argue that it is individuals who make choices about life and relationships and so there is no longer one single best choice.

5 Page 5 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Section B 2 Explain and assess the functionalist view that the nuclear family fits the needs of society. [25] L1 0 6 Answers at this level are likely to be assertive and will most likely focus on a few common sense observations concerning the different sorts of family arrangements found within societies, with no sociological support. A few simple points about how the nuclear family is the best sort of family may gain up to 3 marks. Higher at this level (4 6 marks), there may be a wider range of simple points based on assertion or common sense understanding. For example, an answer stating that the process of industrialisation is seen by the functionalists as being linked to the development of nuclear families as people migrate, may be awarded 6 marks. L Answers at this level will show some sociological knowledge and an understanding of the question. Lower at this level (7 9 marks), the answer may be confined to a narrow range of points, lacking detail and possibly containing some inaccuracies. For example, an outline of the functionalist theory supported by the use of evidence such as Parsons and Goode with no counter argument, may gain up to 9 marks. Other answers may outline the types of families to be found in pre-industrial societies, and maybe supported by examples such as Arensberg and Kimball. Higher at this level (10 12 marks), answers may either cover a narrow range of points in reasonable detail or may cover a wider range of points in limited detail. Points that may be covered include a discussion of structural isolation, the links between the family and the economy and status within families, and issues such as geographic mobility and the need for a socially mobile workforce. Other answers may concentrate on different theories and may postulate that the family serves the needs of capitalism rather than fit or give detailed descriptions of the work of Young and Willmott. There may be no or very limited assessment in this level. L Answers at this level will show good sociological knowledge and understanding. The material used will be interpreted accurately and will be applied effectively to answering the question. Assessment at this level may be limited. Lower at this level (13 15 marks), answers may use only a limited range of knowledge, there will be little or no use of concepts or theory, and the points covered may lack development. Answers that enter this level can refer to ideas linked to the needs of society that can be seen as consensus or conflict. Lower in the level, the discussion may be limited to the dominance of the nuclear family in industrial societies. Other answers may display a detailed assessment, but will be unsupported by much knowledge. Higher at this level (16 18 marks), answers will use a wider range of knowledge, supported by the use of concepts/theory where relevant and will include some welldeveloped points.

6 Page 6 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June To achieve marks within the highest part of the level there should be some discussion of the extent to which families, other than the nuclear family, may fit the needs of society, with some interpretation of evidence such as the extent of the emergence of nuclear families and the extent to which families in pre-industrial societies were extended. However, this assessment will be lacking in detail and may rely on the juxtaposition of different examples or reference to different theorists. L Answers at this level must achieve three things: First, there will be good sociological knowledge and understanding. Second, the material used will be interpreted accurately and applied effectively to answering the question. Third, there must also be some evidence of assessment. Answers at this level will provide a solid account of the functionalist view, including a critique of the theory that could include historical evidence of family diversity as well as including cross-cultural examples of different family structures in different societies. There may also be a sustained and well-informed assessment of the evidence such as Marxist views of the role of the family in supporting capitalism and feminist views of the role of the family in supporting men. Lower in the level (19 21 marks), the assessment may still predominantly include a juxtaposition of the main sociological theories. Higher at this level (22 25 marks), there will be a sustained assessment, and the points offered will be explicit and well-directed towards the question. There is likely to be a well-formulated conclusion. This can include a more direct analysis of the strengths and limitations of the links that functionalists may make between industrialisation and the family. The analysis may take the form of arguing that it is deterministic or that another theory such as the anti-social family is supported by more evidence. Another way of gaining marks at the highest level would be to show that across modern industrial societies, there is much diversity to be found. Concepts such as modified extended family, family networks, symmetrical family, structural differentiation, ideological conditioning, and universalistic/ particularistic values may be used. There should be a balanced conclusion to gain full marks.

7 Page 7 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June The elderly are a disadvantaged group in most societies. Explain and assess this view. [25] L1 0 6 Answers at this level are likely to be assertive and will focus on a few common sense observations concerning the activities engaged in by the elderly, with little or no sociological support. A few simple points about increasing life expectancy and the impact this has on the numbers of elderly people, may gain up to 3 marks. Higher at this level (4 6 marks), there may be a wider range of simple points based on assertion or common sense understanding. For example, an answer showing some limited understanding of the meaning of social position such as the prestige or status of an individual, may gain up to 6 marks. At this level there may be some confusion concerning the distinction between the social position of the elderly within the family and within society. L Answers at this level will show some sociological knowledge and an understanding of the question. Lower at this level (7 9 marks), the answer may be confined to a narrow range of points, lacking in detail and possibly with some inaccuracies. For example, an outline of a basic account of the importance of age in defining social position with no reference to issues such as class, gender or ethnicity with no development, may gain up to 9 marks. Answers which make reference to only one society may be limited to 9 marks. Higher at this level (10 12 marks), answers may either cover a narrow range of points in reasonable detail or may cover a wider range of points in limited detail. Points that can be included may refer to a discussion of why the elderly have a high social position in some societies as opposed to a low social position in others, or a discussion of how elderly is defined as a social construction, with examples of how this is different in contrasting societies. There may be no assessment at this level or assessment will be made by juxtaposition. A basic outline of the social position of the elderly in contrasting societies (named or generic), with no development, may be rewarded up to 10 marks. L Answers at this level will show good sociological knowledge and understanding. The material used will be interpreted accurately and applied effectively when answering the question. Assessment may be limited. Lower at this level (13 15 marks), answers may use only a limited range of knowledge, there will be little or no use of concepts/theory, and the points covered may lack development. Answers that enter this level may refer to ideas linked to Vincent (or something similar), namely, that strata, class, generation and inequality can influence social position. Lower at the level, the discussion may be limited to examples of poverty in old age, which can lead to a low status in developed cultures, whereas the elderly are regarded as the font of wisdom in many traditional cultures.

8 Page 8 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Higher at this level (16 18 marks), answers will use a wider range of knowledge, which will be supported by the use of concepts and theory where relevant, and will include some well-developed points or interpretations of the evidence. At this part of the level, there should be some discussion of the extent to which different types of societies value the elderly. Candidates may illustrate their work by using examples of nomadic societies in which the elderly were regarded as a burden; other issues that can be referred to include such examples as; the valuing of knowledge and skills, decline of value of the elderly with the development of literacy, control over economic resources, the Sherbro of Sierra Leone who value incoherence in the elderly as a sign of connection to the afterlife, as opposed to cultures who try to hide the signs of aging with hair dyes. Other answers may display a detailed assessment, but will be unsupported by much knowledge. However, this assessment may be lacking in detail and may rely on the juxtaposition of different examples or reference to different theorist, such as Pilcher, Vincent, Arber, Gannon, Blaikie, Cumming and Henry. L Answers at this level must achieve three things: First, there will be good sociological knowledge and understanding. Second, the material used will be interpreted accurately and applied effectively to answering the question. Third, there must also be some evidence of assessment. Answers at this level will provide a solid account of the social position of the elderly, including both developed and developing societies. There should also be a sustained and well-informed assessment of the meaning of elderly as a social construction, such as those shown by attitudes to grey hair which in some societies denote wisdom and are welcomed as opposed to others where it represents decay and is fought. Lower at this level (19 21 marks), this assessment may still be mainly made by a juxtaposition of the main sociological theories such as the functionalist views of different stages (Laslett and four stages of life), conflict views of stratification and inequality such as dependency, disadvantage and poverty. Higher at this level (22 25 marks), there will be a sustained assessment and the points offered will be explicit and well-directed towards the question. There is likely to be a well-formulated conclusion. To achieve marks at this highest level, there must also be a more direct analysis of the social position of the elderly. This analysis may take the form of arguing that, at least for affluent groups, this is a time of choice exercised by wealth in consumer societies. Another way of gaining the highest level would be to contrast the lack of status experienced by some poor elderly individuals in western societies with the high status given to the elderly in traditional societies. Concepts such as disengagement, structural dependency, patriarchy, infantilization and age strata may be used. To gain full marks, there should be a balanced conclusion.

9 CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the May/June 2014 series 9699 SOCIOLOGY 9699/12 Paper 1 (The Family), maximum raw mark 50 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 May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

10 Page 2 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Section A In his 1949 study George Murdock claimed that some form of family existed in all societies. This was based on his examination of 250 societies. Murdock defined the family as a social group that shares a residence, co-operates economically and produces at least one child. This child (or children) is the offspring, whether own or adopted, of two adults in an approved sexual relationship who are from the social group. Within this definition Murdock allowed for a great deal of family diversity in the structure of the social group. The smallest family group, as identified by Murdock, is the nuclear family. Murdock s work has given rise to a great deal of debate within sociology as to whether the family is universal, or not, and if households which do not fit into his definition can in fact be called families. 1 (a) What is meant by the term family diversity? [2] 1 mark for a partial definition such as when there are lots of different types of families or answers that list different types of families. 2 marks for an accurate definition such as when there is a range of family structures. (b) Describe two examples of households which do not fit into Murdock s definition of the family. [4] 2 marks available for each example. 1 mark for identification or development only, 2 marks for identification and development. Points that can be included are matrifocal or matriarchal families (or specifically named families such as the Nayar), same sex families, childless couples, empty nesters, friends, children s homes (orphanages), single/lone parent families. 1. Identification of points alone without development, such as single parent families, or simple responses such as friends or cohabiting couples. 2. A detailed response might be that Murdock would not consider single parent families to be a family because in spite of the fact they share a residence and economic cooperation between parent and children. There are not two adults in a sexually approved relationship in the home. (c) Explain why the family may be changing in modern industrial societies. [8] L1 0 4 A few simple points about the topic with no direct reference to the question could be worth 1 or 2 marks. Descriptions of why individual roles may be changing rather than changing social factors to be found in families alone may be worth 1 or 2 marks. Answers that confuse how with why place in this level. Better answers at this level would identify one or two points, such as fewer children in families, more mothers in paid employment, but there will be little depth in the explanations offered and the answer will rely on description. L2 5 8 A sound explanation of the ways families may be changing but which is somewhat implicit or partial, would fit the lower part of this level. At this level, answers will not confuse how families may be changing with why they may be undergoing social change.

11 Page 3 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June At the bottom of the level, may be limited to social factors that are influencing families such as changing social pressures, patterns of employment and availability of contraception. Other factors that could be referred to can include family diversity and the influence of migration. To go higher (7 8 marks), the explanation needs to be explicit and well informed. Answers may attempt to outline the topic in the question by considering such issues as the continuing popularity of nuclear families, the majority of couples marry, most children are brought up by their parents in nuclear families and most divorcees remarry forming reconstituted families. Or give specific detail about a range of factors that have influenced family change. At the top of the level, place answers according to the depth and/or range of examples explained and supported by reference to theory or empirical data. NB This question asks candidates to explain therefore there is no requirement for assessment. But do not penalise candidates who do this. (d) Assess the view that the nuclear family is the main type of family structure in all societies. [11] NB This question does not specify MIS so allow accurate references to all societies. L1 0 4 Answers at this level are likely to show only limited appreciation of the predominance, or not, of nuclear families. Lower at this level, a simple answer that identifies a few basic points such as why nuclear families remain important perhaps backed up by some statistics would gain 1 or 2 marks. Higher at this level, an answer might advance a few limited observations about the differences to be found in family structures. General descriptions of how Murdock came to his conclusions may go to the top of the level. Other answers which offer short descriptive accounts of either societies where other family forms dominate or those who criticise his work, perhaps by quoting Oakley, may also go to the top of the band. At this level answers are likely to consider only one view. L2 5 8 Answers at this level show some sociological knowledge and understanding. A simplistic description of the way in which the nuclear family is to be found in all societies, as well as examples of how other family types are developing could gain 5 or 6 marks. At this level, answers may be supported by ideas such as isolated nuclear family and modified extended families. Answers of this type are likely to concentrate on theorists such as Murdock and Parsons and the suitability of the nuclear family for modern industrial societies.

12 Page 4 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Other answers may wholly or partially reject the idea of the nuclear family remaining dominant, by describing a range of other family types to be found in society, or make reference to such societies as that of the Nayer. Higher at this level, a more detailed account that questions the proposition would gain 7 or 8 marks. Award marks for answers that consider both sides of the argument that nuclear families are found in all societies but that diversity is to be found in most societies as well. At this level this may be by juxtaposition rather than direct assessment. There is likely to be some use of theorists or empirical data to support points at this level and answers should offer a sound attempt to contrast views, most probably from functionalist and examples of diversity such as Rapoport and Rapoport. Conversely, a one-sided answer that is done very well, could also gain up to 8 marks. L Answers at this level should provide a detailed account of the way in which the nuclear family is to be found in all societies or not, as well as how factors such as the life cycle of the family may account for some of the differences. Some answers may highlight different societies and the existence not only of extended families but also of other alternative family forms. There may be an attempt to assess the way in which this can be interpreted, probably from feminist and functionalist positions. Lower at this level (9 10 marks), the assessment may be based on a simple juxtaposition of two views, or may be confined to just one view with one or two evaluative points. At the top of the level, the question will be evaluated explicitly and in reasonable depth. The notion of the dominance, or not, of the nuclear family will be directly addressed probably by consideration diversity, or of the continuing existence of the nuclear family, with conclusive points. There is likely to be use of other points such as Sheeran and the female-carer core or same sex families. Other issues can be included, such as relationships within nuclear families as well as family ideology. Concepts such as risk and the negotiated family, divorce-extended family, life course analysis, neo-conventional family can be referred to. Evaluative answers can be supported by such evidence as family life cycle that shows that most individuals will spend some period of time in a nuclear family.

13 Page 5 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Section B 2 Explain and assess the view that families are no longer patriarchal in modern industrial societies. [25] L1 0 6 Lower at this level (1 3 marks), answers may be confined to one or two simple points based on assertion or common sense understanding. For example, one or two simple points about how men get their way in families, or not, with no sociological support or about who does what in families, such as men having more freedom or going to the pub (or something similar) whilst women look after children may gain up to 3 marks. Higher at this level, there may be a wider range of simple points based on assertion or common sense understanding. For example, an answer showing some limited understanding of the process of decision making such as men controlling the family income may be awarded a mark of 6. At this level there may be no direct reference to patriarchy. L Answers at this level, will show some sociological knowledge and understanding of the question and knowledge of the concept of patriarchy. Lower at this level (7 9 marks), the answer may be confined to a narrow range of points, lacking detail and possibly with some inaccuracies. For example, an outline of the importance of conjugal roles and the development of equality between partners with no reference to issues such as weaker family members would be worthy of the lower marks in the level. An outline of the domestic labour debate, with no critical development, such as the way time is spent and the development of the symmetrical family with no development, may gain up to 9 marks. Higher in this level (10 12 marks), answers may either cover a narrow range of points in reasonable detail or cover a wider range of points in limited detail. Points candidates might cover include, discussion of power in conjugal roles such as the control of family income, or decision making, or a discussion of other theories of family relationships as outlined by feminists or Marxists (in this level it is unlikely that it will be by both). A clear understanding of patriarchy should be shown at this level. There may or may not be limited assessment in this level. L Answers at this level will show good sociological knowledge and understanding. The material used will be interpreted accurately and applied effectively to answering the question. There is no requirement for assessment at this level although it may be present. Lower at this level (13 15 marks), answers will demonstrate knowledge but this may be limited in range. There will be little or no use of concepts or theory, and the points covered may lack development. Answers that enter this level should refer to ideas linked to evidence that shows a growing trend to equality, at least in some modern industrial societies, but that studies, such as that of Dobash and Dobash, highlight weaknesses in this view. Lower in the level the discussion may be limited to contrasting the ideas of Oakley, Young and Willmott.

14 Page 6 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Other answers may display a detailed assessment of the different power relationships between different members of the family but be unsupported by theory. Higher at this level (16 18 marks), answers will use a wider range of knowledge, supported by the use of concepts and theory where relevant and include welldeveloped points. To get to the higher end of the level, candidates should demonstrate good understanding of the topic with some interpretation of the evidence such as the variety of feminist views as outlined by liberal, Marxist and radical feminists as well as the concept of patriarchy. This may not just be limited to conjugal roles but may also include other weaker members of families either in relation to men or women. However, this assessment will be lacking in detail and may rely on the juxtaposition of different theories that may include post-modernist views, such as Nicolson, that powerful ideologies support some family types whilst devaluing others. L Answers at this level must achieve three things: First, there will be good sociological knowledge and understanding. Second, the material used will be interpreted accurately and applied effectively to answering the question. Third, there must also be some evidence of assessment. Answers at this level will provide a solid account of relationships within families including both conjugal roles and other relationships within families; one possible way to approach this question is by control of other family members. There should also be a sustained and well informed assessment of activities and power such as the work of Edgell and decision making. Lower at this level (19 21 marks), the assessment may be largely delivered through juxtaposition of contrasting arguments and theories such as functionalists as supported by such studies as Young and Willmott and feminists such as Barrett and McIntosh. Alternatively, the assessment may be limited to just one or two evaluative points that are explicitly stated. Higher at this level (22 25 marks), there will be sustained assessment and the points offered will be explicit and well-directed towards the question. This analysis may take the form of arguing that feminism is not one coherent theory and the evidence of the lack of evidence to support the symmetrical family in a variety of societies. Another way of gaining the highest level, would be to outline the various ways in which families are dominated by patriarchy with such examples as the giving of dowries, female infanticide and female mutilation. An alternative answer may evaluate the power of women to control men through public shame as contrasted by Izzat both in traditional and modern industrial societies. Concepts such as patriarchy, the new man, domestic violence, pooling, decision making, march of progress, dual burden, emotion work, the commercialisation of housework and equality may be referred to. There should be a balanced conclusion to gain full marks.

15 Page 7 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Explain and assess the view that childhood is a time when children are free from the pressures of adult life. [25] L1 0 6 Lower at this level (1 3 marks), answers may be confined to one or two simple points based on assertion or common sense understanding. For example, one or two simple points about the way in which children spend their time with no reference to what is meant by the pressures of adult life or with no sociological support. Higher at this level, there may be a wider range of simple points based on assertion or common sense understanding. For example, if some limited understanding of the process of socialisation is shown such as the way in which the child learns acceptable behaviours and values in their society or descriptions of the situation of feral children. Other answers may make a few points about how children copy the behaviours of others through play and learn to become boys and girls. L Answers at this level will show some sociological knowledge and understanding of the question. Lower at this level (7 9 marks), answers may be confined to a narrow range of points, lacking detail and possibly with some inaccuracies. For example, an outline of the importance of socialisation into the culture of a particular society with no reference to issues such as laws that may have been passed to protect children. Or responses which offer only a general answer relating to the importance of human socialisation with no development may gain up to 9 marks. Higher at this level (10 12 marks), answers may either cover a narrow range of points in reasonable detail or cover a wider range of points in limited detail. This could include such points as an outline of the march of progress view showing the position of children improving, children valued, protected, cared for and educated or an outline of conflict theories about inequalities between children. Or a discussion of other inequalities between children and adults that cause dependency and oppression. L Answers at this level will show good sociological knowledge and understanding. The material used will be interpreted accurately and applied effectively to answering the question. There is no requirement for assessment at this level although it may be present. Answers that enter this level may refer to ideas linked to the experiences of different groups of children; that not all children within one society will share the same social position, gender or ethnicity and this will influence the way their childhood is spent. Lower at this level (13 15 marks), answers may use a narrow range of knowledge, there will be limited use of concepts or theory, and the points covered may lack development. Answers lower in the level may be limited to a discussion of when childhood ends for different groups. For example when children are expected to join the adult world and assume adult responsibilities. Higher at this level (16 18 marks), answers will use a wider range of knowledge, supported by the use of concepts and theory where relevant and include some welldeveloped points.

16 Page 8 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June To get into the higher end of the level there should be a consideration of some evidence such as the consequences of extended education in some societies. Other answers may display a detailed assessment of different experiences in childhood but be unsupported by much knowledge. Other answers may consider the extent to which childhood is a time of innocence/protection in an age when the media blurs the distinction between children and adults. However, this assessment may be lacking in detail and rely on the juxtaposition of the different ways in which childhood is experienced for different groups such as girls as opposed to boys and the way that they may be either more protected, or exposed to harsh treatment than males such as the consequences of Izzat. L Answers at this level must achieve three things: First, there will be good sociological knowledge and understanding. Second, the material used will be interpreted accurately and applied effectively to answering the question. Third, there must also be some evidence of assessment. Answers at this level will provide a solid account of the experience of childhood including a historical view of the development of childhood. There will also be a sustained and well informed assessment of the march of progress theory as supported by the development of laws to protect children. Lower at this level (19 21 marks), the assessment may be largely delivered through juxtaposition of contrasting arguments and theories such as Marxist and feminist which highlight the inequalities between children both between and within families and societies. Higher at this level (22 25 marks), there will be sustained assessment and the points offered will be explicit and well-directed towards the question. There is likely to be a well-formulated conclusion. This may include a more direct analysis of the way in which childhood may, or may not, be protected. This analysis may take the form of arguing that children are kept separate and controlled in society and this is then contrasted to examples of how children are exposed to what others are exposed to in their societies. For example exploitation in work (Brannen girls and domestic labour), or children who are not excluded from society (Holmes, children in Samoa never considered too young to undertake a task in society). Another way of gaining the highest level would be to explore the examples of abuse that children experience in spite of laws to protect them such as mental/physical abuse or neglect, child soldiers or the experience of street children and how they are dealt with. Cross-cultural examples can be quoted with credit. Concepts such as the social construction of childhood, separateness (Pilcher), golden age, age status, inequality and child centred may be referred to. There should be a balanced conclusion to gain full marks.

17 CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the May/June 2014 series 9699 SOCIOLOGY 9699/13 Paper 1 (The Family), maximum raw mark 50 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 May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

18 Page 2 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Section A The process through which individuals learn to become members of their society is known as socialisation. Primary socialisation occurs within the family and takes place during infancy. Some aspects of primary socialisation are universal. However, both the society and the family into which the infant is born will influence their experience of childhood. Childhood is not the same for all. Even within the same society, childhood can vary both in length and experience as the child develops from infancy to adolescence and on into adulthood. Other factors, external to the family, will also affect what children experience. Children may belong to different social groups or undergo different rites of passage. 1 (a) What is meant by the term adolescence? [2] One mark for a partial definition such as the end of childhood. Two marks for an accurate definition, such as: the time between childhood and being an adult. (b) Describe two universal aspects of primary socialisation. [4] Two marks available for each aspect. One mark for identification OR development only, two marks for identification AND development. Points that can be included are the learning of language, the learning of behaviour, the learning of values and attitudes, and gender role socialisation. Allow primary socialisation takes place in the family. 1 Identification of points alone without development, such as learning to speak, or simple responses such as the learning of manners, how to dress or learning to do as you are told. 2 A detailed response might be that in primary socialisation, a child will learn if they are a boy or girl through gender role socialisation. This is done by the way parents or carers name, dress and treat the individual child and the social expectations they learn (it is not necessary to have all these points for full marks). (c) Explain why the period of childhood may have become longer in modern industrial societies. [8] 0 4 A few simple points about the question with no direct reference to it, such as descriptions of how children spend their time alone, may be worth 1 or 2 marks. If a link is made to any relevant research or theory but without there being explicit links, candidates may reach the top of this level. Better answers at this level would identify one or two points, such as education causing dependency or life expectancy lengthening in some societies, but there will be little depth in the explanations offered and the answer will rely on descriptions of childhood.

19 Page 3 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June A sound explanation of the issue identified in the question which is somewhat implicit or partial, would fit the lower part of this level. Such answers may be limited to the growing affluence of some societies with lower fertility rates so more resources are aimed at children and the teen group. Other factors that may be referred to include the growing consumer and media industries. To go higher in the band, the explanation needs to be explicit and well-informed. 7 8 Answers should attempt to consider how the length of childhood varies in different societies. Issues such as child exploitation, child soldiers and other such events where childhood ends early may be referred to. This may include a comparison of when childhood ends within one society for different children. Place answers at the top of the level according to the depth and/or range of examples explained and how well the answer is supported by reference to theory or empirical data. NB This question asks candidates to explain so there is therefore no requirement for assessment, but do not penalise those candidates who do evaluate. (d) The most significant factor influencing a child s experience of childhood is the type of family into which he or she is born. Assess this view. [11] 0 4 Answers at this level are likely to show only a limited appreciation of the issues raised in the question. Lower in this level, a simple answer that identifies a few basic points, would gain 1 or 2 marks. Such points may discuss those who are born rich or poor, or general descriptions of how opportunities can be connected to the social position of the group into which the child is born. Higher in this level, an answer might advance a few limited observations about the different experiences of childhood for different children. Other answers which offer short descriptive accounts of either advantaged or disadvantaged experiences a child may have can be placed at the top of the level. At this level, answers are likely to consider social position alone (or one other point alone) as an influencing factor, or will reject the social position of the child as the most significant factor in favour of something else, such as gender. 5 8 Answers at this level will show some sociological knowledge and an understanding of the question. Answers may be supported by ideas such as access to education or the need to work. Answers of this type are likely to concentrate on theorists such as Aries and Shorter. Lower at this level, a simplistic description could gain 5 or 6 marks, such as a description of the way in which class (or another stratification system/factor) influences the life experience of a child by its links to economic advantages/disadvantages. Other answers may wholly or partially reject the idea in favour of gender or ethnicity being a more significant influence (rather than that of the family) on the way children are raised and treated. Award 5 to 6 marks for answers that give some consideration of either position.

20 Page 4 Mark Scheme Syllabus Paper GCE AS/A LEVEL May/June Higher at this level (7 8 marks), there will be a more detailed account that questions the proposition, such as answers that consider more than one factor but which juxtapose evidence rather than assess it. There should be some use of theorists or empirical data to support points at this level and answers should offer a sound attempt to contrast views. Conversely, a one-sided answer that is very well argued, could also gain up to 8 marks Lower at this level (9 10 marks), the assessment may be based on a simple juxtaposition of two views, or may be confined to just one view with one or two evaluative points. Answers at this level should provide a detailed account of the way in which a range of factors may (or may not) influence the experience of childhood, such as gender, religion and ethnicity. In this level, some differences within societies should be noted. Some answers may highlight the assertion that factors are cumulative and so to be born a girl is always a disadvantage in some societies (or advantageous for a boy). There should be an attempt to assess the way in which this can be interpreted, most likely from conflict and march of progress views. Very detailed assessments of factors that can influence the experience of childhood, aside from familial factors, may be awarded 10 marks. At the top of this level, the question will be evaluated explicitly and in reasonable depth. The notion of experience of childhood will be directly addressed, probably via a discussion of key concepts or by a comparison of the key theories or studies. There may be a consideration of such issues as the disappearance of childhood (Postman) contrasted with views such as a separate childhood culture (Opie) with conclusive points. Other issues can be included, such as: child abuse and neglect, surveillance/independence, exposure through the internet to the adult world as well as the control of children s time. Concepts such as globalisation of western childhood, reconstruction of childhood, child-centred society, risk adverse parents and age patriarchy may be included. Evaluative answers can be supported by examples, e.g. postmodernists, like Jenks, argue that identities have broken down in modern industrial societies so that the parent-child relationship has become the last source of primary relationship (Beck). With increased levels of divorce it becomes the most stable relationship influencing the experience of childhood (in some societies).