MARK SCHEME for the October/November 2014 series 9699 SOCIOLOGY. 9699/11 Paper 11 (Essay), maximum raw mark 50

Transcription

1 CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Subsidiary and Advanced Level MARK SCHEME for the October/November 2014 series 9699 SOCIOLOGY 9699/11 Paper 11 (Essay), 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 October/November 2014 series for most Cambridge IGCSE, Cambridge International A and AS Level components and some Cambridge O Level components. IGCSE is the registered trademark of Cambridge International Examinations.

2 Page 2 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November Section A In many societies there no longer seems to be one dominant family form to which most of society s members belong. Instead, there is a variety of family forms and less pressure is placed on members of society to conform to traditional structures. With changing social attitudes and increased migration, more family forms are to be found in more societies. The New Right have a conservative perspective on the family and are opposed to family diversity. They believe that society is best served by traditional nuclear families where married couples live with dependent children and there is a clear division of labour between the parents. They believe that alternative family forms such as the lone-parent family create problems both for their members and society. 1 (a) What is meant by lone-parent family? [2] 1 A partial definition such as when a parent is on their own. 2 An accurate definition such as when a single parent, usually the mother, brings up their children on their own. (b) Describe two problems that some sociologists think lone-parent families create for society. [4] Two marks available for each problem. 1 mark for identification or development only, 2 marks for identification and development. Points that can be included are higher crime rate, educational failure, dependency culture, creating family instability, weakening moral basis of society, breaking down traditional roles. 1 Identification of points alone without development, such as they think lone-parent families are responsible for hooligan behaviour, or simple responses such as they cause crime or drunkenness or drug taking in society. 2 A detailed response might be that some theorists think that single parent families cause a breakdown in the traditional roles in society such as expressive and instrumental roles so that with women, especially single mothers, working this leads to a break down in values and morals in societies.

3 Page 3 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November (c) Explain how ethnicity may influence family forms. [8] L Answers with a limited understanding of the question as set. Descriptions of different families alone may be worth 1 or 2 marks. Better answers at this level, 3 to 4 marks, would identify one or two points, such as migration patterns introducing new forms such as multi-generational families, but there will be little depth in the explanations offered and the answer will rely on description. L A sound account of two or more well-made points. At the bottom of the level, 5 or 6 marks, may be limited to references of statistical data. Other factors that could be referred to can include reference to such theorists as Ballard and Barrow and the family forms to be found in Britain (or any other society). At 7 8 marks, answers can attempt to assess the may in the question by considering such issues as assimilation and second/third generations adapting to main-stream forms. Place at the top of the level according to the depth and/or range of examples explained and supported by reference to theory or empirical data. Other 7 8 mark answers may focus on and describe a variety of family forms linked to different ethnic groups. N.B. 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 view that the family in modern industrial societies is increasingly characterised by diversity. [11] L A few general points about society having lots of different families may gain 1 or 2 marks. General descriptions of how individuals may choose which sort of family they want to live in may go to the top of the level 3 to 4 marks. Other answers which offer short descriptive accounts of either different types of families or roles within families may go to the top of the band. In this mark band answers are likely to consider only one society.

4 Page 4 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November L A sound description of the way in which industrialisation has changed families according to functionalist views should receive a mark at the lower end, 5 to 6 marks, of this level. In this level answers may be supported by ideas such as Parsons. Answers of this type are likely to concentrate on theorists such as Murdock and the universal presence of the nuclear family set within an endless variety of cultural variations. Other answers may wholly or partially reject the idea of diversity in favour of the dominance of the nuclear family. Award 5 6 marks for answers that give some detailed consideration of either position. Award 7 8 marks for answers that consider both sides of the argument and show that in modern industrial societies family types are diverse but that most individuals conform to dominant types, but answers may juxtapose these points of view rather than assessing. 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, most probably from functionalist and Marxist positions. In this level answers may not be focused explicitly on modern industrial societies. L Answers at this level should provide a detailed account of the way in which diversity can be found in modern industrial societies, or not. In this level some comments on statistical data may be noted and answers should clearly focus on modern industrial societies. Some answers may highlight types of diversity such as that of the Rapoports and five types of diversity. Others may look at the way in which migration (or globalisation) has caused family types to change. Issues such as ethnic migration patterns can be referred to. There should be an attempt to assess the way in which this can be interpreted, probably from a functionalist position. There should be assessment to reach this level, and at marks some signs of weighing up increasingly and how it may be assessed, or of the continuance of the female carer-core, with conclusive points. There is likely to be use of functionalist versus conflict positions, but also postmodernism with freedom to choose relationships and alternative family practices and, possibly, a critique of this. Other issues can be included, such as same sex relationships as well as friends the new family. Concepts such as consensus, family practices, life style, risk society, universal, divorce and the negotiated family may be referred to. Evaluative answers can be supported by such examples as postmodernists, who argue that social actors have some choice in family relationships and structural theories are too deterministic.

5 Page 5 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November Section B 2 Explain and assess the view that the main role of the family is to support the state. [25] L Answers in this level are likely to be assertive and focus on a few common sense observations about what families do, with no sociological support. A few simple points about a function such as socialisation, or answers which refer to basic functionalist theory alone may gain up to 3 or 4 marks. If some limited understanding of the meaning of the state is shown, such as the governance of a country as well as an understanding of socialisation, a mark of 6 may be awarded. L A basic account of the importance of the functions of the family in the lives of its members, with no reference to the way this may (or may not) impact on the state, would be worthy of the lower marks in the level, 7 to 9 marks. An outline of one view such as the Marxist view of families helping to maintain capitalism with no development, may go up to 10 marks. Another type of answer may make no reference to Marxist views and concentrate on the way the family looks after its members from a functionalist perspective. To go higher, 11 to 12 marks, there should either be a discussion, such as the feminist view that the family serves patriarchy rather and any other purpose, or a discussion of other theories, such as the functionalist view of society as an interconnected organism. There may be no assessment in this level, or assessment by juxtaposition. L Answers that enter this level should refer to ideas linked to a variety of functions of the family that may include a direct assessment of the role of the family in supporting the state. Points made will be supported by theories drawn from Marxist, functionalist and feminist perspectives. Lower in the level, 13 to 14 marks, the discussion may be limited to two theories. To get to 15 to 16 marks candidates should demonstrate good understanding of the topic with some interpretation of the evidence, such as the functionalist view that there are several important functions to the Marxist (or feminist) view that there is a major function of supporting the state (or patriarchy). Other answers may display a detailed assessment but be unsupported by much knowledge. To get into the higher part of the level, 17 to 18 marks, there should be some assessment of the extent to which primary function is a viable proposition. However, this assessment will be lacking in detail and may rely on the juxtaposition of different theories such as functionalist, Marxist and feminist.

6 Page 6 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November 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 in this level should provide a solid account of ways of looking at the functions of the family, including feminism, and at the highest level, 22 to 25 marks, postmodernism. There will also be a sustained and well informed assessment of the role of the family both as a positive provider of services and as a cushion from brutal life. Lower in the level, 19 to 21 marks this assessment may still be mainly by juxtaposition of the main sociological theories such as functionalism, Marxism and feminism. To go higher in the level, 22 to 25 marks, there should also be a more direct analysis of the way in which the state may try to influence family life. This analysis may take the form of arguing from a postmodern perspective that with traditional values breaking down, individuals no longer have to fit into traditional family roles thus changing the relationship between families and the state. Another way of gaining the highest level would be to assess the family as an economic system and who gets what from family life. Concepts such as ideological control/conditioning, patriarchy, consensus, and economic determinism, illusion of private life, cultural defence, and loss of function, inequality and institutional reflexivity may be referred to. There should be at least the outline of a conclusion to gain full marks.

7 Page 7 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November Changes in family life have brought an end to gender inequality in the home. Explain and assess this view. [25] L Answers at this level are likely to be assertive and focus on a few common sense observations about how women spend their time, with no sociological support. A few simple points about female roles such as those of wives and mothers may gain up to 3 or 4 marks. If some limited understanding of the process of equality is shown, such as the development of the symmetrical family, or a limited understanding of the issues involved with equality is shown a mark of 6 may be awarded. L A basic account of the importance of the development of gender equality in modern industrial societies with no specific reference to family life would be worthy of the lower marks, 7 to 9, in the level. An outline of women s lives in the past compared to today with no development may go up to 10 marks. To go higher, 11 to 12 marks, there should either be a discussion of issues, such as domestic violence as an indication that not much has changed, or a discussion of the way in which the law has changed things by introducing equality and divorce. Evidence may be provided by theories about the role of women, most likely by a comparison of functionalist and feminist theories. In this level answers are likely to be confined, only, to references to conjugal roles. There may be no assessment in this level, or assessment may be by juxtaposition alone. L Answers that enter this level should refer to ideas linked to the role of females in the family that include conjugal roles, as well as roles of mothers and daughters. Lower in the level, 13 to 14 marks, the discussion may be limited to conjugal roles and the expectations placed on girls as compared to boys. Other answers at this level may refer to change brought about in families due to fluctuations in fertility rates. To get to 15 to16 marks candidates should demonstrate good understanding of the topic with some interpretation of the evidence, such as the position of females in minority ethnic families, or a range of examples of the way family life impacts on females with issues such as time management, who decides, care of weaker family members and paid employment (both increasing female and decreasing male employment). Other answers may display a detailed assessment but be unsupported by much knowledge. To get into the higher part of the level, 17 to 18 marks, there should be some assessment of the extent to which the position of men has changed, or not, in relation to women in the family as well as that of women. This may be done by reference to the impact on families brought about by education. However, this assessment will be lacking in detail and may rely on the juxtaposition of different theories or evidence such as that of Young and Willmott compared to that of Delphy and Leonard.

8 Page 8 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November 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 in this level should provide a solid account of the changing status of women in the family in modern industrial societies including an assessment of how much change there has been. There will also be a sustained and well informed assessment of the role of women in families, such as in relation to economic power, care of children and the elderly, female dissatisfaction with marriage and mental illness and marriage. Lower in the level, 19 to 21 marks, this assessment may still be mainly by juxtaposition of the main sociological theories such as functionalist and feminist. To go higher in the level, 22 to 25 marks, there must also be a more direct analysis of the different feminist perspectives. This analysis may take the form of arguing that liberal feminists have much in common with functionalists and the march of progress, whereas radical feminists have more in common with conflict theory in seeing oppression present in the home. Another way of gaining the highest level would be to make cross cultural comparisons of the lives of women in industrial societies where traditional values have meant that there has not been much change. Credit answers which raise the issue that it is hard to know which changes first, values or behaviours. Also credit answers which fully explore gender changes rather than interpreting this purely as changes to females. Concepts such as emotion work, domestic violence, dual/triple burden, divorce, new masculinities, and ideology of the family, normative expectations, arranged marriage, female infanticide, and confluent love may be used. There should be at least the outline of a conclusion to gain full marks.

9 CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Subsidiary and Advanced Level MARK SCHEME for the October/November 2014 series 9699 SOCIOLOGY 9699/12 Paper 12 (Essay), 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 October/November 2014 series for most Cambridge IGCSE, Cambridge International A and AS Level components and some Cambridge O Level components. IGCSE is the registered trademark of Cambridge International Examinations.

10 Page 2 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November Section A Feminists argue that there continues to be inequality in the domestic division of labour and in the way in which power is exercised within families. Many women experience a dual burden. Feminists claim that family life remains patriarchal and there is little evidence to support the emergence of the new man. Families can frequently be warm and supportive for all their members, both socialising children and providing emotional support for adults. However, the family can also be a dangerous and stressful place for some of its members. Indeed, some sociologists have compared the family to an overloaded electric circuit that is ready to explode. 1 (a) Define the term dual burden. [2] 1 A partial definition such as when women have lots to do like working and looking after their family. 2 An accurate definition such as when a partner, usually the woman, not only have to look after the family and care for their needs but also have paid employment. (b) Describe two characteristics of the new man. [4] Two marks available for each characteristic. 1 mark for identification or development only, 2 marks for identification and development. Points that can be included are men who are supposedly more caring, sharing, gentle, more sensitive in their attitudes to women and children, sensitive to their own emotional needs, share decision making, help/share household chores. X 2 1 Identification of points alone without development, such as a man who is prepared to do housework, or simple responses such as men who are more caring, share things or who are more gentle. 2 A detailed response might be that men who are thought to be more in touch with their own emotions and are therefore more likely to be an equal partner in a relationship as opposed to following patriarchal practices.

11 Page 3 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November (c) Explain in what ways the family might be a dangerous and stressful place for some family members. [8] L Answers with a limited understanding of the question as set. Descriptions of physical abuse on women or children alone, may be worth 1 or 2 marks. Better answers at this level, 3 to 4 marks, would identify one or two points, such as domestic violence with reference to official statistics, control over activities and specific examples of abuse, but there will be little depth in the explanations offered and the answer will rely on description. [1] L A sound account of two or more well-made points. At the bottom of the level, 5 to 6 marks, this may be limited to the evidence that relates to the physical abuse of less powerful family members. Other factors that could be referred to can include exploitation and the abuse of the elderly as well as women and children. At 7 to 8 marks, answers can attempt to explore the might be in the question by considering such issues as the extent of abuse and what is considered abuse, legal changes to protect the vulnerable as well as comparisons as to what represents abuse in different countries such as, hitting, bride burning and who the abusers are. Place at the top of the level according to the depth and/or range of examples explained and supported by reference to theory or empirical data. Credit can be given for use of such studies as those of Dobash and Dobash. Reward answers which make reference to issues of stress that some family members may experience. N.B. 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 view that family life continues to be patriarchal. [11] L A few general points about how men continue to be the leaders of families may gain 1 or 2 marks. General descriptions of how issues of gender influence family life, may go to the top of the level, 3 or 4 marks. Other answers which offer short descriptive accounts of either equality in marriage or the family, may go to the top of the level. At this level mark answers are likely to consider only if families still are, or have ceased to be, patriarchal.

12 Page 4 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November L A sound description of the way in which conjugal roles continue to be patriarchal or not, should receive a mark at the lower end of the level, 5 to 6 marks. In this level answers may be supported by ideas, such as Young and Willmott and the functionalists, that these roles are changing to become equal even though they may be different. Answers of this type are likely to concentrate on theorists such as Parsons. In this level patriarchy may be expressed in terms of being dominated by men. Other answers may wholly or partially reject the idea of equality in favour of patriarchy continuing. Award 5 to 6 marks for answers that give some detailed consideration of either position. Award 7 to 8 marks for answers that consider both sides of the argument in that patriarchy continues, or that equality is developing within conjugal roles, but which juxtapose these points of view rather than assessing them. 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, most probably from functionalist and Marxist positions. Alternative answers at this level, may ignore conjugal roles in favour of answering the question by focussing on the position of female family members in general, rather than by concentrating on the relationships between husbands and wives. L Answers at this level should provide a detailed account of the way in which family life is, or is not, patriarchal. The ways in which patriarchy can be expressed in terms of decision making, the way power and preference is being given to males may both be explored. This should be set in the wider context of the family and not be limited to conjugal partners. In this level some differences in families should be noted. Some answers may highlight changes in the law and changed attitudes which have introduced equality into family life. There should be an attempt to assess the way in which this can be interpreted, probably from Marxist/feminist and functionalist positions. There should be assessment to reach this level, and at 10 to 11 marks some signs of weighing up the word continues and how it may be of less importance, as with the symmetrical family, or of how it is not, as with domestic violence, with some conclusive points made. There is likely to be use of functionalist versus Marxist positions, but also variations on feminism may appear (views such as those of Marxist/feminist, radical and liberal feminist) with a critique of these. Other issues can be included, such as rates of mental illness in married people as well as differences within societies between families who have a different status. Concepts such as equality, democratic, egalitarian, ideological and patriarchal control, domestic violence and diversity may be referred to. Evaluative answers can be supported by such examples as postmodernists, who argue that social actors have some choice in family relationships and that structural theories are too deterministic in their views.

13 Page 5 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November Section B 2 Explain and assess the view that family structures have become increasingly similar due to industrialisation. [25] L Answers in this level are likely to be assertive and focus on a few common sense observations about different sorts of family arrangements to be found in societies, with no sociological support. A few simple points about geographic mobility causing families to split up may gain up to 3 or 4 marks. If some limited understanding of the process of industrialisation is shown, such as changing from craft based to machine based technology, a mark of 6 may be awarded, if this is not confused with urbanisation. L A basic account of the importance of the pre-industrial family with no reference to issues such as urbanisation or diversity would be worthy of the lower marks in the level, 7 to 8 marks. An outline of the way industrialisation encourages urbanisation and migration patterns with no development, such as descriptions of movements within one society, may reach 9 to 10 marks. To go higher, 11 to 12 marks, there may either be a discussion of changes, such as outlined by Parsons, or a discussion of other theories in relation to historical interpretations as outlined by Laslett. There may be no assessment in this level, or assessment by juxtaposition, and there could be some confusion as to what the family in industrialisation is being compared to. L Answers that enter this level may refer to ideas linked to global changes in the structure of families that might include references of some non-western societies, such as Japan. Lower in the level, 13 to 14 marks, the discussion may be limited to developments of the nuclear family as outlined by such theorist as Young and Willmott, but will also be supported by some examples of diversity, these may be examples of ethnic diversity. To get to 15 to 16 marks, candidates should demonstrate good understanding of the topic with some interpretation of the evidence, such as, a great number of people will live in a traditional family for a part of their life; such answers may be supported by an analysis of statistics or by reference to such studies as the Rapoports and five types of diversity. Other answers may display a detailed assessment but be unsupported by much knowledge. To get into the higher part of the level, 17 to 18 marks, there should be some assessment of the extent to which industrialisation has caused changes in family structures, or the way in which other factors of influence, such as the media and globalisation, has impacted on family structures by the spreading of western values. However, this assessment will be lacking in detail and may rely on the juxtaposition of different structural and social action theories.

14 Page 6 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November 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 in this level should provide a solid account of the way in which family patterns have become more similar and which may include reference to different types of societies. There will also be a sustained and well informed assessment of the many different types of family structures to be found such as alternative families, for example, same sex family structures. Answers may raise the issue that households such as friends are forming new family types. Lower in the level, 19 to 20 marks, this assessment may still be mainly by juxtaposition of the main sociological theories, such as functionalist and dominant families and postmodernists and individual choice and diversity. To go higher in the band, 21 to 25 marks there must, also, be a more direct analysis of the view that there is a monolithic family type in comparison to diversity, both in the past and the present, and the pointlessness of making large scale generalisations like the functionalists do. This analysis may take the form of arguing there has been a variety of family type due to many circumstances (death in the past, divorce today and causing reconstituted families). Another way of gaining the highest level would be to argue that there has been a convergence of diversity with a growing acceptance of diversity (Weeks), and that similar family patterns are to be found in many societies due to global trends. Concepts such as extended/nuclear/reconstituted/isolated nuclear/modified extended/beanpole/single-parent families, divorce-extended family (Stacey), heteronorm, chosen family, diversity, kinship networks, life course, and family practices can be referred to as part of the discussion. There should be at least the outline of a conclusion to gain full marks.

15 Page 7 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November The status of the elderly is declining in most societies. Explain and assess this view. [25] L Answers in this level are likely to be assertive and focus on a few common sense observations about the significance of age in families or society with no sociological support. A few simple points about age such as the elderly having a higher social position in families/society than the young may gain up to 3 or 4 marks. If some limited understanding of the position in some families is shown, such as when the oldest male has the most status, a mark of 6 may be awarded. L A basic account of the importance of age (or its lack of importance) in relation to society/the family with no reference to issues, such the significance of other factors such as ethnicity or wealth, would be worthy of the lower marks in the level, 7 to 8 marks. An outline of the different ways in which age can influence social position in terms of adulthood/elderly, childhood/elderly either within the family, or society, with no development, may go up to 10 marks. To go higher, 11 to 12 marks, there could either be a discussion of age in relation to social position in society, or be a supported reference to the global growth of this age group and the significance of this growth. There may be no assessment in this level, or assessment by juxtaposition. L Answers that enter this level should show the importance of age in determining social position within society which may reference the effects of the dependency ratio. Lower in the level, 13 to 14 marks, the discussion may be limited to descriptions of different groups such as the Sherpas (the idealisation of old age) compared to Fulani (the low regard of the elderly so they are moved to the edge of the community) based on the case studies of theorists (Vincent). To get to 15 to 16 marks candidates should demonstrate good understanding of the topic with some interpretation of the evidence, such as the social construction of age with examples of societies with little age stratification (such as the Mbuti of Africa, with rural Indian villages where age stratification is experienced to a high degree both in families and the wider culture). An alternative answer at this level may stress the importance of age in determining the social status of individuals in the family, as long as reference is also made to wider society, which may make reference to such phenomenon as grey power. Other answers may display a detailed assessment but be unsupported by much knowledge. To get into the higher part of the level, 17 to 18 marks, there should be some assessment of the extent to which age is regarded as a superior status or something to be avoided, as demonstrated by the cult of youth found in some societies. However, this assessment will be lacking in detail and may rely on the juxtaposition of different pieces of evidence.

16 Page 8 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November 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 in this level should provide a solid account of the ways in which age influence social standing in society and may also include the family. There will also be a sustained and well informed assessment of the impact of age such as in a variety of contemporary households/societies. Lower in the level, 19 to 20 marks, this assessment may still be mainly by juxtaposition of the main sociological theories, such as conflict theory which sees life course based on power and inequality, and interpretivist views of social construction. To go higher in the level, 21 to 25 marks, there must also be a more direct analysis of equality/inequality. This analysis may take the form of arguing that these factors cannot be assessed alone but are social constructions which interlink. Concepts such as dimensions of age, life course/cycle, determinism, inequalities, sub-culture, patriarchy, rites of passage, age strata, subordination, structural dependency, infantilisation, may be referred to. Another way of gaining the highest level would be to use cross cultural examples of how the social position of individuals in society is not only linked to their age but also to the social position within which their family operates. This can be supported by different examples of the social position of the elderly in modern industrial societies as opposed to traditional societies. Credit answers which relate to theory such as conflict theorists who argue that the elderly have become second class citizens as they are seen as unproductive (Phillipson) this can be compared to the position of elderly WAPS in some societies. There should be at least the outline of a conclusion to gain full marks.

17 CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Subsidiary and Advanced Level MARK SCHEME for the October/November 2014 series 9699 SOCIOLOGY 9699/13 Paper 1 (Essay), 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 October/November 2014 series for most Cambridge IGCSE, Cambridge International A and AS Level components and some Cambridge O Level components. IGCSE is the registered trademark of Cambridge International Examinations.

18 Page 2 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November Section A In many societies there no longer seems to be one dominant family form to which most of society s members belong. Instead, there is a variety of family forms and less pressure is placed on members of society to conform to traditional structures. With changing social attitudes and increased migration, more family forms are to be found in more societies. The New Right have a conservative perspective on the family and are opposed to family diversity. They believe that society is best served by traditional nuclear families where married couples live with dependent children and there is a clear division of labour between the parents. They believe that alternative family forms such as the lone-parent family create problems both for their members and society. 1 (a) What is meant by lone-parent family? [2] 1 A partial definition such as when a parent is on their own. 2 An accurate definition such as when a single parent, usually the mother, brings up their children on their own. (b) Describe two problems that some sociologists think lone-parent families create for society. [4] Two marks available for each problem. 1 mark for identification or development only, 2 marks for identification and development. Points that can be included are higher crime rate, educational failure, dependency culture, creating family instability, weakening moral basis of society, breaking down traditional roles. 1 Identification of points alone without development, such as they think lone-parent families are responsible for hooligan behaviour, or simple responses such as they cause crime or drunkenness or drug taking in society. 2 A detailed response might be that some theorists think that single parent families cause a breakdown in the traditional roles in society such as expressive and instrumental roles so that with women, especially single mothers, working this leads to a break down in values and morals in societies.

19 Page 3 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November (c) Explain how ethnicity may influence family forms. [8] L Answers with a limited understanding of the question as set. Descriptions of different families alone may be worth 1 or 2 marks. Better answers at this level, 3 to 4 marks, would identify one or two points, such as migration patterns introducing new forms such as multi-generational families, but there will be little depth in the explanations offered and the answer will rely on description. L A sound account of two or more well-made points. At the bottom of the level, 5 or 6 marks, may be limited to references of statistical data. Other factors that could be referred to can include reference to such theorists as Ballard and Barrow and the family forms to be found in Britain (or any other society). At 7 8 marks, answers can attempt to assess the may in the question by considering such issues as assimilation and second/third generations adapting to main-stream forms. Place at the top of the level according to the depth and/or range of examples explained and supported by reference to theory or empirical data. Other 7 8 mark answers may focus on and describe a variety of family forms linked to different ethnic groups. N.B. 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 view that the family in modern industrial societies is increasingly characterised by diversity. [11] L A few general points about society having lots of different families may gain 1 or 2 marks. General descriptions of how individuals may choose which sort of family they want to live in may go to the top of the level 3 to 4 marks. Other answers which offer short descriptive accounts of either different types of families or roles within families may go to the top of the band. In this mark band answers are likely to consider only one society.

20 Page 4 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November L A sound description of the way in which industrialisation has changed families according to functionalist views should receive a mark at the lower end, 5 to 6 marks, of this level. In this level answers may be supported by ideas such as Parsons. Answers of this type are likely to concentrate on theorists such as Murdock and the universal presence of the nuclear family set within an endless variety of cultural variations. Other answers may wholly or partially reject the idea of diversity in favour of the dominance of the nuclear family. Award 5 6 marks for answers that give some detailed consideration of either position. Award 7 8 marks for answers that consider both sides of the argument and show that in modern industrial societies family types are diverse but that most individuals conform to dominant types, but answers may juxtapose these points of view rather than assessing. 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, most probably from functionalist and Marxist positions. In this level answers may not be focused explicitly on modern industrial societies. L Answers at this level should provide a detailed account of the way in which diversity can be found in modern industrial societies, or not. In this level some comments on statistical data may be noted and answers should clearly focus on modern industrial societies. Some answers may highlight types of diversity such as that of the Rapoports and five types of diversity. Others may look at the way in which migration (or globalisation) has caused family types to change. Issues such as ethnic migration patterns can be referred to. There should be an attempt to assess the way in which this can be interpreted, probably from a functionalist position. There should be assessment to reach this level, and at marks some signs of weighing up increasingly and how it may be assessed, or of the continuance of the female carer-core, with conclusive points. There is likely to be use of functionalist versus conflict positions, but also postmodernism with freedom to choose relationships and alternative family practices and, possibly, a critique of this. Other issues can be included, such as same sex relationships as well as friends the new family. Concepts such as consensus, family practices, life style, risk society, universal, divorce and the negotiated family may be referred to. Evaluative answers can be supported by such examples as postmodernists, who argue that social actors have some choice in family relationships and structural theories are too deterministic.

21 Page 5 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November Section B 2 Explain and assess the view that the main role of the family is to support the state. [25] L Answers in this level are likely to be assertive and focus on a few common sense observations about what families do, with no sociological support. A few simple points about a function such as socialisation, or answers which refer to basic functionalist theory alone may gain up to 3 or 4 marks. If some limited understanding of the meaning of the state is shown, such as the governance of a country as well as an understanding of socialisation, a mark of 6 may be awarded. L A basic account of the importance of the functions of the family in the lives of its members, with no reference to the way this may (or may not) impact on the state, would be worthy of the lower marks in the level, 7 to 9 marks. An outline of one view such as the Marxist view of families helping to maintain capitalism with no development, may go up to 10 marks. Another type of answer may make no reference to Marxist views and concentrate on the way the family looks after its members from a functionalist perspective. To go higher, 11 to 12 marks, there should either be a discussion, such as the feminist view that the family serves patriarchy rather and any other purpose, or a discussion of other theories, such as the functionalist view of society as an interconnected organism. There may be no assessment in this level, or assessment by juxtaposition. L Answers that enter this level should refer to ideas linked to a variety of functions of the family that may include a direct assessment of the role of the family in supporting the state. Points made will be supported by theories drawn from Marxist, functionalist and feminist perspectives. Lower in the level, 13 to 14 marks, the discussion may be limited to two theories. To get to 15 to 16 marks candidates should demonstrate good understanding of the topic with some interpretation of the evidence, such as the functionalist view that there are several important functions to the Marxist (or feminist) view that there is a major function of supporting the state (or patriarchy). Other answers may display a detailed assessment but be unsupported by much knowledge. To get into the higher part of the level, 17 to 18 marks, there should be some assessment of the extent to which primary function is a viable proposition. However, this assessment will be lacking in detail and may rely on the juxtaposition of different theories such as functionalist, Marxist and feminist.

22 Page 6 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November 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 in this level should provide a solid account of ways of looking at the functions of the family, including feminism, and at the highest level, 22 to 25 marks, postmodernism. There will also be a sustained and well informed assessment of the role of the family both as a positive provider of services and as a cushion from brutal life. Lower in the level, 19 to 21 marks this assessment may still be mainly by juxtaposition of the main sociological theories such as functionalism, Marxism and feminism. To go higher in the level, 22 to 25 marks, there should also be a more direct analysis of the way in which the state may try to influence family life. This analysis may take the form of arguing from a postmodern perspective that with traditional values breaking down, individuals no longer have to fit into traditional family roles thus changing the relationship between families and the state. Another way of gaining the highest level would be to assess the family as an economic system and who gets what from family life. Concepts such as ideological control/conditioning, patriarchy, consensus, and economic determinism, illusion of private life, cultural defence, and loss of function, inequality and institutional reflexivity may be referred to. There should be at least the outline of a conclusion to gain full marks.

23 Page 7 Mark Scheme Syllabus Paper Cambridge International AS/A Level October/November Changes in family life have brought an end to gender inequality in the home. Explain and assess this view. [25] L Answers at this level are likely to be assertive and focus on a few common sense observations about how women spend their time, with no sociological support. A few simple points about female roles such as those of wives and mothers may gain up to 3 or 4 marks. If some limited understanding of the process of equality is shown, such as the development of the symmetrical family, or a limited understanding of the issues involved with equality is shown a mark of 6 may be awarded. L A basic account of the importance of the development of gender equality in modern industrial societies with no specific reference to family life would be worthy of the lower marks, 7 to 9, in the level. An outline of women s lives in the past compared to today with no development may go up to 10 marks. To go higher, 11 to 12 marks, there should either be a discussion of issues, such as domestic violence as an indication that not much has changed, or a discussion of the way in which the law has changed things by introducing equality and divorce. Evidence may be provided by theories about the role of women, most likely by a comparison of functionalist and feminist theories. In this level answers are likely to be confined, only, to references to conjugal roles. There may be no assessment in this level, or assessment may be by juxtaposition alone. L Answers that enter this level should refer to ideas linked to the role of females in the family that include conjugal roles, as well as roles of mothers and daughters. Lower in the level, 13 to 14 marks, the discussion may be limited to conjugal roles and the expectations placed on girls as compared to boys. Other answers at this level may refer to change brought about in families due to fluctuations in fertility rates. To get to 15 to16 marks candidates should demonstrate good understanding of the topic with some interpretation of the evidence, such as the position of females in minority ethnic families, or a range of examples of the way family life impacts on females with issues such as time management, who decides, care of weaker family members and paid employment (both increasing female and decreasing male employment). Other answers may display a detailed assessment but be unsupported by much knowledge. To get into the higher part of the level, 17 to 18 marks, there should be some assessment of the extent to which the position of men has changed, or not, in relation to women in the family as well as that of women. This may be done by reference to the impact on families brought about by education. However, this assessment will be lacking in detail and may rely on the juxtaposition of different theories or evidence such as that of Young and Willmott compared to that of Delphy and Leonard.