SOCIOLOGY
GCE Ordinary Level
Paper 2251/01
Paper 1
General comments
There was a wide range of marks scored, with variations between and within Centres. Clearly, the paper, on
the whole, differentiated between candidates, although clearly some questions proved to be more accessible
than others. The questions asked did seem appropriate and of sufficient range, as they did their task of
differentiation and discrimination. However, some proved more popular than others, for example, Question
1 was answered by virtually all candidates. Candidates demonstrated significant knowledge of the syllabus
relating to the relationship between the individual and society, although less clear on the concept of self.
A large section of the syllabus requires an understanding of modern industrial societies and the question
paper reflected this. Certainly, most candidates are aware of this, but many found difficulty in relating this to
contemporary society. More emphasis in the teaching needs to be given here.
Most candidates used their time wisely, although there was a tendency to spend too long on Question 1,
where clearly candidates felt most confident, and in consequence later responses were rushed. More
guidance on time management within the examination is called for.
Comments on specific questions
Question 1
An understanding of the basic concept of socialisation, how it is transmitted and its significance was
required. It is heartening to see that most candidates displayed this, even the weaker ones. This was an
extremely popular question, which was usually well answered and most candidates displayed a good
understanding of the concept. Candidates should be aware that where the question says ‘list’, that is all that
is required, and should not waste time giving fulsome replies. Candidates should also fully develop their
answers where it is required, i.e. to differentiate between ‘for individuals’ and ‘for society’, when a question
asks them to do so.
Question 2
This question focused on the process of socialisation and social interaction, and the mark scheme reflected
this. Although a popular question, it seemed to prompt over-generalised answers. A tighter response was
often required, and a keener awareness of a developing sense of self through social interaction.
Question 3
This question focused on stereotyping, its nature and origins, and not all candidates fully realised this, as
reflected in their marks. There was some awareness shown, although the last section caused difficulties.
Too few candidates read section (d) and thought it through. More careful attention to what the question was
asking was required.
Question 4
The mark scheme emphasised the interrelationship of groups and their impact on social expectations. The
major weakness here was again over-generalisation in the responses, with a stronger focus needed on the
relationship between groups and the wider society in the answers.
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Question 5
Few candidates attempted this question and those who did performed poorly. Candidates were not prepared
and their answers were groping around with little awareness.
Question 6
The focus for the question was on the changing nature of modern class structures. A popular question with
some general understanding shown. A good many candidates were, however, too historical in their replies,
and gave somewhat dated responses. The question needed more careful reading, i.e. section (c) said
‘modern western societies’, and the answers needed to describe such. With section (d), few candidates
discussed changes, as they were asked to do.
Question 7
Few candidates attempted this question, and there appeared to be fairly widespread lack of understanding
amongst those who did. Candidates had not been prepared for this area and certainly few had any
knowledge of change in the past 20 years.
Question 8
The question sought to assess the awareness of inequalities and how these can be addressed. There were
some fairly competent answers to this question. Candidates showed awareness and imagination, and where
candidates backed this with thoughtful application, they did well.
Question 9
A question seeking a response to the changing role of women and its impact on work and the family. A very
popular question with awareness shown. Overall, there was general competence, although there was an
overwhelming emphasis on the negative impact on family life, not always balanced by a development of the
more positive aspects.
Question 10
A question requiring an understanding of political systems, the nature of democracy and its limitations.
There was no real sense of conviction about a number of the responses, for a question that was not popular.
Some candidates produced very thoughtful answers.
Paper 2251/02
Paper 2
General comments
The Examiners are pleased to report another batch of scripts containing many excellent performances.
Centres and candidates are to be congratulated for their hard work and success. The most popular
questions were once again those from Sections A, B and E. There were very few answers to the Section C
and D questions.
Good scripts were characterised by detailed, well-developed answers based on relevant sociological
knowledge. Weaker performances often reflected a failure to develop or explain points and a tendency to
rely on personal knowledge rather than sociological data and insight.
There were, as usual, a few candidates who attempted to answer more than the specified three questions.
That approach rarely results in higher marks than would otherwise be achieved and it may, in fact, detract
from the performance of the candidate. The Examiners would therefore discourage candidates from
attempting more than three questions. There were no other significant rubric errors.
Comments on specific questions
Question 1
(a)
Answers were mostly correct. A few candidates conflated the extended family with the nuclear
family.
(b)
Good answers referred to agricultural lifestyles, lack of geographical mobility, and lack of
alternative sources of welfare, as the main reasons why the extended family is associated with
more traditional ways of life.
(c)
Weak answers mentioned the need to move in search of work, but little else. Better answers
described a range of relevant factors.
(d)
Some candidates struggled with this question through lack of understanding of the term ‘modified
family’.
Question 2
(a)
Some answers only defined the term ‘divorce’ and so gained just one mark. Two marks were
awarded for candidates who noted that the divorce rate refers to the number of divorces expressed
as a percentage of marriages or per 1000 of the population.
(b)
This was well answered.
(c)
Good answers identified several reasons why divorce rates may be high, including legal changes,
the growing independence of women, and the breakdown of family support networks.
(d)
Good answers covered a range of social, economic and psychological consequences.
Question 3
(a)
Most candidates scored high marks by identifying four or five appropriate functions.
(b)
Candidates who discussed the possible loss of functions particularly impressed the Examiners.
(c)
Good answers noted that basic functions are still performed by the family and some secondary
functions are shared with other agencies.
(d)
Examples of the support provided by the state include: housing, education, health care, social
services, welfare benefits, and family planning. Most candidates identified at least a few of these
points.
Question 4
(a)
Some candidates mistakenly identified the term ‘gender’ as referring to biological differences
between the sexes.
(b)
The examples chosen were appropriate, but many answers failed to explain why gender
differences in subject choice occur.
(c)
Good answers included references to stereotypes, labelling and sexual discrimination.
(d)
Good answers referred to a range of factors linked to home background, and some also included
peer group pressure, media influence, and curriculum content.
Question 5
(a)
There were virtually no incorrect answers.
(b)
Some candidates struggled to identify appropriate reasons. Better answers focused on the
importance of training and qualifications and access to a supposedly open and meritocratic system.
(c)
This question was well answered, with most candidates referring to a range of appropriate material
and cultural factors that hinder children from poor backgrounds in being successful at school.
(d)
Weak answers were limited to a few basic suggestions. Better answers covered a range of wellmade points.
Question 6
(a)
Some answers merely described the meaning of ‘culture’ rather than ‘subculture’.
(b)
A lot of answers covered general points based on personal knowledge rather than being
sociologically informed.
(c)
The role of the media, affluence and the advertising industry rightly featured heavily in many
answers.
(d)
Many answers lacked insight. Good answers referred to relevant features of traditional life such as
respect for elders, absence of consumerism, and strength of religious and cultural uniformity.
Question 7
(a)
This question was well answered.
(b)
There were some good answers based on examples of bias and distortion in news coverage.
(c)
Most candidates demonstrated a good understanding of the process of news gathering and editing.
(d)
Answers often covered a few good points but with insufficient development to merit full marks.
Questions 8 and 9
There were very few answers to these questions.
Question 10
(a)
This was well answered.
(b)
Good answers noted that trade unions might act as a ‘safety valve’, allowing grievances to be
expressed and, in some cases, resolved without the need for most extreme forms of industrial
conflict.
(c)
Most candidates outlined three or four appropriate methods for full marks.
(d)
List-like answers covering a range of relevant points gained up to three marks. Full marks were
available for candidates who described the factors.
Question 11
(a)
This question was well answered.
(b)
Mostly answers were well informed, with some good references to the ideas of Marx and Blauner.
(c)
A lot of answers lacked sufficient detail to merit full marks.
(d)
Some candidates demonstrated only limited understanding of what automation involves.
Question 12
(a)
Weak answers made implausible references to differences between the physical characteristics of
men and women to explain sexual inequality in remuneration.
(b)
This question was poorly answered overall, with reference to only one or two basic points.
(c)
Good answers offered a range of sensible suggestions, including more training schemes, stricter
equal opportunities legislation and educational campaigns among workers and employers.
(d)
Answers often lacked breadth of coverage and/or development.
Question 13
(a)
There were many good answers covering a range of relevant points with some development.
(b)
This was well answered overall, although some candidates made rather scant, list-like points and
so failed to gain full marks.
(c)
There was a range of relevant suggestions from most candidates.
(d)
This question was often poorly answered, with candidates describing the consequences of rapid
population growth generally, rather than focusing on the effects for modern industrial societies
specifically.
Question 14
(a)
Good answers noted a range of ‘pull’ factors covering economic, cultural and social considerations.
(b)
Candidates who referred to circumstances such as war, famine, natural disasters, ethnic conflict,
and oppressive government action, impressed the Examiners.
(c)
This question was well answered, particularly by those who focused on potential cultural clashes
and economic dislocation.
(d)
Good answers referred to, for example, logistical problems of feeding, housing and assimilating the
new population, and possible conflicts between the host and migrant communities.
Question 15
(a)
A few candidates misinterpreted the term ‘fertility’ and referred to systems of fertilising fields.
Answers were mostly accurate otherwise.
(b)
Good answers referred to changes in attitudes to family size and the demands of life in modern
industrial societies.
(c)
There were good answers covering a range of appropriate reasons.
(d)
Some weak answers focused on particular reasons why a woman might become pregnant. Better
answers examined wider social processes, such as changes in fashion, growth in government
support for larger families, and increases in poverty.
Question 16
(a)
Answers were well informed, covering a range of reasons why crimes may not be reported to the
police.
(b)
Good answers specified particular groups, for example, the working class, some ethnic minorities,
the underclass, and the reasons why they are likely to be represented in the crime statistics.
(c)
Candidates who described some of the processes of policing and how they may affect crime
detection rates impressed the Examiners.
(d)
Some answers were along the right lines, but poorly expressed. Better answers covered a range
of points clearly and accurately.
Question 17
(a)
This question was well answered.
(b)
Good answers highlighted features of deprived urban areas that may lead to juvenile delinquency,
e.g. poverty, unemployment, social disorganisation, boredom and opportunity to commit crime.
(c)
There were a lot of good answers focusing on differences in the treatment of females by the law
enforcement agencies and on differences in attitudes and behaviour patterns between young
women and young men.
(d)
Some answers were a little short and vague. Better answers explained carefully two or three key
points.
Question 18
(a)
This was well defined in most cases.
(b)
There were many good answers featuring well-chosen examples.
(c)
Good answers referred to groups that have relatively little power and low social status and those
who look different or are very ‘visible’.
(d)
Answers often lacked inspiration and ideas. Good answers mentioned points such as confronting
the ‘labellers’ and/or behaving contrary to the expectations of their critics.