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Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
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SOCIOLOGY
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Paper 9699/11
Essay
Key messages
●
●
●
●
More candidates demonstrated sound knowledge of relevant concepts and theories.
Questions were interpreted accurately overall.
There was scope for further improvement in the analysis and assessment skills that are required to gain
high marks.
Good use was made of references to recent sociological studies and theories in some answers.
General comments
The overall standard of performance for this paper remains high. Some candidates showed a remarkably
good understanding of a wide range of relevant sociological theory, including the latest contributions from
thinkers in the post-modernist and post-structuralist camps. These candidates also demonstrated excellent
skills in constructing answers that included high quality analysis and assessment of the issues raised by
each question. Other candidates performed well in terms of their knowledge and understanding of the
relevant subject matter but they provided insufficient analysis and assessment to merit high marks.
Candidates in this category would benefit from going beyond mere description of a theory or explanation, to
discuss the relevant strengths and limitations of the ideas they are considering.
A minority of candidates continue to answer the questions almost entirely in terms of general knowledge
and/or personal opinion. Such answers lack reference to appropriate sociological sources and so merit only
low marks. A minimum requirement for success in the examination is that the candidate has a sound
understanding of the relevant textbook material for the syllabus. This knowledge base is required to attain
the necessary standard of performance to achieve an AS Level pass grade.
Comments on specific questions
Question 1
Answers that merited high marks demonstrated a good understanding of the positivist and anti-positivist
positions. Good answers also included an explicit and well-developed assessment of the view that
sociological research can and should be based on the methods of the natural sciences. Some candidates
made good use of the post-modernist perspective to challenge the notions of science on which positivist
arguments depend. There were a lot of answers that gained marks in the middle of the range by describing
the positivist perspective well. These then needed to offer an assessment of its strengths and limitations in
order to gain further credit. Answers that focused on a critique of the methods used in the natural sciences,
without relating the discussion to sociological enquiry specifically, provided only a partial answer to the
question and so gained only low marks.
Question 2
This question required the candidate to demonstrate understanding of the philosophical notion of
determinism and its influence on sociological theory. Good answers discussed the concept of determinism
directly and related it to the functionalist and/or Marxist perspectives. These answers also included an
assessment of the extent to which the individual is constrained by social forces. Some candidates made
good use of Wrong’s over-socialised concept of human behaviour to challenge structural theories in
sociology. There were a lot of answers in the middle of the mark range that were confined to a sound
descriptive account of different theories of socialisation. These candidates could have gained higher marks
by shaping their answers more to the specific requirements of the question. Answers lower in the mark
range were often confined to a few basic observations about the nature of socialisation.
1
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
Question 3
Good answers discussed both the strengths and the limitations of secondary data in general and examined
specific types of secondary data, such as diaries, historical documents, newspapers, and official statistics.
Candidates who were able to discuss practical and theoretical advantages of secondary data gained high
marks. Answers in the middle of the mark range often lacked detail about particular types of secondary data
or they provided little analysis of the theoretical strengths and limitations. A few candidates confused
secondary data with primary data. Some answers examined only the strengths and limitations of official
statistics.
Question 4
Good answers to this question focused on the issue of subjectivity and relevant links to participant
observation. Candidates who discussed the strengths and limitations of participant observation in general,
without explicit analysis of the issue of subjectivity, were awarded marks in the middle of the range. There
were some good answers in which the candidates made links to relevant participant observation studies in
order to illustrate their analytical points. To gain high marks, it was also necessary to assess the view that
participant observation studies have little value in sociological research because they are too subjective.
Answers lower in the mark range were often confined to a few elementary points about the nature of
participant observation studies, without any direct links to the question.
Question 5
This question invited the candidates to discuss Marxist theories of power and social class. Good answers
made appropriate links to the Marxist perspective and included links to thinkers such as Althusser and
Gramsci. Answers that merited high marks also included an assessment of the view that property ownership
is still the main source of economic and political power. The assessment was often conveyed through an
analysis of alternative theories of power, including those in the Weberian and feminist traditions. Answers
that described the Marxist theory of power without any assessment gained marks in the middle of the range.
Answers in the lower part of the mark range were often confined to a few basic observations about the
nature of social inequality.
Question 6
There were relatively few answers to this question. High quality responses demonstrated knowledge of a
range of sociological explanations of racial discrimination, including structural and cultural theories. Some
good answers also included references to relevant studies. Candidates gained further credit for questioning
what is meant by racial discrimination. Answers in the middle of the range often focused on just one or two
sociological explanations of racial discrimination. These answers usually lacked an assessment of the
explanations offered. Lower in the mark range, answers often relied on assertion about the nature of racial
discrimination rather than discussing relevant sociological evidence and theory.
2
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
SOCIOLOGY
Paper 9699/12
Essay
Key messages
●
●
●
●
Good knowledge of concepts and theories was demonstrated by the majority of candidates.
Some answers were too short or too tangential to the question.
Good use was made of references to recent sociological studies and theories in some answers.
There was scope to write more about the links between research methods and theoretical perspectives
General comments
The standard of responses remains high overall. Once again, many candidates demonstrated a good
aptitude for understanding complex theoretical issues and debates about concepts and ideas in Sociology.
There continues to be improvement in using appropriate assessment skills. However, many candidates still
write answers that contain too much descriptive content and insufficient analysis and assessment. Such
answers often demonstrate good sociological knowledge of the relevant subject but then need to engage in a
critical discussion of the material used in constructing the answer. High marks can be gained in the
examination only by demonstrating appropriate skills in analysis and assessment, alongside other skills such
as interpretation, application, knowledge and understanding.
There also continues to be a minority of candidates who answer the questions almost entirely in terms of
general knowledge and/or personal opinion. Such answers lack reference to appropriate sociological
sources and so merit only low marks. A minimum requirement for success in the examination is that the
candidate has a sound understanding of the relevant textbook material for the syllabus. This knowledge
base is required to attain the necessary standard of performance to achieve an AS Level pass grade.
Comments on specific questions
Question 1
This question provided an opportunity for the candidate to discuss the Marxist theory of social order. Good
answers explained what is meant by ideology and reflected on how ideological forces may contribute to the
maintenance of social order. High quality responses also included an assessment of the view that ideology
is the most important factor in explaining social order. In many cases, the assessment included drawing
contrasts between Marxist and functionalist views of social order. Some candidates also made good use of
references to post-modernist theory. Answers that went little further than describing the Marxist theory of
social order gained marks in the middle of the range. Lower in the mark range, some answers were limited
to a description of different theories of socialisation.
Question 2
There were some very good answers to this question that demonstrated a detailed understanding of the
interpretivist perspective. These answers also included an assessment of interpretivism, often drawing
appropriate contrasts with the positivist perspective. Some candidates made good use of references to
relevant interpretivist theories and/or studies. Answers that focused on the strengths and limitations of
particular research methods associated with the interpretivist perspective did not address the question
directly, so could only gain limited credit.
3
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
Question 3
Good answers to this question discussed both the strengths and the limitations of quantitative research
methods in general and reflected on the qualities of particular quantitative research methods, such as
questionnaires and structured interviews. High quality responses also included an assessment of the view
that quantitative research methods have more strengths and fewer limitations than qualitative research
methods. Answers that considered the strengths and limitations of only one quantitative research method
could not progress beyond the second mark band. There were a few answers that gained low marks
because they offered only a few observations about research methods in general rather than focusing on
quantitative research methods specifically.
Question 4
To achieve high marks for this question, it was necessary that the answer focused on the issue of subjectivity
and its links to the use of secondary data. There were a lot of answers in the middle of the mark range that
discussed secondary data in general, without considering possible limitations linked to the issue of
subjectivity. High quality answers often questioned the idea that official statistics might be free from
subjective influences. Good answers also included an assessment of the claim that most forms of secondary
data are too subjective to be of use in sociological research. Some answers of less merit were confined to a
discussion of the strengths and limitations of official statistics. This constituted only a partial response to the
question and so high marks could not be awarded. A few candidates confused secondary data with primary
data.
Question 5
There were some good answers to this question that focused on assessing the arguments for and against
the meritocracy thesis. Some candidates also constructed good answers to the question around a
discussion of the evidence about social mobility in modern industrial societies. Answers in the middle of the
mark range often provided a sound account of the meritocracy thesis, without offering much assessment or
considering alternative views of social stratification. Lower in the mark range, there were some weak
answers that were confined to a few basic observations about social deprivation or the class system, with
few direct links to the question.
Question 6
There were some good answers to this question that described Marxist theory in reasonable detail and
provided a clear assessment of the value of that theory in understanding social class divisions today. High
quality responses also often distinguished between different strands of Marxist theory. In the middle of the
range, there were a lot of answers that were confined to a sound account of the Marxist theory of class.
These answers would have gained higher marks by linking the account of Marxist theory to a discussion of
its relevance for understanding social class divisions today. Lower in the mark range, answers were often
confined to a few observations about Marx’s ideas or about the nature of social class in general.
4
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
SOCIOLOGY
Paper 9699/13
Essay
Key messages
●
●
●
●
More candidates demonstrated sound knowledge of relevant concepts and theories.
Questions were interpreted accurately overall.
There was scope for further improvement in the analysis and assessment skills that are required to gain
high marks.
Good use was made of references to recent sociological studies and theories in some answers.
General comments
The overall standard of performance for this paper remains high. Some candidates showed a remarkably
good understanding of a wide range of relevant sociological theory, including the latest contributions from
thinkers in the post-modernist and post-structuralist camps. These candidates also demonstrated excellent
skills in constructing answers that included high quality analysis and assessment of the issues raised by
each question. Other candidates performed well in terms of their knowledge and understanding of the
relevant subject matter but they provided insufficient analysis and assessment to merit high marks.
Candidates in this category would benefit from going beyond mere description of a theory or explanation, to
discuss the relevant strengths and limitations of the ideas they are considering.
A minority of candidates continue to answer the questions almost entirely in terms of general knowledge
and/or personal opinion. Such answers lack reference to appropriate sociological sources and so merit only
low marks. A minimum requirement for success in the examination is that the candidate has a sound
understanding of the relevant textbook material for the syllabus. This knowledge base is required to attain
the necessary standard of performance to achieve an AS Level pass grade.
Comments on specific questions
Question 1
Answers that merited high marks demonstrated a good understanding of the positivist and anti-positivist
positions. Good answers also included an explicit and well-developed assessment of the view that
sociological research can and should be based on the methods of the natural sciences. Some candidates
made good use of the post-modernist perspective to challenge the notions of science on which positivist
arguments depend. There were a lot of answers that gained marks in the middle of the range by describing
the positivist perspective well. These then needed to offer an assessment of its strengths and limitations in
order to gain further credit. Answers that focused on a critique of the methods used in the natural sciences,
without relating the discussion to sociological enquiry specifically, provided only a partial answer to the
question and so gained only low marks.
Question 2
This question required the candidate to demonstrate understanding of the philosophical notion of
determinism and its influence on sociological theory. Good answers discussed the concept of determinism
directly and related it to the functionalist and/or Marxist perspectives. These answers also included an
assessment of the extent to which the individual is constrained by social forces. Some candidates made
good use of Wrong’s over-socialised concept of human behaviour to challenge structural theories in
sociology. There were a lot of answers in the middle of the mark range that were confined to a sound
descriptive account of different theories of socialisation. These candidates could have gained higher marks
by shaping their answers more to the specific requirements of the question. Answers lower in the mark
range were often confined to a few basic observations about the nature of socialisation.
5
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
Question 3
Good answers discussed both the strengths and the limitations of secondary data in general and examined
specific types of secondary data, such as diaries, historical documents, newspapers, and official statistics.
Candidates who were able to discuss practical and theoretical advantages of secondary data gained high
marks. Answers in the middle of the mark range often lacked detail about particular types of secondary data
or they provided little analysis of the theoretical strengths and limitations. A few candidates confused
secondary data with primary data. Some answers examined only the strengths and limitations of official
statistics.
Question 4
Good answers to this question focused on the issue of subjectivity and relevant links to participant
observation. Candidates who discussed the strengths and limitations of participant observation in general,
without explicit analysis of the issue of subjectivity, were awarded marks in the middle of the range. There
were some good answers in which the candidates made links to relevant participant observation studies in
order to illustrate their analytical points. To gain high marks, it was also necessary to assess the view that
participant observation studies have little value in sociological research because they are too subjective.
Answers lower in the mark range were often confined to a few elementary points about the nature of
participant observation studies, without any direct links to the question.
Question 5
This question invited the candidates to discuss Marxist theories of power and social class. Good answers
made appropriate links to the Marxist perspective and included links to thinkers such as Althusser and
Gramsci. Answers that merited high marks also included an assessment of the view that property ownership
is still the main source of economic and political power. The assessment was often conveyed through an
analysis of alternative theories of power, including those in the Weberian and feminist traditions. Answers
that described the Marxist theory of power without any assessment gained marks in the middle of the range.
Answers in the lower part of the mark range were often confined to a few basic observations about the
nature of social inequality.
Question 6
There were relatively few answers to this question. High quality responses demonstrated knowledge of a
range of sociological explanations of racial discrimination, including structural and cultural theories. Some
good answers also included references to relevant studies. Candidates gained further credit for questioning
what is meant by racial discrimination. Answers in the middle of the range often focused on just one or two
sociological explanations of racial discrimination. These answers usually lacked an assessment of the
explanations offered. Lower in the mark range, answers often relied on assertion about the nature of racial
discrimination rather than discussing relevant sociological evidence and theory.
6
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
SOCIOLOGY
Paper 9699/21
Data Response
Key messages
•
•
•
•
•
Good knowledge and understanding were demonstrated in many answers.
Some candidates showed they were thinking sociologically and aimed to analyse the meaning of
questions and bring a wide range of knowledge and examples to bear in their answers.
Practical understanding of sociological method was generally good.
A sound grasp of theory was demonstrated, although candidates need to try and use aspects of theory
to explain points and to be able to compare, contrast and apply perspective approaches with more
confidence.
Some candidates need to develop skills of question interpretation, particularly taking account of term
definition from the question when shaping answers.
General comments
1. Candidates will score more marks if they answer the question set, underline key words in the
questions, and look for the sociological issue and debate being presented, particularly in the longer
questions.
2. Sociological theory should be used to support points, and candidates need to be ready to compare
theories and to assess them for value.
3. Candidates should be aware of key study material and be able to apply it flexibly to questions asked,
especially to achieve higher grades.
4. Method should also be analysed in questions such as Question 2, and should always be related to
the reality/practicality of sociological research issues and practice, with perhaps an empathetic grasp
of the researcher’s work.
5. In shorter questions, candidates should try to relate their responses back to the question being
asked. If the question asks about social conformity, then the reasons given should show how they
are linked to the context of social conformity.
Comments on specific questions
Question 1
(a)
This was generally answered well. Many candidates were able to define collective conscience in
terms of shared values/norms/sentiments/beliefs. Better answers were also able to make the link
to the outcome of social solidarity/order.
(b)
The question asked for reasons and in the main this angle was taken. The expected response was
a number of relevant sanctions or rewards, explained in order to gain full credit. Socialisation was
not acceptable because the question asked for active ways in which adults choose to conform to
roles, not how people have been passively trained. Many did relate their answers to sanctions,
although these were not always well explained in terms of roles and social conformity. References
to ‘punishments’ and ‘rewards’ without examples scored only limited marks. Many candidates tried
to think this through, which showed a sociological mindset, and produced instinctive responses
such as ‘the desire to maintain order/avoid conflict’ or the ‘impact of religious values’, which could
be rewarded. Formal and informal sanctions were also rewarded.
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© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
(c)
Answers to this question showed that many candidates were able to write about Marxism in detail
and with understanding. However, the focus of the question was the role of the state specifically,
and related to social order, whereas many answers simply related the Marxist position on social
class. Thus candidates were being tested on their ability to use theory to answer a question from a
particular angle. The stem is there to guide and stimulate responses but candidates should be
aware that lengthy copying from the stem will not score many marks. Lower level responses
tended to describe social class theory, or write about state power without any theory. Better
answers were able to discuss what Marxists define as the state and why they think social order
matters, with developed references to neo-Marxism and state apparatus.
(d)
Many responses to this question started very well. Functionalist themes on social order were
brought forward, such as norms, values, value consensus and socialisation. There was also some
use of AGIL, the organic analogy, and mechanical and organic solidarity. The quality of answers
depended on the amount of detail given and the degree of explanation. In some cases relevant
information was mentioned without really drawing out the main sociological meanings.
Assessment required some discussion of strengths and weaknesses of the theory, and this fell into
two types. Sound answers juxtaposed learned criticisms. High-scoring answers tended to take
features of the Functionalist position and show strengths and weaknesses, often including some
contrast with other theories on the same subject, and a number of candidates were able to do this.
Question 2
(a)
Some candidates found this testing. Many were able to indicate that it was something to do with a
relationship but could not complete the scientific understanding of the link to
variables/factors/results in an experiment to gain full credit.
(b)
There were many strong responses to this question. Many candidates were able to give problems
of using laboratory experiments, such as the inability to fit a population into the laboratory, ethical
issues, and the Hawthorne effect. Good scores were achieved by problems that were explained
from the point of view of the researcher, and by candidates who made the link in their answers to
studying people.
(c)
Lower-scoring candidates were able to identify some reasons why experiments might be used in
sociological research. Most answers scored well though, and candidates were able to give specific
reasons why positivists might favour experiments with some strong explanations of theoretical
implications. Better responses made the links to positivist theory and gave explanations that
showed what was going on in positivist experiments.
(d)
The quality of responses to this question depended on the ability of the candidate to see that it was
both about a comparison of types of data and a need to assess the issue of superiority. So the
very best answers were able to identify strengths and weaknesses for both data types, and to do
this in relation to one another and in terms of the needs of sociological research and the theoretical
positions behind them. These candidates were therefore able to discuss what the researcher might
want to do with the data, or what the needs of the research hypothesis were. There were some
good middle-band responses that discussed the value of quantitative data and made juxtaposed
comparisons with qualitative data. Many candidates attempted to offer conclusions on the issue of
superiority, and it is worth noting that a decision by the candidate to choose one option over the
other would not lose marks if the conclusion were defended by sociological argument. Good
discussions considered the question of the purpose for which quantitative data might be thought
superior. Considered judgement is as valid as referring back to the triangulation catch-all.
Question 3
(a)
Most candidates were able to identify life chances as the opportunity to gain something and to
avoid other things. More sociological responses made the links to social mobility, or better
standards of living, and some provided examples such as education, health, and status to gain full
credit.
(b)
This proved a challenging question for some and as a result only generalised responses were
recorded. It proved possible for many to give problems associated with class and occupation but
the link to social mobility proved much more difficult, and such explanations were rare. Issues
related to occupation, change and movement would have been useful.
8
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
(c)
It was common for this question to be tackled generally, giving an overall view of problems faced
by those in the lower classes wishing to better themselves, without necessarily looking at issues
related to social mobility, thus the focus tended to be on material factors. The question really
invited candidates to look at the problems from the perspective of a working class person, and thus
to access cultural factors as well. Better answers not only looked at a range of issues, including life
chances and culture of poverty issues, that might mean that working class culture was a brake on
movement, but also looked at social closure at higher levels and issues of language and social
behaviour.
(d)
There was a range of good responses to this question, with many candidates considering the issue
of class barriers and what that might mean in modern industrial societies. Class barriers might
break down for a number of reasons, whether it means the mixing of cultures, the easier movement
between classes, or changes in classes themselves. Only a few candidates used social mobility
study material, and surprisingly few related their answers to embourgeoisement or Weber. Sound
middle-band responses tended to rely on description of social opportunity, usually for the lower
classes. A detailed discussion of postmodernism would have scored well, but only a few
candidates used this opportunity. Better candidates attempted to assess by questioning the
question, often relying on Marxism, rather than using a wider range of available study material.
9
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
SOCIOLOGY
Paper 9699/22
Data Response
Key messages
●
Good knowledge and understanding were demonstrated in many of the answers.
●
There is scope for further improvement in the analysis and assessment skills that are required to gain
high marks.
●
Some answers were too short or too tangential to the question.
●
Good use was made of references to recent sociological studies and theories in some answers.
●
There was scope to write more about the links between research methods and theoretical perspectives.
●
Some candidates need to develop their skills in interpreting the questions accurately and to make better
use of the source materials as a stimulus to their answers.
General comments
Some of the candidates demonstrated good knowledge and understanding of the relevant topic areas and
were able to offer analysis and evaluation of appropriate sociological arguments and theory. Other
candidates gained high marks for knowledge and understanding but lost the opportunity to gain further
marks because they did not develop appropriate analysis and assessment in relation to the part (d)
questions. Some candidates would have gained higher marks through reading the source data more
carefully and recognising that the data provides a stimulus for understanding the requirements of each
question.
There were some scripts where the answers were too short to merit many marks. The candidates in such
instances appeared to have no knowledge of relevant material from the recommended textbooks. Some
answers contained material that was tangential or irrelevant to the question set. In such instances, the
candidates would have benefited from better interpretation and application skills. There were no rubric errors
and candidates generally seemed to make good use of their time in the examination.
Comments on specific questions
Question 1
(a)
Many of the candidates rightly noted that variables are the factors that may influence the outcome
of a scientific experiment. Some candidates demonstrated some understanding of the concept but
did not provide an accurate definition, so could only gain limited credit. A few of the answers
confused the term ‘variables’ with ‘validity’.
(b)
Good answers to this question demonstrated an awareness of the ideas of Kuhn and other thinkers
who have contributed to an understanding of the conservative bias in scientific practice and theory.
There were a lot of answers that were tangential to the question and where the candidates
appeared to ignore the context to the question provided by the source material. Candidates should
understand that the questions are set within the context of the source. To understand the
questions correctly, they need to be read in conjunction with a reading of the source material.
(c)
Good answers demonstrated a sound grasp of relevant theoretical issues and focused specifically
on the problems of measuring human behaviour. The interpretivist critique of quantitative methods
10
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
was often used as the basis for good answers. Some responses approached the question in an
indirect way by discussing the relationship between sociology and scientific method. These
answers usually gained marks in the middle of the range but generally included too much
tangential material to merit high marks. Answers that were awarded low marks were often confined
to a few basic observations about the complex nature of social reality.
(d)
There were some good answers to this question that demonstrated a detailed understanding of the
interpretivist view that the methods of the natural sciences are inappropriate for studying society.
High quality answers also provided a sound assessment of the interpretivist arguments. This often
involved drawing comparisons with the positivist perspective on the relationship between sociology
and science. Answers that merited marks in the middle of the range often provided sound
descriptive accounts of the interpretivist perspective but did not offer a clear assessment. There
were some low-scoring answers that were confined to a few assertions about the nature of science
and its relationship to sociology.
Question 2
(a)
Good answers noted that reliability is a measure of the ability to repeat the research procedure and
produce the same results. Some candidates gained limited credit by mentioning the idea of
repeatability but then needed to make the further connection with the idea of producing the same
results when a study is repeated. A few candidates confused reliability with validity.
(b)
Good answers described two relevant advantages of using structured interviews rather than
questionnaires. Some candidates were able to identify only one advantage. There were some
answers that were limited to describing advantages of structured interviews in general. Answers
that did not identify advantages that were specific to structured interviews rather than
questionnaires could not be rewarded.
(c)
Answers that merited high marks provided a good account of several reasons why interviews may
create the problem of researcher effect. Answers in the middle of the mark range were often
confined to a narrow range of points about why researcher effect might occur when carrying out
interviews. Some candidates attempted to answer this question by discussing the strengths and
limitations of interviews. This type of tangential response merited only low marks.
(d)
High quality answers assessed the strengths and limitations of questionnaires through the skilled
application of theoretical points and relevant concepts such as validity, reliability and objectivity.
Some good answers also made appropriate links to the positivist and anti-positivist perspectives.
Answers that justified a mark in the middle of the range were often less theoretical and relied
mainly on an assessment of the practical strengths and limitations of using questionnaires in
sociological research. There were some low-scoring answers that were confined largely to
describing the main features of questionnaires rather than assessing the strengths and limitations
of this research method.
Question 3
(a)
Answers that recognised that value consensus refers to common agreement among people about
the important norms and principles by which society is regulated gained full credit. Some
candidates gained some credit for noting the connection with the idea of a common agreement
among people, without describing the nature of that agreement. A few candidates confused value
consensus with the notion of ascription.
(b)
Good answers referred to examples such as age, gender, ethnic and class-based inequality. A few
answers discussed the concept of social stratification in general, without identifying specific
examples of social inequality. Some candidates were only able to discuss one example of social
inequality.
(c)
Good answers referred to different feminist theories and linked the material well to an explanation
of why females are discriminated against in modern industrial societies. Answers that merited
fewer marks provided an explanation for gender discrimination without linking the material clearly to
feminist theories. Some answers were confined to a few simple assertions about social inequality
in general.
11
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
(d)
There were some good answers to this question that described the functionalist theory of
stratification accurately and explained the idea that social inequality benefits all members of
society. These answers also provided a sustained assessment of the functionalist perspective,
often through reference to contrasting theories, such as the Marxist and feminist. Answers that
were ranked in the middle of the mark range often relied too heavily on a descriptive account of the
functionalist perspective. Assessment of that perspective was required to gain higher marks.
Lower in the mark range, there were some answers that discussed social inequality in general,
without demonstrating knowledge of the relevant sociological theories.
12
© 2011
Cambridge International Advanced Subsidiary Level and Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
SOCIOLOGY
Paper 9699/23
Data Response
Key messages
•
•
•
•
•
Good knowledge and understanding were demonstrated in many answers.
Some candidates showed they were thinking sociologically and aimed to analyse the meaning of
questions and bring a wide range of knowledge and examples to bear in their answers.
Practical understanding of sociological method was generally good.
A sound grasp of theory was demonstrated, although candidates need to try and use aspects of theory
to explain points and to be able to compare, contrast and apply perspective approaches with more
confidence.
Some candidates need to develop skills of question interpretation, particularly taking account of term
definition from the question when shaping answers.
General comments
1. Candidates will score more marks if they answer the question set, underline key words in the
questions, and look for the sociological issue and debate being presented, particularly in the longer
questions.
2. Sociological theory should be used to support points, and candidates need to be ready to compare
theories and to assess them for value.
3. Candidates should be aware of key study material and be able to apply it flexibly to questions asked,
especially to achieve higher grades.
4. Method should also be analysed in questions such as Question 2, and should always be related to
the reality/practicality of sociological research issues and practice, with perhaps an empathetic grasp
of the researcher’s work.
5. In shorter questions, candidates should try to relate their responses back to the question being
asked. If the question asks about social conformity, then the reasons given should show how they
are linked to the context of social conformity.
Comments on specific questions
Question 1
(a)
This was generally answered well. Many candidates were able to define collective conscience in
terms of shared values/norms/sentiments/beliefs. Better answers were also able to make the link
to the outcome of social solidarity/order.
(b)
The question asked for reasons and in the main this angle was taken. The expected response was
a number of relevant sanctions or rewards, explained in order to gain full credit. Socialisation was
not acceptable because the question asked for active ways in which adults choose to conform to
roles, not how people have been passively trained. Many did relate their answers to sanctions,
although these were not always well explained in terms of roles and social conformity. References
to ‘punishments’ and ‘rewards’ without examples scored only limited marks. Many candidates tried
to think this through, which showed a sociological mindset, and produced instinctive responses
such as ‘the desire to maintain order/avoid conflict’ or the ‘impact of religious values’, which could
be rewarded. Formal and informal sanctions were also rewarded.
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(c)
Answers to this question showed that many candidates were able to write about Marxism in detail
and with understanding. However, the focus of the question was the role of the state specifically,
and related to social order, whereas many answers simply related the Marxist position on social
class. Thus candidates were being tested on their ability to use theory to answer a question from a
particular angle. The stem is there to guide and stimulate responses but candidates should be
aware that lengthy copying from the stem will not score many marks. Lower level responses
tended to describe social class theory, or write about state power without any theory. Better
answers were able to discuss what Marxists define as the state and why they think social order
matters, with developed references to neo-Marxism and state apparatus.
(d)
Many responses to this question started very well. Functionalist themes on social order were
brought forward, such as norms, values, value consensus and socialisation. There was also some
use of AGIL, the organic analogy, and mechanical and organic solidarity. The quality of answers
depended on the amount of detail given and the degree of explanation. In some cases relevant
information was mentioned without really drawing out the main sociological meanings.
Assessment required some discussion of strengths and weaknesses of the theory, and this fell into
two types. Sound answers juxtaposed learned criticisms. High-scoring answers tended to take
features of the functionalist position and show strengths and weaknesses, often including some
contrast with other theories on the same subject, and a number of candidates were able to do this.
Question 2
(a)
Some candidates found this testing. Many were able to indicate that it was something to do with a
relationship but could not complete the scientific understanding of the link to
variables/factors/results in an experiment to gain full credit.
(b)
There were many strong responses to this question. Many candidates were able to give problems
of using laboratory experiments, such as the inability to fit a population into the laboratory, ethical
issues, and the Hawthorne effect. Good scores were achieved by problems that were explained
from the point of view of the researcher, and by candidates who made the link in their answers to
studying people.
(c)
Lower-scoring candidates were able to identify some reasons why experiments might be used in
sociological research. Most answers scored well though, and candidates were able to give specific
reasons why positivists might favour experiments with some strong explanations of theoretical
implications. Better responses made the links to positivist theory and gave explanations that
showed what was going on in positivist experiments.
(d)
The quality of responses to this question depended on the ability of the candidate to see that it was
both about a comparison of types of data and a need to assess the issue of superiority. So the
very best answers were able to identify strengths and weaknesses for both data types, and to do
this in relation to one another and in terms of the needs of sociological research and the theoretical
positions behind them. These candidates were therefore able to discuss what the researcher might
want to do with the data, or what the needs of the research hypothesis were. There were some
good middle-band responses that discussed the value of quantitative data and made juxtaposed
comparisons with qualitative data. Many candidates attempted to offer conclusions on the issue of
superiority, and it is worth noting that a decision by the candidate to choose one option over the
other would not lose marks if the conclusion were defended by sociological argument. Good
discussions considered the question of the purpose for which quantitative data might be thought
superior. Considered judgement is as valid as referring back to the triangulation catch-all.
Question 3
(a)
Most candidates were able to identify life chances as the opportunity to gain something and to
avoid other things. More sociological responses made the links to social mobility, or better
standards of living, and some provided examples such as education, health, and status to gain full
credit.
(b)
This proved a challenging question for some and as a result only generalised responses were
recorded. It proved possible for many to give problems associated with class and occupation but
the link to social mobility proved much more difficult, and such explanations were rare. Issues
related to occupation, change and movement would have been useful.
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(c)
It was common for this question to be tackled generally, giving an overall view of problems faced
by those in the lower classes wishing to better themselves, without necessarily looking at issues
related to social mobility, thus the focus tended to be on material factors. The question really
invited candidates to look at the problems from the perspective of a working class person, and thus
to access cultural factors as well. Better answers not only looked at a range of issues, including life
chances and culture of poverty issues, that might mean that working class culture was a brake on
movement, but also looked at social closure at higher levels and issues of language and social
behaviour.
(d)
There was a range of good responses to this question, with many candidates considering the issue
of class barriers and what that might mean in modern industrial societies. Class barriers might
break down for a number of reasons, whether it means the mixing of cultures, the easier movement
between classes, or changes in classes themselves. Only a few candidates used social mobility
study material, and surprisingly few related their answers to embourgeoisement or Weber. Sound
middle-band responses tended to rely on description of social opportunity, usually for the lower
classes. A detailed discussion of post-modernism would have scored well, but only a few
candidates used this opportunity. Better candidates attempted to assess by questioning the
question, often relying on Marxism, rather than using a wider range of available study material.
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SOCIOLOGY
Paper 9699/31
Essay 2
Key messages
1. Questions in part (a) that require straightforward application and understanding of knowledge were
generally well done.
2. To score full marks in the part (a)(i) questions, it is only necessary to provide a definition. Some
candidates also provided examples, which were not required by the questions.
3. Answers to part (b) questions requiring more stretching answers would benefit from the inclusion of more
sociological concepts and studies in order to access mark band three.
4. To access the higher mark bands, discussions in response to part (b) questions would benefit from
inclusion of the strengths and weaknesses of approaches and studies used, as well as conclusions that
demonstrate the skill of evaluation.
General comments
Most candidates answered questions on the family and education. Knowledge of these topics was generally
sound. A number also answered questions on religion and crime and deviance, with fewer responding to the
questions on the mass media. There were very few answers to questions on work and leisure.
Most candidates answered the required number of questions but there were a small number who answered
one question from each section. The best candidates answered three questions to a similar standard but
some struggled to offer a sociological response to their third question.
Many candidates were able to gain marks in part (a) by showing clear understanding of the meaning of the
concepts and by applying appropriate examples to confirm their understanding in the second part of the
answer.
The best answers to part (b) questions provided sound evaluative responses supported by a good range of
sociological evidence. Other answers provided list-like accounts of information on the topic rather than being
tailored to the question that was set. These candidates would have benefited by including sociological
research as well as the use of sociological concepts.
Comments on specific questions
Section A
Question 1
(a) (i)
Many answers displayed a clear understanding of the structure of the extended family. Some
answers were limited to the members of such families and did not include details about the way
they function together.
(ii)
There were a few very good answers outlining the characteristics of modified extended families but
many candidates described nuclear and extended families whilst others described how families in
modern industrial societies may have changed.
(b)
There were some excellent answers to this question outlining how the extended family may have
declined in modern industrial society, with the very best noting its continuation, for example, within
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Principal Examiner Report for Teachers
ethnic communities in societies such as Britain. Candidates should note that when the question
specifies modern industrial societies, including examples such as the Nayer is inappropriate. Other
weaker answers confined themselves to describing the functions of the family.
Question 2
(a) (i)
Most candidates linked patriarchy to men and the way they exercise control. The best answers
also linked this to power and decision-making.
(ii)
Many candidates outlined two ways in which patriarchy may be found in families but some
struggled to give a second example.
(b)
There were many responses that showed consistent analysis leading to clear explanations. Many
used Young and Willmott as well as the debate relating to symmetrical families and
joint/segregated conjugal roles. They then applied a feminist critique to this evidence. Good use
was made of diverse family structures as evidence of a move away from the overtly ‘patriarchal’
family structure, and this was then contrasted with evidence from Dobash and Dobash of male
domination. Some useful reference was made to the work of the Rapoports and diversity. Other
answers confined themselves to describing families and functions, with little or no evidence that
addressed the question
Section B
Question 3
(a) (i)
This concept was not well understood by the majority of candidates, with many stating that it meant
being deprived of your culture.
(ii)
A number of candidates who were unable to define the term accurately in the first part of the
question went on to give two examples of the impact of cultural deprivation on education, such as
language codes and labelling. Some candidates confused cultural with material deprivation.
(b)
Many candidates were able to answer this question fully. As well as offering a consideration of
sociological evidence to support the claim that class is a significant issue in determining
educational achievement, a range of other factors was considered and supported with evidence.
Weaker responses either agreed with the proposition, based on a Marxist viewpoint, or rejected it
by ignoring class and discussing other factors that influence achievement. The weakest answers
offered no supporting evidence.
Question 4
(a) (i)
Most candidates understood what the term meant but a number defined a label rather than the
process of labelling.
(ii)
The majority of candidates gave one sound example of labelling but many struggled to give a
second. In some answers the second was very similar to the first. In order to gain full marks, it is
better to give two clearly different examples that avoid the problem of overlap.
(b)
Many candidates avoided any mention of ethnicity in their answers and simply discussed other
influences on educational attainment in very general terms, without offering any sociological
support. Others discussed ethnicity briefly, for example by mentioning Fuller, and then offered
alternative influences. Stronger answers considered the issue of ethnicity in some depth, including
differences between ethnic groups. Good answers also included a detailed consideration of other
in and out-of-school factors, supported by appropriate sociological evidence. A common error
noted in some answers was that they described race as if it was something separate from ethnicity.
A less common error was to confuse ethnicity with religion.
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Section C
Question 5
(a) (i)
Many candidates provided accurate definitions of this term, often including examples even though
they were not needed. A few weaker candidates referred to being in control rather than social
control.
(ii)
The majority of candidates answering this question were able to identify and describe two
appropriate ways of religion acting as a means of social control, however some answers were of
great length approaching what could be considered reasonable for a part (b) essay.
(b)
Many candidates confined their discussion to the classical theorists. Some were limited to a
consideration of functionalist (namely Durkheim) and Marxist approaches. Some candidates
developed their answers to include Weber and social change. Stronger answers used more up-todate evidence considering different positions by using examples such as the Civil Rights Movement
in the USA, South Africa and Poland, as well as Maduro and liberation theology.
Question 6
(a) (i)
There was a small number of responses to this question. Many of these candidates described
sects in general rather than giving the specific definition of ‘world affirming sect’.
(ii)
Many candidates left this answer blank. Of those who attempted it, a majority only gave one
example.
(b)
Many candidates treated this as a question about secularisation, which was part of the question,
but the scope of the question was wider than purely secularisation. A number of answers
displayed a general lack of understanding of the nature of new religious movements.
Section D
Question 7
(a) (i)
There were responses that stated that a self report study was a survey that allowed people to
report on engagement in crime either as a criminal or a victim. These answers scored well. Other
answers that explained that a self report study is victims only reporting crimes could only gain
limited credit.
(ii)
Many candidates gave two appropriate advantages, including the honesty of reporting adding to
validity and the highlighting of the dark figure of crime.
(b)
Many weaker responses offered unsupported descriptions of crime. Others offered consideration
of the working class as the main powerless group committing crime. Some of these were well
supported but other answers would have benefited from the inclusion of more evidence. More
detailed responses looked at a range of supporting evidence, such as Merton, Chambliss, Becker
and Snider, plus a range of factors that included ethnicity, age and gender, as well as the criminal
activities of some powerful groups in society.
Question 8
(a) (i)
(ii)
(b)
Many candidates were able to offer a partial definition of the term as a group within a larger society.
More sophisticated responses explained that these had their own set of norms and values seen as
different from those of the rest of society.
Most candidates struggled to offer two differences between the theories.
The best answers to this question not only offered a detailed consideration of the interactionist
theories or theorists but also outlined strengths and weaknesses of this approach. Many of the
alternative theories were included in answers that gained the higher mark bands. Weaker
responses either simply outlined the work of the interactionists or ignored them completely and
concentrated on alternative approaches to deviance.
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Section E
The questions in this section were answered by too few candidates to report on.
Section F
Question 11
(a) (i)
(ii)
(b)
Few candidates were able to define censorship.
There were some responses that used local examples well to show how the media may influence
the political process. A small number of candidates reversed the question, explaining how
politicians influence the media.
The best responses addressed the specific question set, considered all aspects of the question in a
relevant way and were supported with relevant analysis. Most responses contrasted the pluralist
and Marxist approaches to the way in which the media operate. Some had a broader range of
material and included the ideas of key thinkers such as Gramsci, Marcuse and Philo.
Question 12
(a) (i)
(ii)
(b)
There were very few answers to this question and the term was not well understood.
Many candidates were able to describe at least one appropriate difficulty in measuring the
influence of the media. The most frequently identified problem was to do with interpretation of
data.
Although there were few responses to this question, the best essays were well argued and logically
organised. In addition to providing an outline of the hypodermic syringe model, these candidates
highlighted weaknesses and contrasted this model with several others. In addition to the work of
Bandura, key thinkers such as Katz and Lazarsfeld, McQuail and Philo were among those
referenced. Some candidates needed to focus more on the way in which these models aid us in
our understanding of the role of the media in society in order to access the higher mark bands.
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SOCIOLOGY
Paper 9699/32
Essay 2
Key messages
1. Part (a) questions that require straightforward application and understanding of knowledge were
generally well done.
2. To score full marks in the part (a)(i) questions, it is only necessary to provide a definition. Some
candidates also provided very long answers with examples, which were not required.
3. Answers to part (b) questions requiring more stretching answers would benefit from the inclusion of
more sociological concepts and studies in order to access mark band three.
4. To access the higher mark bands, discussions in part (b) questions would benefit from inclusion of
the strengths and weaknesses of the sociological evidence being used, rather than long descriptions
of the evidence quoted, as well as conclusions that demonstrate the skill of evaluation.
5. Candidates should be encouraged to refer to examples from the recent past in order to avoid purely
theoretical answers.
General comments
Most candidates answered questions on the family and education. Knowledge of these topics was generally
sound. A number also answered questions on religion and crime and deviance, with fewer answering the
questions on the mass media. There were very few answers to the questions on work and leisure.
Most candidates answered the required number of questions and there were few rubric errors.
Many candidates were able to gain marks in part (a) by showing clear understanding of the meaning of the
concepts and by applying appropriate examples to confirm their understanding in the second part of the
answer. Some candidates wrote very brief answers, lacking in sociological content, and demonstrated
confused understanding of basic concepts and terms.
The best answers to part (b) questions provided sound evaluative responses supported by a good range of
sociological evidence. Other answers provided list-like accounts of information on the topic rather than being
tailored to the question that was set. Being more selective and offering more detailed consideration of the
evidence would achieve more in terms of evaluation and analysis.
A candidate’s level of success depended on the amount of exposure they had had to relevant theory and
text. Those with in-depth topic knowledge offered intelligent argument and pleasing sociological insight.
Many candidates attempted some evaluation of the work of key sociological thinkers and there were some
interesting conclusions offered.
Comments on specific questions
Section A
Question 1
(a) (i)
Most candidates understood that matrifocal was to do with females. A number of candidates gave
examples of matrifocal families, which was not required in the definition. A common error was to
describe female societies rather than families.
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(ii)
(b)
There were a few very good examples of alternative families given. Common errors were to give
examples such as the Nayer, which was a matrifocal family, instead of alternatives or to describe
why matrifocal families exist.
There were responses that showed intelligent debate, juxtaposing theory and offering evaluative
comment about family structures. Common errors were to interpret dominant family structures to
mean patriarchal family structures, or that the question was asking candidates to discuss what is
an ideal family. Sometimes candidates did not address the question directly but wrote more about
who dominates in the family, patriarchy, the lack of equal opportunities or what they saw as the
‘problem with families today’.
Question 2
(a) (i)
With the exception of candidates who described the dual burden as one that is shared in
relationships or who described joint and segregated roles, this was a thoroughly well understood
concept.
(ii)
Candidates gave some interesting and thoughtful answers to this question, such as continuing
gender expectations and lack of egalitarian relationships. Candidates who had not defined the
concept correctly were not able to identify causes of the dual burden.
(b)
Many candidates were able to identify a range of issues related to the domestic labour debate.
Some candidates demonstrated limited knowledge or understanding of the changes evident in
modern industrial societies that relate to key family roles. Some responses included a lively debate
that covered a range of sociological perspectives and embraced increasing trends towards
egalitarian practices as well as both historical and cross-cultural comparisons.
Section B
Question 3
(a) (i)
Most candidates had a sound understanding of the concept. A significant number of candidates
confused cultural capital with financial resources and deprivation.
(ii)
Those candidates who had defined the concept accurately also gave examples of the way in which
cultural capital can influence educational outcomes. Those who had misunderstood the term gave
examples of how material capital and not cultural capital can influence educational outcomes.
(b)
Many candidates were able to answer this question fully. Able candidates appeared to enjoy the
challenge of the question and debated social mobility, equality and inequality of opportunity in
terms of education systems. Occasionally opportunities and constraints were explored in great
detail and a thoughtful conclusion offered about the role of education in social mobility. Weaker
responses gave unsupported descriptions of education and its role in general, without linking it to
social mobility. These responses usually struggled to offer any balance of sociological argument or
look beyond issues of social class.
Question 4
(a) (i)
(ii)
(b)
This term was well understood by the majority of candidates.
The majority of candidates gave one sound example of pupils’ reactions to school but some
struggled to give a second. The best answers were specific, for example by referring to Willis’s
lads, rather than generic, such as stating that pupils may be rebellious.
Most candidates were well prepared for this question. Many responses consisted of a limited
consideration of the interactionist contribution and some relied on personal experience. Other
candidates ably analysed appropriate theorists’ work, offering sound evaluation and balanced
arguments.
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Section C
Question 5
(a) (i)
(ii)
(b)
This question was generally well answered, with many candidates referring to Durkheim.
The majority of candidates answering this question were able to identify and describe two
appropriate ways in which religion acts as a means of social control. Some answers were too long.
Other candidates were unsure about the consequences of lack of social solidarity.
Most candidates’ responses were clear and focused on the question. Reference to postmodernity
would have improved a number of answers. Some were limited to a consideration of functionalist
(namely Durkheim) and Marxist approaches. Better responses also included Weber and social
change. Stronger answers interpreted both the meaning and the role of religion, as well as using
more up-to-date evidence, such as Maduro and liberation theology.
Question 6
(a) (i)
There were a number of responses to this question where the candidate struggled to provide an
accurate definition of the term ‘new religious movement’.
(ii)
Many candidates were unable to distinguish between a church and a denomination. A number just
described a church and made no mention of denominations. Other candidates only gave one
example.
(b)
Many candidates were able to identify religious trends both now and in the past. Fewer candidates
were able to do more than present a list of examples of religious behaviour. Candidates should be
aware that they need to organise the contradictory arguments and material relating to the
secularisation debate in an effective framework to show both sides and then include a conclusion.
Section D
Question 7
(a) (i)
Most candidates had a good understanding of the term. Common mistakes were to confuse it with
status or master status.
(ii)
Many candidates gave two appropriate sanctions, which were frequently positive and negative
sanctions.
(b)
Many candidates seemed to be unaware of the Chicago School and other research on the
environment, locality and crime. Other responses presented a general survey of criminology
unrelated to the question, as well as some limited responses from candidates who clearly did not
understand inner city issues, who is to be found in inner cities, or distinctions between deviance
and crime.
Question 8
(a) (i)
There was some misunderstanding of the meaning of social disorganisation.
(ii)
Candidates who did not understand the term in part (a)(i) were not able to give two examples of
how social disorganisation can lead to deviance.
(b)
There were some comprehensive arguments covering a wide range of differing sociological
perspectives. Other candidates struggled to explore different theoretical perspectives in order to
attempt an evaluation of the usefulness of functionalism.
Section E
The questions in this section were answered by too few candidates to report on.
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Section F
Question 11
(a) (i)
Some candidates did not understand the term ‘folk devils’. Candidates who gave a correct answer
gave a full and meaningful explanation.
(ii)
Most candidates answered this question clearly. Stronger candidates were able to identify two
good examples.
(b)
There were some reasonable arguments offered by able candidates, many of whom made use of
knowledge and experience from their own societies. Other responses were assertive, containing
limited knowledge or understanding of relevant theory and little attempt at evaluation.
Question 12
(a) (i)
A number of candidates appeared to struggle with the term ‘audience effects’ in relation to the
media.
(ii)
Some responses were clear but examples of difficulties in ‘measuring’ varied, both in terms of
appropriateness and strength.
(b)
Good responses offered thoughtful arguments, demonstrating appropriate knowledge and
understanding of related theory.
A number of candidates struggled and appeared to
misunderstand the meaning of ‘uses and gratifications theory’.
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SOCIOLOGY
Paper 9699/33
Essay 2
Key messages
1. Questions in part (a) that require straightforward application and understanding of knowledge were
generally well done.
2. To score full marks in the part (a)(i) questions, it is only necessary to provide a definition. Some
candidates also provided examples, which were not required by the questions.
3. Answers to part (b) questions requiring more stretching answers would benefit from the inclusion of more
sociological concepts and studies in order to access mark band three.
4. To access the higher mark bands, discussions in response to part (b) questions would benefit from
inclusion of the strengths and weaknesses of approaches and studies used, as well as conclusions that
demonstrate the skill of evaluation.
General comments
Most candidates answered questions on the family and education. Knowledge of these topics was generally
sound. A number also answered questions on religion and crime and deviance, with fewer responding to the
questions on the mass media. There were very few answers to questions on work and leisure.
Most candidates answered the required number of questions but there were a small number who answered
one question from each section. The best candidates answered three questions to a similar standard but
some struggled to offer a sociological response to their third question.
Many candidates were able to gain marks in part (a) by showing clear understanding of the meaning of the
concepts and by applying appropriate examples to confirm their understanding in the second part of the
answer.
The best answers to part (b) questions provided sound evaluative responses supported by a good range of
sociological evidence. Other answers provided list-like accounts of information on the topic rather than being
tailored to the question that was set. These candidates would have benefited by including sociological
research as well as the use of sociological concepts.
Comments on specific questions
Section A
Question 1
(a) (i)
Many answers displayed a clear understanding of the structure of the extended family. Some
answers were limited to the members of such families and did not include details about the way
they function together.
(ii)
There were a few very good answers outlining the characteristics of modified extended families but
many candidates described nuclear and extended families whilst others described how families in
modern industrial societies may have changed.
(b)
There were some excellent answers to this question outlining how the extended family may have
declined in modern industrial society, with the very best noting its continuation, for example, within
24
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9699 Sociology November 2011
Principal Examiner Report for Teachers
ethnic communities in societies such as Britain. Candidates should note that when the question
specifies modern industrial societies, including examples such as the Nayer is inappropriate. Other
weaker answers confined themselves to describing the functions of the family.
Question 2
(a) (i)
Most candidates linked patriarchy to men and the way they exercise control. The best answers
also linked this to power and decision-making.
(ii)
Many candidates outlined two ways in which patriarchy may be found in families but some
struggled to give a second example.
(b)
There were many responses that showed consistent analysis leading to clear explanations. Many
used Young and Willmott as well as the debate relating to symmetrical families and
joint/segregated conjugal roles. They then applied a feminist critique to this evidence. Good use
was made of diverse family structures as evidence of a move away from the overtly ‘patriarchal’
family structure, and this was then contrasted with evidence from Dobash and Dobash of male
domination. Some useful reference was made to the work of the Rapoports and diversity. Other
answers confined themselves to describing families and functions, with little or no evidence that
addressed the question.
Section B
Question 3
(a) (i)
This concept was not well understood by the majority of candidates, with many stating that it meant
being deprived of your culture.
(ii)
A number of candidates who were unable to define the term accurately in the first part of the
question went on to give two examples of the impact of cultural deprivation on education, such as
language codes and labelling. Some candidates confused cultural with material deprivation.
(b)
Many candidates were able to answer this question fully. As well as offering a consideration of
sociological evidence to support the claim that class is a significant issue in determining
educational achievement, a range of other factors was considered and supported with evidence.
Weaker responses either agreed with the proposition, based on a Marxist viewpoint, or rejected it
by ignoring class and discussing other factors that influence achievement. The weakest answers
offered no supporting evidence.
Question 4
(a) (i)
Most candidates understood what the term meant but a number defined a label rather than the
process of labelling.
(ii)
The majority of candidates gave one sound example of labelling but many struggled to give a
second. In some answers the second was very similar to the first. In order to gain full marks, it is
better to give two clearly different examples that avoid the problem of overlap.
(b)
Many candidates avoided any mention of ethnicity in their answers and simply discussed other
influences on educational attainment in very general terms, without offering any sociological
support. Others discussed ethnicity briefly, for example by mentioning Fuller, and then offered
alternative influences. Stronger answers considered the issue of ethnicity in some depth, including
differences between ethnic groups. Good answers also included a detailed consideration of other
in and out-of-school factors, supported by appropriate sociological evidence. A common error
noted in some answers was that they described race as if it was something separate from ethnicity.
A less common error was to confuse ethnicity with religion.
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Principal Examiner Report for Teachers
Section C
Question 5
(a) (i)
Many candidates provided accurate definitions of this term, often including examples even though
they were not needed. A few weaker candidates referred to being in control rather than social
control.
(ii)
The majority of candidates answering this question were able to identify and describe two
appropriate ways of religion acting as a means of social control. However, some answers were of
great length, approaching what could be considered reasonable for a part (b) essay.
(b)
Many candidates confined their discussion to the classical theorists. Some were limited to a
consideration of functionalist (namely Durkheim) and Marxist approaches. Some candidates
developed their answers to include Weber and social change. Stronger answers used more up-todate evidence considering different positions by using examples such as the Civil Rights Movement
in the USA, South Africa and Poland, as well as Maduro and liberation theology.
Question 6
(a) (i)
There was a small number of responses to this question. Many of these candidates described
sects in general rather than giving the specific definition of ‘world affirming sect’.
(ii)
Many candidates left this answer blank. Of those who attempted it, a majority only gave one
example.
(b)
Many candidates treated this as a question about secularisation, which was part of the question,
but the scope of the question was wider than purely secularisation. A number of answers
displayed a general lack of understanding of the nature of new religious movements.
Section D
Question 7
(a) (i)
There were responses that stated that a self report study was a survey that allowed people to
report on engagement in crime either as a criminal or a victim. These answers scored well. Other
answers that explained that a self report study is victims only reporting crimes could only gain
limited credit.
(ii)
Many candidates gave two appropriate advantages, including the honesty of reporting adding to
validity and the highlighting of the dark figure of crime.
(b)
Many weaker responses offered unsupported descriptions of crime. Others offered consideration
of the working class as the main powerless group committing crime. Some of these were well
supported but other answers would have benefited from the inclusion of more evidence. More
detailed responses looked at a range of supporting evidence, such as Merton, Chambliss, Becker
and Snider, plus a range of factors that included ethnicity, age and gender, as well as the criminal
activities of some powerful groups in society.
Question 8
(a) (i)
(ii)
(b)
Many candidates were able to offer a partial definition of the term as a group within a larger society.
More sophisticated responses explained that these had their own set of norms and values seen as
different from those of the rest of society.
Most candidates struggled to offer two differences between the theories.
The best answers to this question not only offered a detailed consideration of the interactionist
theories or theorists but also outlined strengths and weaknesses of this approach. Many of the
alternative theories were included in answers that gained the higher mark bands. Weaker
responses either simply outlined the work of the interactionists or ignored them completely and
concentrated on alternative approaches to deviance.
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Cambridge International Advanced Level
9699 Sociology November 2011
Principal Examiner Report for Teachers
Section E
The questions in this section were answered by too few candidates to report on.
Section F
Question 11
(a) (i)
(ii)
(b)
Few candidates were able to define censorship.
There were some responses that used local examples well to show how the media may influence
the political process. A small number of candidates reversed the question, explaining how
politicians influence the media.
The best responses addressed the specific question set, considered all aspects of the question in a
relevant way and were supported with relevant analysis. Most responses contrasted the pluralist
and Marxist approaches to the way in which the media operate. Some had a broader range of
material and included the ideas of key thinkers such as Gramsci, Marcuse and Philo.
Question 12
(a) (i)
(ii)
(b)
There were very few answers to this question and the term was not well understood.
Many candidates were able to describe at least one appropriate difficulty in measuring the
influence of the media. The most frequently identified problem was to do with interpretation of
data.
Although there were few responses to this question, the best essays were well argued and logically
organised. In addition to providing an outline of the hypodermic syringe model, these candidates
highlighted weaknesses and contrasted this model with several others. In addition to the work of
Bandura, key thinkers such as Katz and Lazarsfeld, McQuail and Philo were among those
referenced. Some candidates needed to focus more on the way in which these models aid us in
our understanding of the role of the media in society in order to access the higher mark bands.
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