Download 9699 sociology

CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Subsidiary Level and GCE Advanced Level
MARK SCHEME for the October/November 2013 series
9699 SOCIOLOGY
9699/21
Paper 2 (Data Response), maximum raw mark 50
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2
1
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
(a) What is meant by the term determinism?
Paper
21
[2]
Determinism is a term that describes a philosophical position which opposes the notion of
individual free will and autonomy. In this view, the behaviour of the individual is seen as a
reflection of wider social forces and pressures. Two marks for a clear and accurate definition,
one mark for a partial definition, such as 'people have no free will' or 'the idea that social
forces shape our behaviour'.
(b) Describe two reasons why a person’s behaviour may be affected by the reactions of
others.
[4]
Reasons why a person's behaviour may be affected by the reactions of others include:
• the desire to please others and to conform to social expectations
• the need to form bonds with others and act cooperatively in many situations
• the importance of taking cues from others in the development of self-understanding
• the power relations with the other person may be such that their response to one's
behaviour cannot be ignored
• fear of incurring negative sanctions if they act inappropriately
• to check that you are being understood by the other person.
One mark for the example plus one mark for development (2 × 2 marks).
(c) Explain how structural theories of society differ from interpretivist theories.
[8]
0–4 A few simple points about sociological theory in general, or about a particular theory,
with only tangential links to the question, would fit the lower half of the band. A basic
account of the functionalist theory of society, or another structural theory, might merit 3
or 4 marks.
5–8 At this level, there must be an explicit attempt to distinguish structural theories from
interpretivist theories. Lower in the band, this may occur simply through a juxtaposition
of a structural theory with an interpretivist theory. Higher in the band, the differences
between the two approaches will be explained directly.
An answer that addresses the question only in terms of describing the differences in
thinking about methodology between positivists and interpretivists, could gain no more
than 6 marks.
© Cambridge International Examinations 2013
Page 3
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
21
(d) Assess the contribution of the interpretivist perspective to understanding the process
of socialisation.
[11]
0–4 A few simple observations about socialisation, with no clear links to the interpretivist
account, would fit the lower part of the band. A few observations about interpretivism in
general, with little or no reference to socialisation, might merit 3 or 4 marks.
5–8 A basic account of the processes of socialisation that includes some reference to the
importance of social interaction, but with little or no reference to interpretivist theory,
would trigger the lower part of the band. To go higher, the contribution of the
interpretivist perspective to understanding socialisation must be explored explicitly,
albeit that accounts in this band may be mainly or wholly descriptive.
A good descriptive account can gain up to 8 marks without including any assessment.
To gain more than 8 marks there must be an assessment.
9–11 The interpretivist perspective on socialisation will be explained accurately at this level.
There will also be an attempt to assess the interpretivist contribution to understanding
the processes of socialisation. At the bottom of the band, the assessment may rely on
a simple juxtaposition of the interpretivist perspective with another theory of
socialisation, such as the functionalist or Marxist accounts. To go higher, the
assessment of the interpretivist contribution must be direct and expressed in the form
of clear, well-reasoned conclusions in response to the question.
2
(a) What is meant by the term objective?
[2]
Objective in this context refers to research that has been carried out in a rigorous way with
the researcher taking care not to let their values and personal beliefs influence the collection
and interpretation of the data. Two marks for a clear and accurate definition, one mark for a
partial definition, such as 'free from bias' or 'the researcher remains detached from the study'.
(b) Describe two reasons why the questions need to be worded carefully in structured
interviews.
[4]
Questions need to be carefully worded in structured interviews in order to avoid any
ambiguity that might make it difficult to quantify and compare responses. Also, the reliability
of the method depends, in part, on the questions being clearly understood by the
interviewees in each case. Moreover, careful wording is necessary in order to avoid leading
questions and bias that may unduly influence the responses.
One mark for the example plus one mark for development (2 × 2 marks).
© Cambridge International Examinations 2013
Page 4
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
21
(c) Explain why it may be very difficult for the researcher to avoid influencing the answers
when carrying out interviews.
[8]
0–4 A few points about interviews that may have some implicit links to issues such as
interviewer effect, would fit the lower part of the band. A narrow response that focuses
on just one or two reasons why it may be difficult for the researcher to avoid influencing
the answers when carrying out interviews, would merit 3 or 4 marks.
5–8 Three or four relevant reasons briefly stated would be sufficient to trigger the lower
part of the band. To go higher, the range of relevant reasons covered would need to be
wider, or else the depth of understanding demonstrated would be greater. Reasons
why it may be difficult for sociologists to avoid influencing the answers when carrying
out interviews include:
•
•
•
•
•
lack of awareness of their own values and prejudices, and how they may show
through in their interview questions and technique
difficulty in remaining impartial and dispassionate in relation to the topic on which
questions are being asked
the interviewer may lack the skills/personal attributes required to help the
respondents to relax and give uninhibited responses
respondents may be influenced by characteristics of the researcher such as their
age, class, ethnicity and gender
the respondents may give the answers they think the researcher wants to hear.
(d) Assess the positivist arguments against the use of unstructured interviews in
sociological research.
[11]
0–4 A few isolated points about interviews in general, without any reference to strengths/
limitations, might be worth 2 or 3 marks. An account of some practical strengths/
limitations of interviews in general, without further development, would trigger the top of
the band.
5–8 Lower in the band, answers are likely to concentrate wholly or mainly on the
practical strengths/limitations of unstructured interviews. Answers that lack balance i.e.
consider only strengths or only limitations, can achieve no more than 6 marks. Higher
in the band, the answers will include more references to relevant theoretical issues
and/or begin to assess the usefulness of unstructured interviews. Any assessment at
this level is likely to be confined to juxtaposition, for example, by noting the strengths
and limitations of structured interviews, as well as the pros and cons of unstructured
interviews.
A good descriptive account can gain up to 8 marks without including any
assessment. To gain more than 8 marks there must be an assessment.
9–11 At this level, we should expect answers to cover a good range of practical and
theoretical points related to the strengths/limitations of unstructured interviews. There
will also be a concerted attempt to explain and assess the positivist critique of
unstructured interviews specifically. Answers that merit the top of the band may be
distinguished by, for example, a sharp analysis of the differences between the various
types of interviews and/or appropriate links to the positivist versus anti-positivist
debates.
© Cambridge International Examinations 2013
Page 5
3
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
21
(a) What is meant by the term working class?
[2]
Working class is a description typically applied to manual workers and their families.
Alternatively, it may be described as the class that must sell its labour-power in order to
survive. Two marks for a clear and accurate definition; one mark for a partial definition, such
as 'people at the bottom end of the class scale' or 'people who have to work for a living'.
(b) Describe two reasons why single-parent families are likely to have low incomes.
[4]
Single parent families are likely to live on low incomes because there may only be one wage
earner in the family. Also, the parent is often female and may experience gender
discrimination in employment. Many single parent families are dependent on welfare
benefits. One mark for the example plus one mark for development (2 x 2 marks).
(c) Explain the reasons why it may be difficult for people on low incomes to escape
poverty.
[8]
0–4 A few simple points about the nature of poverty, with no direct links to the question,
would fit the lower part of the band. One or two basic reasons why people on low
incomes may find it difficult to escape poverty, would merit 3 or 4 marks.
5–8 Reasons why people on low income may find it difficult to escape poverty include:
• locked into a cycle of debt
• long hours of work possibly and little opportunity for re-training or to search for a
better job
• discrimination by employers and service providers against the poor
• deprivation in the area of education
• trapped in welfare dependency
• integrated into a ‘culture of poverty’
• possible racial discrimination.
A few reasons explained in a basic way, would gain 5 or 6 marks. To go higher, the
explanations either have to offer greater depth of understanding or the range of
reasons covered will be broader. Candidates who distinguish well between cultural and
structural constraints on the poor are likely to trigger the top half of the band.
© Cambridge International Examinations 2013
Page 6
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
21
(d) Assess the usefulness of the concept of the underclass in understanding social
divisions in modern industrial societies.
[11]
0–4 A few points about social divisions or social inequality, with no direct links to the
concept of an underclass, would be worth one or two marks. A basic attempt to define
the notion of an underclass, with little or no further development, would merit 3 or 4
marks.
5–8 A slightly hazy discussion that conflates the underclass with the poor in general, would
fit the lower part of the band. To go higher, the focus has to be very clearly on the
concept of an underclass, with that concept defined accurately at a basic level.
A good descriptive account can gain up to 8 marks without including any
assessment. To gain more than 8 marks there must be an assessment.
9–11 Answers at this level will demonstrate a good understanding of how some sociologists
have used the concept of an underclass in their analysis of social stratification. There
will also be some attempt to assess the usefulness of the concept of an underclass. At
the bottom of the band, the assessment may be confined to simple points; for instance,
the point that the composition of the most disadvantaged stratum of society is too
diverse and transient to be deemed a ‘class’. To go higher in the band, a more
sustained assessment will be required. This might cover points such as: members of
the purported underclass (or many of them) are not as detached and isolated from the
rest of society as the term may imply; the concept has been used as an umbrella term
to attempt to link social problems such as the rise of lone parents, ethnic discrimination,
relative poverty and increasing criminality that are in reality only tenuously linked.
There are also many criticisms of the idea of a black underclass, including the
accusation of racism, which could be made relevant to this question.
© Cambridge International Examinations 2013
CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Subsidiary Level and GCE Advanced Level
MARK SCHEME for the October/November 2013 series
9699 SOCIOLOGY
9699/22
Paper 2 (Data Response), maximum raw mark 50
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2
1
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
22
Functionalists use a biological analogy to compare parts of society to parts of the human
body. In terms of this analogy, both humans and societies have certain needs that must be
met if they are to survive. Social institutions exist to meet these basic needs and to ensure
social order. For example, families provide socialisation, which helps meet the basic need
for a common culture. The function of an institution is studied by examining its
contribution to the survival, or harmonious running, of society. Some functionalists
accept that there may be aspects of society that are dysfunctional, but they generally pay
more attention to studying the functional parts of society. This has led critics, such as
those in the Marxist tradition, to claim that functionalist theories support the maintenance
of the existing social order.
(a) What is meant by the term common culture?
[2]
Common culture refers to a set of values and beliefs that is shared within a community of
people and which creates a social cement between different groups and interests. Two
marks for a clear and accurate definition; one mark for a partial definition, such as 'a set of
values' or 'a shared way of thinking'.
(b) Describe two agencies of secondary socialisation.
[4]
Agencies of secondary socialisation include education, religion, media, peer group,
workplace. One mark for the example plus one mark for development (2 × 2 marks). In order
to gain the development marks, the points made must be specific to the particular agency
under discussion. If the points made could refer to any agency of socialisation, then no
marks for development should be rewarded.
(c) Explain the functionalist view of social order.
[8]
0–4 A few simple observations about social order, with no direct reference to functionalist
theory, would fit the lower part of the band. Some observations about functionalism,
with links to social order left implicit, would merit 3 or 4 marks.
5–8 A basic account of the functionalist theory of social order, perhaps limited to explaining
the idea of value consensus or distinguishing between organic and mechanical
solidarity, would be worth 5 or 6 marks. To go higher, the explanation should have
greater depth and/or cover a wider range of functionalist ideas on the subject of social
order.
© Cambridge International Examinations 2013
Page 3
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
22
(d) Assess Marxist criticisms of the functionalist model of society.
[11]
0–4 Some limited comments on Marxist theory, with no direct reference to the critique of
functionalism, would fit the lower part of the band. A summary of the functionalist model
of society, without reference to the Marxist critique, would be worth 3 or 4 marks.
5–8 Lower in the band, answers will demonstrate, implicitly or explicitly, a sound
understanding of the functionalist model of society, and there will be some limited
reference to the Marxist critique of that model. Higher in the band, a more developed
account of the Marxist critique will be offered, though it may still lack depth of
understanding. An answer that provides a good account of the Marxist theory, but fails
to make links with the functionalist viewpoint, implicitly or explicitly, can gain no more
than 6 marks.
Answers that fail to assess the Marxist critique can gain no more than 8 marks.
9–11 Answers at this level will demonstrate a good understanding of the functionalist model
of society and criticisms that Marxist theorists have levelled against the functionalist
perspective. There will also be an attempt to assess the Marxist critique of
functionalism. At the bottom of the band, the assessment may in the form of
juxtaposing Marxist theory with one or more other theories of society (but not the
functionalist theory). Higher in the band, there will be an explicit evaluation of the
strengths and/or limitations of the Marxist critique of functionalism.
2
Data that is collected from interviews is often viewed by positivists as revealing the
attitudes and behaviour of people in everyday life. However, interpretivists would argue
that an interview creates a situation that is very artificial and unlike everyday life. They
think that this is particularly the case with structured interviews. The answers that people
give in an interview may have little to do with their real or normal behaviour. There is no
guarantee that people will tell the truth in interviews, and they may forget or mislead the
interviewer. People may also interpret the wording of the questions in interviews
differently to what the interviewer intended. For these reasons, interpretivists question the
validity of the data obtained using interviews. They believe that participant observation is
the best method of obtaining research data that is valid.
(a) What is meant by the term structured interview?
[2]
A structured interview is an interview based on a set of questions that are chosen in advance
and asked in the same way and the same order to all those who are interviewed. Two marks
for a clear and accurate definition; one mark for a partial definition, such as 'a formal
interview' or 'an interview based on a questionnaire format'.
(b) Describe two qualities that positivists look for in a research method.
[4]
Qualities positivists look for in a research method include: objectivity, reliability, comparability
of results, ability to quantify data and to generalise results, and a preference for larger scale
research. Accept validity too as a quality that positivists would look for in their research. One
mark for the example plus one mark for development (2 × 2 marks).
© Cambridge International Examinations 2013
Page 4
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
22
(c) Explain why interpretivists think that participant observation is the best way of
obtaining valid data.
[8]
0–4 Lower in the band there may be a few simple observations about the advantages of
participant observation in general, with no clear reference to validity. A description of
what participant observation involves as a research method, on its own, would be worth
no more than two marks. Higher in the band, there will be some reference to validity,
though the links with participant observation will be discussed only in a very simple way
and there may be no reference to the interpretivist perspective.
5–8 A sound account of why the data collected using participant observation may be high in
validity will trigger the lower part of the band. To go higher, the account needs to be
more sophisticated in terms of explaining the links between participant observation and
validity, and this should include relevant links to the interpretivist perspective.
(d) Assess the view that the answers that people give in an interview may have little to do
with their real of normal behaviour.
[11]
0–4 An answer that demonstrates some limited knowledge about research methods, with
directly responding to the question, would fit the lower part of the band. A few simple
points about strengths and/or limitations of interviews, with no direct links to the
question, would be worth three or four marks.
5–8 A general account of the strengths and limitations of interviews, with no direct
application to the question, would fit the lower part of the band. To go higher, there
must be some attempt to address the issues raised by the wording of the question.
However, at this level any assessment will be very limited.
9–11 To reach this band, the answer must include a clear and accurate explanation of the
idea that the answers that people give in an interview may have little to do with their
real or normal behaviour. There will also be an assessment of this claim. At the bottom
of the band, the assessment may be confined to a simple juxtaposition of different
theoretical contributions to the debate about the value of using interviews in
sociological research. To go higher, candidates will offer an assessment that
addresses directly the issues raised by the question. This might include good use of
the distinctions between different types of interview, together with well made references
to different theoretical perspectives and/or relevant sociological concepts.
© Cambridge International Examinations 2013
Page 5
3
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
22
There are many more opportunities for social mobility in modern industrial societies than
in traditional societies. For this reason, modern industrial societies may be described as
‘open’ or meritocratic. A meritocracy is a system in which people are rewarded on the
basis of how hard they work and how much ability they possess. Functionalists argue that
a meritocracy is essential for the smooth running of a modern industrial society. However,
conflict theorists question whether a meritocracy actually exists. They claim that there are
structural inequalities in modern industrial societies that prevent many able and talented
people from achieving upward social mobility. Feminists, for example, argue that gender
discrimination is an obstacle to many women succeeding in high status occupations.
(a) What is meant by the term gender discrimination?
[2]
Gender discrimination refers to the unfair treatment of people on the basis of their sex. Two
marks for a clear and accurate definition; one mark for a partial definition, such as 'treating
men and women differently' or 'unfairness to women'.
(b) Describe two obstacles that a working class person may face in achieving upward
social mobility.
[4]
Difficulties that a working class person might face in achieving upward social mobility include:
lack of educational opportunities; lack of cultural capital; social exclusion in relation to middle
and upper class groups; lack of inherited wealth; structure of the labour market (primary and
secondary). One mark for the example plus one mark for development (2 × 2 marks).
(c) Explain why it may be difficult to measure the extent of social mobility.
[8]
0–4 A few simple observations about social mobility, with no direct references to issues of
measurement, would trigger the lower part of the band. One or two simple observations
about the measurement of social mobility, might be worth three or four marks.
5–8 Problems with measuring social mobility include changes in the way occupations are
defined over time, different classifications of occupations, issues relating to the
measurement of female mobility, and distinctions between short and long range
mobility. A basic account of a few factors that might make it difficult to measure social
mobility would be worth five or six marks. To go higher, there must be more depth to
the explanation and/or a wider range of relevant factors will be considered.
© Cambridge International Examinations 2013
Page 6
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
22
(d) Assess the claim that structural inequalities prevent many able and talented people
from achieving upward social mobility.
[11]
0–4 A few general points about inequality or social mobility, with no direct links to the
question, would fit the lower part of the band. A basic account of a few ways of
achieving upward social mobility would be worth three or four marks.
5–8 An outline of the meritocracy thesis, with no further application to the question, would fit
the lower part of the band. To go higher, there must be some reference to structural
theories of inequality, or some other demonstration that the candidate is aware of the
existence of structural constraints on opportunities for upward social mobility.
9–11 Answers at this level will include a good account of the idea that structural inequalities
may form a barrier to upward social mobility for some groups in society. There will also
be an attempt to assess the view that structural inequalities prevent many able and
talented people from achieving upward social mobility. At the bottom of the band, the
assessment may be expressed in the form of a juxtaposition of functionalist and conflict
theory perspectives on social inequality. To go higher, the assessment must include
some more direct engagement with the view that structural inequalities act as a
constraint on opportunities for upward social mobility.
© Cambridge International Examinations 2013
CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Subsidiary Level and GCE Advanced Level
MARK SCHEME for the October/November 2013 series
9699 SOCIOLOGY
9699/23
Paper 2 (Data Response), maximum raw mark 50
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2
1
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
(a) What is meant by the term determinism?
Paper
23
[2]
Determinism is a term that describes a philosophical position which opposes the notion of
individual free will and autonomy. In this view, the behaviour of the individual is seen as a
reflection of wider social forces and pressures. Two marks for a clear and accurate definition,
one mark for a partial definition, such as 'people have no free will' or 'the idea that social
forces shape our behaviour'.
(b) Describe two reasons why a person’s behaviour may be affected by the reactions of
others.
[4]
Reasons why a person's behaviour may be affected by the reactions of others include:
• the desire to please others and to conform to social expectations
• the need to form bonds with others and act cooperatively in many situations
• the importance of taking cues from others in the development of self-understanding
• the power relations with the other person may be such that their response to one's
behaviour cannot be ignored
• fear of incurring negative sanctions if they act inappropriately
• to check that you are being understood by the other person.
One mark for the example plus one mark for development (2 × 2 marks).
(c) Explain how structural theories of society differ from interpretivist theories.
[8]
0–4 A few simple points about sociological theory in general, or about a particular theory,
with only tangential links to the question, would fit the lower half of the band. A basic
account of the functionalist theory of society, or another structural theory, might merit 3
or 4 marks.
5–8 At this level, there must be an explicit attempt to distinguish structural theories from
interpretivist theories. Lower in the band, this may occur simply through a juxtaposition
of a structural theory with an interpretivist theory. Higher in the band, the differences
between the two approaches will be explained directly.
An answer that addresses the question only in terms of describing the differences in
thinking about methodology between positivists and interpretivists, could gain no more
than 6 marks.
© Cambridge International Examinations 2013
Page 3
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
23
(d) Assess the contribution of the interpretivist perspective to understanding the process
of socialisation.
[11]
0–4 A few simple observations about socialisation, with no clear links to the interpretivist
account, would fit the lower part of the band. A few observations about interpretivism in
general, with little or no reference to socialisation, might merit 3 or 4 marks.
5–8 A basic account of the processes of socialisation that includes some reference to the
importance of social interaction, but with little or no reference to interpretivist theory,
would trigger the lower part of the band. To go higher, the contribution of the
interpretivist perspective to understanding socialisation must be explored explicitly,
albeit that accounts in this band may be mainly or wholly descriptive.
A good descriptive account can gain up to 8 marks without including any assessment.
To gain more than 8 marks there must be an assessment.
9–11 The interpretivist perspective on socialisation will be explained accurately at this level.
There will also be an attempt to assess the interpretivist contribution to understanding
the processes of socialisation. At the bottom of the band, the assessment may rely on
a simple juxtaposition of the interpretivist perspective with another theory of
socialisation, such as the functionalist or Marxist accounts. To go higher, the
assessment of the interpretivist contribution must be direct and expressed in the form
of clear, well-reasoned conclusions in response to the question.
2
(a) What is meant by the term objective?
[2]
Objective in this context refers to research that has been carried out in a rigorous way with
the researcher taking care not to let their values and personal beliefs influence the collection
and interpretation of the data. Two marks for a clear and accurate definition, one mark for a
partial definition, such as 'free from bias' or 'the researcher remains detached from the study'.
(b) Describe two reasons why the questions need to be worded carefully in structured
interviews.
[4]
Questions need to be carefully worded in structured interviews in order to avoid any
ambiguity that might make it difficult to quantify and compare responses. Also, the reliability
of the method depends, in part, on the questions being clearly understood by the
interviewees in each case. Moreover, careful wording is necessary in order to avoid leading
questions and bias that may unduly influence the responses.
One mark for the example plus one mark for development (2 × 2 marks).
© Cambridge International Examinations 2013
Page 4
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
23
(c) Explain why it may be very difficult for the researcher to avoid influencing the answers
when carrying out interviews.
[8]
0–4 A few points about interviews that may have some implicit links to issues such as
interviewer effect, would fit the lower part of the band. A narrow response that focuses
on just one or two reasons why it may be difficult for the researcher to avoid influencing
the answers when carrying out interviews, would merit 3 or 4 marks.
5–8 Three or four relevant reasons briefly stated would be sufficient to trigger the lower
part of the band. To go higher, the range of relevant reasons covered would need to be
wider, or else the depth of understanding demonstrated would be greater. Reasons
why it may be difficult for sociologists to avoid influencing the answers when carrying
out interviews include:
•
•
•
•
•
lack of awareness of their own values and prejudices, and how they may show
through in their interview questions and technique
difficulty in remaining impartial and dispassionate in relation to the topic on which
questions are being asked
the interviewer may lack the skills/personal attributes required to help the
respondents to relax and give uninhibited responses
respondents may be influenced by characteristics of the researcher such as their
age, class, ethnicity and gender
the respondents may give the answers they think the researcher wants to hear.
(d) Assess the positivist arguments against the use of unstructured interviews in
sociological research.
[11]
0–4 A few isolated points about interviews in general, without any reference to strengths/
limitations, might be worth 2 or 3 marks. An account of some practical strengths/
limitations of interviews in general, without further development, would trigger the top of
the band.
5–8 Lower in the band, answers are likely to concentrate wholly or mainly on the
practical strengths/limitations of unstructured interviews. Answers that lack balance i.e.
consider only strengths or only limitations, can achieve no more than 6 marks. Higher
in the band, the answers will include more references to relevant theoretical issues
and/or begin to assess the usefulness of unstructured interviews. Any assessment at
this level is likely to be confined to juxtaposition, for example, by noting the strengths
and limitations of structured interviews, as well as the pros and cons of unstructured
interviews.
A good descriptive account can gain up to 8 marks without including any
assessment. To gain more than 8 marks there must be an assessment.
9–11 At this level, we should expect answers to cover a good range of practical and
theoretical points related to the strengths/limitations of unstructured interviews. There
will also be a concerted attempt to explain and assess the positivist critique of
unstructured interviews specifically. Answers that merit the top of the band may be
distinguished by, for example, a sharp analysis of the differences between the various
types of interviews and/or appropriate links to the positivist versus anti-positivist
debates.
© Cambridge International Examinations 2013
Page 5
3
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
23
(a) What is meant by the term working class?
[2]
Working class is a description typically applied to manual workers and their families.
Alternatively, it may be described as the class that must sell its labour-power in order to
survive. Two marks for a clear and accurate definition; one mark for a partial definition, such
as 'people at the bottom end of the class scale' or 'people who have to work for a living'.
(b) Describe two reasons why single-parent families are likely to have low incomes.
[4]
Single parent families are likely to live on low incomes because there may only be one wage
earner in the family. Also, the parent is often female and may experience gender
discrimination in employment. Many single parent families are dependent on welfare
benefits. One mark for the example plus one mark for development (2 x 2 marks).
(c) Explain the reasons why it may be difficult for people on low incomes to escape
poverty.
[8]
0–4 A few simple points about the nature of poverty, with no direct links to the question,
would fit the lower part of the band. One or two basic reasons why people on low
incomes may find it difficult to escape poverty, would merit 3 or 4 marks.
5–8 Reasons why people on low income may find it difficult to escape poverty include:
• locked into a cycle of debt
• long hours of work possibly and little opportunity for re-training or to search for a
better job
• discrimination by employers and service providers against the poor
• deprivation in the area of education
• trapped in welfare dependency
• integrated into a ‘culture of poverty’
• possible racial discrimination.
A few reasons explained in a basic way, would gain 5 or 6 marks. To go higher, the
explanations either have to offer greater depth of understanding or the range of
reasons covered will be broader. Candidates who distinguish well between cultural and
structural constraints on the poor are likely to trigger the top half of the band.
© Cambridge International Examinations 2013
Page 6
Mark Scheme
GCE AS/A LEVEL – October/November 2013
Syllabus
9699
Paper
23
(d) Assess the usefulness of the concept of the underclass in understanding social
divisions in modern industrial societies.
[11]
0–4 A few points about social divisions or social inequality, with no direct links to the
concept of an underclass, would be worth one or two marks. A basic attempt to define
the notion of an underclass, with little or no further development, would merit 3 or 4
marks.
5–8 A slightly hazy discussion that conflates the underclass with the poor in general, would
fit the lower part of the band. To go higher, the focus has to be very clearly on the
concept of an underclass, with that concept defined accurately at a basic level.
A good descriptive account can gain up to 8 marks without including any
assessment. To gain more than 8 marks there must be an assessment.
9–11 Answers at this level will demonstrate a good understanding of how some sociologists
have used the concept of an underclass in their analysis of social stratification. There
will also be some attempt to assess the usefulness of the concept of an underclass. At
the bottom of the band, the assessment may be confined to simple points; for instance,
the point that the composition of the most disadvantaged stratum of society is too
diverse and transient to be deemed a ‘class’. To go higher in the band, a more
sustained assessment will be required. This might cover points such as: members of
the purported underclass (or many of them) are not as detached and isolated from the
rest of society as the term may imply; the concept has been used as an umbrella term
to attempt to link social problems such as the rise of lone parents, ethnic discrimination,
relative poverty and increasing criminality that are in reality only tenuously linked.
There are also many criticisms of the idea of a black underclass, including the
accusation of racism, which could be made relevant to this question.
© Cambridge International Examinations 2013