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Transcript
Contents
Getting the most from this book �������������������������������������������������������4
About this book �����������������������������������������������������������������������������������5
Content Guidance
Introducing socialisation, culture and identity
(Section A)
What is culture?�����������������������������������������������������������������������������������6
What is socialisation?����������������������������������������������������������������������� 11
What is identity? �������������������������������������������������������������������������������17
Option 1: Families and relationships (Section B)
How diverse are modern families?�������������������������������������������������40
To what extent are roles and relationships within families and
households changing? ���������������������������������������������������������������������54
Questions & Answers
How to use this section���������������������������������������������������������������������58
Examinable skills �����������������������������������������������������������������������������58
Command words�������������������������������������������������������������������������������60
The AS examination
Question 1 ����������������������������������������������������������������������������������������� 61
Question 2 �����������������������������������������������������������������������������������������70
Question 3 �����������������������������������������������������������������������������������������77
The A-level examination
Question 1 �����������������������������������������������������������������������������������������84
Question 2 �����������������������������������������������������������������������������������������93
Question 3 ���������������������������������������������������������������������������������������102
Knowledge check answers������������������������������������������������������������� 110
Index������������������������������������������������������������������������������������������������� 111
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Content Guidance
■ Introducing socialisation,
culture and identity (Section A)
What is culture?
Culture, norms and values
Culture refers to the way of life of a society or social group which generally involves
the learning and sharing of particular values, norms, beliefs, customs, language,
history and knowledge. Giddens (1997) argues that it is culture rather than biology
that makes people human.
Values are beliefs and goals relating to what members of a society or culture feel
are morally important and desirable. They act as general guidelines for behaviour.
The principal values of UK culture include respect for human life, free speech,
achievement, equality of opportunity, materialism, individualism, fairness, justice and
respect for privacy.
Norms are the cultural expectations or social rules that societies attach to particular
types of behaviour. They often reflect key values. Norms affect all aspects of public
and private behaviour, including diet, dress, romance, marriage, bringing up children,
consumerism and so on. For example, in the UK, what, when and how we eat and
drink, the ways in which males and females dress, how we express love, how we
marry, how we treat our children, what we buy and so on are all shaped by dominant
norms (and in turn by dominant values).
Both values and norms — and, therefore, culture — are relative concepts. This
means that they are subject to change over time. For example, only 50 years ago,
homosexuality was a criminal offence.
Customs are norms that have been established in a society for generations and are
usually part of the historical traditions of a society that mark it out as culturally
unique and distinctive. For example, in the UK Bonfire Night is celebrated on
5 November while in Wales, St David’s Day is celebrated as a national festival on
1 March each year.
Exam tip
When you revise, make
a list of at least six
norms and how they
relate to key values
Knowledge check 1
What value is promoted
by the norms of
knocking on people’s
doors to gain entry
or not reading other
people’s diaries
or letters?
Exam tip
It is important to illustrate the relativity of both values and norms by
using historical and cross-cultural examples
6 OCR Sociology
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Introducing socialisation, culture and identity (Section A)
Social roles are sets of norms or social rules which tell members of a society what
should be the culturally expected behaviour of particular individuals. For example,
the role of mother in the contemporary UK involves expectations about how ‘good
mothers’ should behave, and is consequently used to socially judge individuals who
may or may not live up to these expectations.
Status refers to the prestige or social standing attached to a particular role because
members of a society or social group value highly the behaviour associated with
that role. For example, doctors are held in high regard in UK society because their
behaviour is directly concerned with saving lives.
Ascribed status refers to those roles that are fixed at birth by descent or inheritance,
or by physical characteristics such as skin colour or gender. In some societies, the
norms relating to the work people do, relationships, marriage, political and economic
power and so on are restricted and unchangeable because status is ascribed. For
example, the queen occupies an ascribed status because she inherited the position.
Achieved status refers to those roles which are achieved through education,
qualifications, hard work, skill and talent. In Western societies such as the UK, roles
and status tend to be achieved because members of such societies value equality of
opportunity and merit. Lord Sugar is a good example of someone who has achieved
his status, given his early beginnings as a market trader.
Types of culture
Subcultures are minority social groups that generally subscribe to the values and
norms of mainstream culture but which also share values, practices, interests and
problems that are unique to them.
Ethnic minorities living in the UK are subcultures because while they generally
subscribe to the values and norms of most people in the UK, they may also subscribe
to a daily religious and/or cultural lifestyle that reflects and celebrates their origins.
However, subcultures are not restricted to ethnic minority or religious groups.
Subcultures may originate in age differences. For example, territorial violent gangs
found in inner-city areas and spectacular youth subcultures such as teddy boys,
mods, skinheads, hippies, punks, goths and hipsters can be seen to constitute
distinct subcultures.
Subcultures may also be based on political or alternative ideas. For example,
anarchists, squatters, New Age travellers and those who live on communes are
subcultures because they tend to be anti-authority or are in conflict with some aspect
of mainstream culture (although that does not necessarily mean that they totally
reject mainstream culture).
Finally, some sociologists suggest that the different lifestyles experienced by the
working class, the middle classes and the upper class indicate the existence of class
subcultures. For example, in some parts of the north of England, following rugby
league is very much a working-class pursuit whereas following rugby union tends to be
a middle-class pastime.
Exam tip
Make a list of social
roles that you could
use to illustrate this
concept — for example,
police officer
Knowledge check 2
Is marriage an ascribed
or achieved status?
Exam tip
You may be asked to
compare and contrast
youth subcultures
Make sure you know
at least two in enough
detail to do this
Spectacular youth subcultures These
tend to be composed
of young people who
are marginalised or
disaffected by society
in some way or who
simply want to rebel or
be different They often
develop a visible and
strong sense of group
identity which may be
expressed in the form of
everyday lifestyle, dress
codes, taste in music,
shocking or deviant
behaviour and so on
Component 1 7
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Questions & Answers
AS question 2
Socialisation, culture and identity
Read the source material and answer questions 1-4.
Sociologists note that ethnic identity is
important to significant numbers of people in
the UK. This identity may be based on shared
descent, history, language, religion, traditions
and so on. However, there is evidence that some
British people are adopting mixing and matching
elements of different subcultures, especially
ethnic ones, in terms of music, dance, fashion,
food, education and friendship and therefore
creating hybrid identities.
1
e
2
Define the concept of hybridity.
(4 marks)
Use examples to illustrate your definition.
With reference to the source, identify and briefly explain two examples of
hybrid identity.
(6 marks)
e Remember you have both a photograph and text to help explain and illustrate
your two examples.
3
Using the source and your wider sociological knowledge, explain how
national identity might be shaped by the education system.
(8 marks)
e
Two reasonably detailed paragraphs are required. Do not forget to use the
source, e.g. there is a reference to history that could be developed. Examples are
crucial to show off your understanding.
4
Explain and briefly evaluate the view that British national identity is in decline.
(12 marks)
e
Begin by explaining what is meant by British national identity and how British
people are socialised into it by family, education, media and so on. In the second
half of the essay, discuss how recent developments in Scotland and Wales as well
as globalisation might be undermining national identity.
Families and relationships
5
Define and briefly explain the difference between a family and a household.
(5 marks)
e
Families are also households so make sure your example of the latter is not
family orientated.
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AS question 2
6
e
7
Identify and briefly describe two recent changes in the relationship between
grandparents and grandchildren.
(8 marks)
Make sure the changes are clearly different from each other.
Explain reasons for the decline in marriage since the 1970s.
(12 marks)
e Describe the trends in marriage, showing how trends today compare with the
past. However, remember a fall in numbers does not necessarily indicate decline.
8
Evaluate the view that the family is beneficial both for society and for the individual. (20 marks)
e This is the functionalist argument, which should be outlined in detail and
evaluated using Marxist and feminist critiques.
Student answer
1 Hybridity as a concept is normally used in conjunction with the concept of
identity. It refers to people mixing and matching elements of more than
one culture to create an identity that is unique to them. For example, some
British-born Asians may ‘borrow’ styles or ways of behaving from British
culture while retaining and respecting many aspects of their parent culture
and religion. Asian men may wear a suit to the wedding of one of their
English friends but traditional dress to the wedding of an Asian relative.
e This is an accurate definition which is well illustrated with examples.
4/4 marks awarded.
2 The photograph in the source is of a mixed-race family. Such families and
their children have grown in numbers in recent years. Platt suggests that
children from such families will have hybrid identities because they are
likely to be immersed in the two distinct cultures of their parents.
Another example of hybridity in the source is the food that some people eat.
When Asians came to the UK in the 1950s they brought their cuisine, particularly
curry, with them and many of them opened restaurants. However, some Asian
cooks realised that the English were very fond of gravy and invented a dish
called tikka masala — a hybrid of Asian curry and English gravy — to cater for
English tastes. This is now Britain’s favourite dish according to surveys.
e This shows excellent use of the photograph and a sociological study to
illustrate one type of hybridity. The food example is also convincingly discussed
in detail. 6/6 marks awarded.
3 The teaching of history, English literature, English language and religion
in British schools tends to promote national identity. For example,
Shakespeare is often referred to as the world’s greatest playwright while
traditional history teaching often focuses on Britain’s positive achievements
at the expense of such negative British activities as slavery, massacres and
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