9699/13/M/J/16

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## **Section A**

Answer question 1.

**1** Sociologists argue that changes in family life show that there is no longer one type of
family. Until recent times nuclear or extended family life was the only ‘choice’ for the
members of society. Since the 1970s, however, other types of family have emerged, based
on developments such as confluent love and greater equality in social life.

New Right and functionalist theorists argue that family diversity has negative
consequences for the individual and society. This has created the idea that the family is in
decline. New Right theorists such as Murray, Marsland and Saunders argue that the
growth of welfare states encourages alternative family types which can in turn cause
problems for society. Postmodernists, on the other hand, think that family diversity is
positive for society. They reject New Right and functionalist arguments that the nuclear
family is the most desirable family arrangement.

**(a)** What is meant by the term confluent love? [2]

1 A partial definition such as love that may not last/different from romantic love/not
forever/conditional love.

2 An accurate definition such as a relationship based on emotional intimacy that may not
be permanent or love that only lasts as long as it is emotionally fulfilling.

An example on its own will not be credited. If an example is used to support a definition,
thereby demonstrating understanding of the term, this will be credited.

**(b)** Describe two family types that have become more common since the 1970s. [4]

Points that can be included:

• Same sex

• Beanpole

• Common law

• Grandparent

• Reconstituted

• Lone parent/single parent

• Modified extended/dispersed extended

• Accept extended/nuclear if justified as more common

Any other accurate example

Do not allow single person/friends households/kibbutz/commune/LATs.

Two marks are available for each type.

One mark for identification of a type plus one mark for development

**(c)** Explain why family diversity may have a negative impact on society. [8]

**L 1 0–4**Answers at this level are likely to show only limited appreciation of the issues raised
in the question.

Lower in the level a simple answer which identifies one or two ways such as
increasing the burden of benefits on the state may be worth 1 or 2 marks. Other
answers may focus on how it impacts on the family rather than society or describe
child abuse in in dysfunctional relationships.

Higher in the level, an answer might advance a few limited observations such as the
way in which diversity leads to the development of family structures that do not fit in
with traditional values may be worth 3 or 4 marks, but there would be little depth in
the explanations offered and the answer will rely on description rather than
explanation and in this band answers may overlook the negative in the question.

Other answers may be simple descriptions of failing to carry out functions or
increasing welfare burden. Undeveloped outlines of diversity which do not outline
the consequences for society should be placed here.

If a link is made to any relevant research or methods but without it being explicit
candidates might reach the top of the band.

**L 2 5–8** Answers at this level show some sociological knowledge and understanding of the
question.

Lower in the level, a simplistic description of the way in which changes in the
nuclear family (such as working mothers/single parent families) may have led to a
breakdown in socialisation or social control of the young and the consequences of
this for society could receive a mark of 5–6.

Higher in the level, a more detailed account of New Right or views such as those of
Murray about family diversity causing social problems or how the development of
the single parent family may have weakened social control may gain 7 or 8 marks.
Place at the top of the level according to depth and/or range of examples explained
and supported by reference to theory or empirical data.

At this level answers may note that the New Right and functionalists are not in total
agreement about the negative impact of diversity on society.

A good list of undeveloped points may gain up to six marks. To go higher, there
needs to be development of three or more points or detailed development of two
points.

N.B. This question asks candidates to ‘explain’ therefore there is no requirement for
assessment.

**(d)** Assess the extent to which individuals are free to choose their family type today. [11]

**L 1 0–4** Answers at this level are likely to show only limited appreciation of the issues raised
in the question.

Lower in the level, a simple answer that identifies a few basic features or a few
general points about how individuals can or cannot make their own choices may
gain 1 or 2 marks; these answers may identify the choices of particular individuals
rather than the individual’s ability to choose their own type of family. Others may
outline one or two types of diversity.

Higher in the level general descriptions of how social control is exercised over
individuals may be awarded a mark of 3 or 4. Other top of the band answers may
argue that some societies, such as modern industrial societies, now offer individuals
free choice with little or no reference to the question. An alternative answer could
describe the choices an individual might make rather than describe why they are
free to do so. For example choosing a same sex family rather than explaining why
you are now more able to choose a same sex family.

Answers which offer weak possibly non-sociological points, even if on both sides, should be
placed here. Use of sociological references in this level may be misplaced or inaccurate.

**L 2 5–8** Answers at this level show some sociological knowledge and understanding of the
question. Answers which outline diversity should be placed here.

Lower in the level, a simplistic description of choices available to different individuals
in different societies could gain up to 5 or 6 marks. Such answers could be
supported by reference to the studies such as those of Giddens (if so this is likely to
be by implication).

Higher in the level, a more detailed account of how cultural values in different
societies place different boundaries and possibilities for individuals, possibly
supported by reference to writers such as Smart. Others may make reference to
age/gender/ethnicity/religion.

Place at the top of the level according to depth and/or range of examples explained
and supported by reference to theory, empirical data or concepts.

Answers in this level should address both sides of the debate but a one-sided
answer that is done very well could also gain up to 8 marks.

**L 3 9–11** Answers at this level must achieve three things:–

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to
answering the question.

Third, there must also be some evidence of assessment.

There will also be an assessment of whether all members of society are able to
select their family type.

Lower in the level (9 – 10 marks), the assessment may be based on a simple
juxtaposition of the way in which choice may, or may not, be occurring or answers
may be confined to just one or two evaluative points. Answers may show how
choice may be present for some in some societies but not for all in all societies. This
could be through theory or use of contemporary examples such as China and the
one/two child policy

At the top of the level (11 marks) the ‘choose’ aspect of the question will be
evaluated explicitly and in reasonable depth. Some answers may note that practices
such as divorce or living alone in one society may not be the same as another
society. Answers at the top of the level are likely to make specific reference to postmodernism. Some answers may note that not all societies are the same or that
changes brought about by such practices as migration may be temporary.

Key concepts that could be referred to can include chosen family, arranged
marriage, cultural diversity, migration, negotiated family, same sex family, life course
analysis.

## **Section B**

Answer **either** question 2 **or** question 3.

**2** Explain and assess the view that the family serves the needs of all its members equally. [25]

**L 1 0–6** Answers at this level are likely to be assertive and focus on a few common sense
observations about whether the family does or does not look after the needs of all its
members with little or no sociological support and are unlikely to contain accurate
sociological support or reference to the question.

Lower in the level, answers may be confined to one or two simple points based on
assertion/common sense understanding. For example, one or two simple points based
on one function such as economic support may gain up to 3 marks.

Higher in the level, there may be a wider range of simple points. For example, an answer
stating that the functions of the family are positive for family members or answers that
can argue that families are dysfunctional (or don’t work) so needs are not provided for
with no accurate development may gain 6 marks.

**L 2 7–12** Answers at this level will show some sociological knowledge and understanding of the
question and there should be some attempt to directly answer the question as set by
showing that the family either meets the needs of some, all or none if its members. At
this level answers are likely to be one sided but answers with limited use of sociological
theories, studies or concepts are likely to be here even if reference to a debate is
included.

Lower in the level (7–9 marks), the answer may be confined to a narrow range of points,
lacking detail and possibly with some inaccuracies. For example, an outline of the
functions or dysfunctions of the family with no development, may gain up to 9 marks.

Higher in the level (10–12 marks), answers may either cover a narrow range of points in
reasonable detail or cover a wider range of points in limited detail.

Points candidates might cover include discussion of the functionalist view of the
functions of the family probably in relation to economic provision or care. Alternatively,
answers may discuss a range of different family members and the ways in which the
family can support them, perhaps with reference to the work of Allan and Crow. Another
approach would be through views of the New Right who see some families as
dysfunctional for their members.

**L 3 13–18** Answers at this level will show good sociological knowledge and understanding. The
material used will be interpreted and applied effectively to answering the question. There
is no requirement for assessment at this level although it may be present. Answers
should include some accurate use of sociological theory, studies or concepts. Answers
which argue that equality/inequality is linked to the needs of family members that are
supported place here.

Lower in the level (13–15 marks), answers may use only a limited range of knowledge,
there will be little use of concepts or theory, and the points covered may lack
development or specific focus on the question.

Higher in the level (16–18 marks), answers will use a wider range of knowledge,
supported by the use of concepts or theory, where relevant, and include some well-developed points.

At the top of the level answers should include more detail in range or depth of
sociological theory, studies and concepts.

**L 4 19–25** Answers at this level must achieve three things:–

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to
answering the question.

Third, there must also be some evidence of assessment.

Answers in this level may provide a solid account of how the family may, or may not;
meet the needs of its members. This may be through an examination of the position of a
range of different family members.

There could also be a sustained and well informed assessment of the role of the family
in different societies and sub-cultures and how different members may receive more or
less from their family. It is legitimate to discuss dysfunctions and whether some family
members get more from families than others.

Lower in the level (19–21 marks), the assessment may be largely delivered through
juxtaposition of contrasting arguments and theories. Alternatively, the assessment may
be limited to just one or two evaluative points that are explicitly stated.

Higher in the level (22–25 marks), there will be sustained assessment and the points
offered will be explicit and well-directed towards the question.

There is likely to be a well formulated conclusion.

**3**  Explain and assess the view that the elderly have high status in all societies. [25]

**L 1 0–6** Answers at this level are likely to be assertive and focus on a few common sense
observations about whether the elderly have high status within families or not with little
or no sociological support or reference to the concept of status. Answers in this band
may relate to the family and ignore society and are unlikely to contain accurate
sociological support or reference to the question.

Lower in the level, answers may be confined to one or two simple points based on
assertion/common sense understanding. For example, one or two simple points
identifying care/lack of care an individual elderly person can have may gain up to 3
marks.

Higher in the level, there may be a wider range of simple points. For example, an answer
arguing that the elderly have high status in society or do not have high status that may
be supported by examples from societies may gain up to 6 marks.

**L 2 7–12** Answers at this level will show some sociological knowledge and understanding of the
question and there should be some attempt to directly answer the question as set by
outlining what the social status of the elderly is in some societies. At this level answers
are likely to be one sided but answers with limited use of sociological theories, studies,
concepts or evidence quoted from societies are likely to be here even if reference to a
debate is included.

Lower in the level (7–9 marks), the answer may be confined to a narrow range of points,
lacking detail and possible with some inaccuracies. For example, an outline of the elderly
as a burden in some societies compared to valued status in others, with no
development, may gain up to 9 marks.

Higher in the level (10–12 marks), answers may either cover a narrow range of points in
reasonable detail or cover a wider range of points in limited detail.

Points candidates might cover include discussion of the consequences of an ageing
population, gender variation, dependency ratio, third age, fourth age, grey abuse (granny
bashing), youth culture, disengagement and infantilised.

In this level references to societies may be generic rather than specific.

**L 3 13–18** Answers at this level will show good sociological knowledge and understanding. The
material used will be interpreted and applied effectively to answering the question. There
is no requirement for assessment at this level although it may be present. Answers
should include some accurate use of sociological theory, studies or concepts.

Lower in the level (13–15 marks), answers may use only a limited range of knowledge,
there will be little use of concepts or theory, and the points covered may lack
development or specific focus on the question.

Higher in the level (16–18 marks), answers will use a wider range of knowledge,
supported by the use of concepts or theory, where relevant, and include some welldeveloped points.
At the top of the level answers should include more detail in range or depth of
sociological theory, studies and concepts.

**L 4 19–25** Answers at this level must achieve three things:–

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to
answering the question.

Third, there must also be some evidence of assessment.

Answers in this band may provide a solid account the different ways the elderly are
regarded in some societies and valued in families as compared to others.
There could also be a sustained and well informed assessment of the differing status of
the elderly within the family based on such factors as economic position/gender.

Lower in the level (19–21 marks), the assessment may be largely delivered through
juxtaposition of contrasting arguments and theories. Alternatively, the assessment may
be limited to just one or two evaluative points that are explicitly stated.

Higher in the level (22–25 marks), there will be sustained assessment and the points
offered will be explicit and well-directed towards the question.

There is likely to be a well formulated conclusion.

## Useful information (Hints)

**Question 1(a)**

**Question 1(b)**

**Question 1(c)**

**Question 1(d)**

**Question 2**

**Question 3**