9699/32/O/N/15

Back to Past papers

## Section A: Education

Answer **either** Question 1 **or** Question 2.

**1 (a)** Explain the impact of pupil sub-cultures on the educational achievements of minority
ethnic groups. [9]

0–4 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few general observations about the factors influencing educational achievement,
with no direct links to pupil sub-cultures, would fit the lower part of the band. A basic
attempt to explain what is meant by pupil subcultures, with no further links to the
question, could also gain up to 2 marks. An answer that demonstrates a simple
understanding of how pupil sub-cultures might influence educational achievement
would fit the higher part of the band.

5–9 At this level, there will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show
a sound understanding of the issues raised by the question. Lower in the band,
answers will provide a sound account of how pupil subcultures may affect
educational achievement. To go higher within the band there must be some attempt
to differentiate between social groups in terms of how ethnicity affects the influence
of pupil sub-cultures on educational achievement.

**(b)** ‘Male working class pupils underachieve at school because they have a negative
attitude to education.’ Assess this view. [16]

0–6 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few observations about the influences on educational achievement generally, with
no links to working class pupils specifically, would be worth up to 3 marks. Answers
that offer a few assertions about why working class pupils underachieve at school,
with no clear links to the issue of ‘negative attitudes’, could gain up to 6 marks.

7–11 Answers at this level will provide a sound account of why male working class pupils
might underachieve in the education system with particular reference to the idea of
negative attitudes. A basic explanation of the view that negative attitudes to
education are the reason why male working class pupils underachieve at school
could score up to 9 marks. To go higher there must be some consideration of other
factors that might explain the educational performance of male working class pupils.
However, within this band there is no requirement for any assessment of the view on
which the question is based.

12–16 Answers that fit this band will demonstrate a good understanding of the idea that
negative attitudes to education is a key factor explaining the educational
underachievement of male working class pupils. Other factors that may influence the
educational performance of male working class pupils will also be considered and
there will be an assessment of the view on which the question is based. Lower in the
band the assessment may be based on a juxtaposition of different explanations of
the links between social class/gender and educational performance. Higher in the
band the assessment will be more explicit and may include a critical analysis of the
idea that negative attitudes to education are responsible for the underachievement
of male working class pupils. Use of relevant studies of male working class pupils
may also be a feature of high quality answers.

**2 (a)** Explain how home background can influence pupil behaviour in schools. [9]

0–4 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
One or two simple assertions about pupil behaviour, with no clear attempt to answer
the question, would fit the lower part of the band. A list-like outline of a few
influences on pupil behaviour would trigger the higher part of the band.

5–9 At this level, there will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show
a sound understanding of the issues raised by the question. Answers at this level
will use appropriate sociological concepts and ideas to explain the influence of home
background on pupil behaviour. Lower in the band, answers may be confined to
describing just one or two of these influences. To reach the top part of the band the
response must be more developed in terms of either the range of points covered or
else in the depth of the sociological content used to explain the influences on pupil
behaviour. References to studies, while not essential for gaining high marks, would
be one way of demonstrating appropriate depth of knowledge in order to trigger the
upper part of the band.

**(b)** ‘Inequality in educational achievement can be overcome by providing compensatory
education for disadvantaged pupils.’ Assess this view. [16]

0–6 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few simple observations about inequality in educational achievement, with no
direct links to the question, would be worth up to 3 marks. Answers that explain what
is meant by compensatory education, with no further development in relation to the
question, could gain up to 6 marks. A few assertions about the factors leading to
inequality in educational achievement would also trigger the upper part of the band.

7–11 Answers at this level will demonstrate a sound understanding of how compensatory
education might be used to help disadvantaged pupils improve their educational
performance. Lower in the band the discussion of compensatory education may lack
direct references to the issues surrounding inequality in educational achievement
and how that inequality might be overcome. Better answers within this band will offer
more detail about how compensatory education might be used to overcome
inequality in educational achievement and the difficulties involved. However, within
this band there need be no evidence of assessment. Good answers might include
references to specific examples of compensatory education programmes.

12–16 Answers that fit this band will demonstrate a good understanding of the uses of
compensatory education to combat inequality in education. There will also be an
assessment of the extent to which compensatory education can help disadvantage
pupils overcome the obstacles they face in seeking to achieve equality in
educational achievement. Lower in the band the assessment may be limited to
some basic contrasts between different perspectives on educational inequality; for
example, functionalist or liberal views contrasted with Marxist views. Better answers
at this level will engage more directly with the issues raised by the question and
clear conclusions will emerge about how far compensatory education can help
overcome inequality in education.

## Section B: Global Development

Answer **either** Question 3 **or** Question 4.

**3 (a)** Explain why transnational corporations can have a negative impact on development. [9]

0–4 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few simple observations about the nature of transnational corporations, with no
direct links to the question, would fit the lower part of the band. Some simple
observations about the impact of transnational corporations on development would
merit a mark in the top half of the band. An answer of this kind will lack detail and
references to sociological concepts, theories and evidence may be very limited.

5–9 At this level, there will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show
a sound understanding of the issues raised by the question. A basic account of the
impact of transnational corporations on development, perhaps one-sided or lacking
detail, would trigger the lower part of the band. A better answer will show greater
recognition of the complexity of the relationships between transnational corporations
and issues of global development. Good answers may also include references to
relevant concepts, evidence and studies.

**(b)**‘The reasons why some countries have developed more rapidly than others are best
explained in terms of cultural factors’. Assess this view. [16]

0–6 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few simple observations about development, with no direct links to the question,
would fit the lower part of the band. Answers that are based on a few assertions
about the reasons why some countries have developed more rapidly than others
would trigger the top half of the band. This type of answer will lack detail and
references to sociological concepts, theories and evidence will be very limited.

7–11 Answers at this level will provide a basic account of how cultural factors may help to
explain why some countries have developed more rapidly than others. Lower in the
band the focus on cultural factors may lack some clarity and the points made will be
rather generalised. Better answers within this band will demonstrate a good
understanding of the relevant cultural factors that might influence rates of
development. Other factors that account for differences in rates of development may
also be identified. However, within this band there is no requirement for an
assessment of the view on which the question is based.

12–16 Answers at this level will provide a good account of how cultural factors may help to
explain differences in rates of development between countries. Other factors
influencing rates of development will be considered. There will also be an attempt to
assess the view on which the question is based. Lower in the band the assessment
may be limited to a simple juxtaposition of cultural versus structural explanations of
development. Better answers will provide a more developed assessment, with
conclusions offered about the relative importance of cultural factors in determining
rates of development. Good answers may also consider different types of cultural
explanations of development and use of examples of development in particular
countries would be a further way of adding sophistication to the analysis.

**4 (a)** Explain the difficulties in measuring the extent of poverty in developing countries. [9]

0–4 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A simple attempt to define what is meant by poverty, with no further development,
would be worth up to 2 marks. Answers that provide a basic account of just one
difficulty in measuring the extent of poverty would trigger the top half of the band. A
list-like summary of a few relevant difficulties, with little or no reference to
developing countries specifically, could also gain up to 4 marks.

5–9 At this level, there will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show
a sound understanding of the issues raised by the question. Answers at this level
will discuss several difficulties in measuring poverty in developing countries. Lower
in the band the range of issues considered may be narrow or the answer will lack
detail. Better answers will cover a good range of relevant difficulties and the main
points will be explained with reasonable development. Difficulties in measuring
poverty in developing countries include:

• Lack of agreement about how to define poverty.

• Remoteness of many rural communities where poverty may be found.

• Lack of reliable official statistics on income and other measures of poverty.

• Rapidly changing social and economic reality in many developing countries.

• Bias and distortion in the available official statistics.

Note that the above is not an exhaustive list; other difficulties can be rewarded.

**(b)** ‘The poor lack the means to lift themselves out of poverty.’ Assess this view. [16]

0–6 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few observations about the poor, with no direct links to the question, would fit the
lower part of the band. Answers that are based on assertion about why the poor
may lack the resources to lift themselves out of poverty would trigger the upper part
of the band.

7–11 Answers at this level will provide a basic sociological explanation of the view that the
poor lack the resources to lift themselves out of poverty. Lower in the band, the
discussion may be rather general and the points offered will be limited in range.
Better answers within this band will discuss several ways in which the poor may be
ill-equipped for lifting themselves out of poverty. The discussion might include
references to relevant theories and thinkers, with good use made of concepts such
as cycle of poverty and culture of poverty. There is no requirement for assessment
in order for answers to reach the top of this band.

12–16 Answers that fit this band will provide a good account of why the poor may be
unable to lift themselves out of poverty. The discussion may cover economic, social
and cultural dimensions of poverty. There will also be an assessment of the view on
which the question is based. Lower in the band the assessment may be based on
the juxtaposition of different theories of poverty, perhaps with a contrast drawn
between those theories that appear to blame the poor for their poverty and those
theories that explain poverty in terms of structural factors. Higher in the band the
assessment will engage more directly with the issues raised by the question. Good
answers might distinguish between different groups among the poor and perhaps
note that some of these groups are more disadvantaged than others in terms of
possessing the means of climbing out of poverty. Use of relevant empirical evidence
may also be a feature of high quality answers.

## Section C: Media

Answer **either** Question 5 **or** Question 6.

**5 (a)** Explain why governments may fear the power of global media organisations. [9]

0–4 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few observations about global media organisations, with no direct links to the
question, would be worth up to 2 marks. Answers that offer a few assertions about
why national governments may fear the power of the global media would trigger the
upper part of the band. A list-like summary of some relevant points, with only limited
sociological insight, could also gain up to 4 marks.

5–9 At this level, there will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show
a sound understanding of the issues raised by the question. Answers at this level
will provide a basic account of why governments might fear the power of the global
media. Lower in the band answers will cover only a limited range of points and may
lack detail. Better answers will provide a more sustained account and/or cover a
wider range of relevant points. Reasons why governments might fear the power of
global media organisations include:

• The global media are potentially a challenge to the control of ideas exercised by
the state.

• The media may influence political behaviour and have a significant impact on
the outcome of elections.

• The global media can operate beyond the reach of a a nation state.

• Censorship and can therefore operate as a subversive influence uncontrolled by
politicians and state officials.

• The media can play a part in agenda setting in ways that are against the
interests of governments.

• Opposition groups might seek and find support from global media organisations.

**(b)** ‘Newspaper and television owners have little control over the content of the media’.
Assess this view. [16]

0–6 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few simple points about the role of the media in general, with no direct links to the
question, would fit the lower part of the band. Answers that identify a few ways in
which the content of the media is shaped, without focussing on the role of
newspapers and television owners specifically, would trigger the higher part of the
band.

7–11 Answers at this level will demonstrate a sound understanding of the role of owners
in shaping the content of the media. Lower in the band answers might be confined to
summarising a few ways in which owners are able to control the content of the
media. Better answers at this level will also consider the obstacles to owners
controlling the content of the media and this will include an explanation of the view
that owners have little control over media content. Reasons why owners might not
be able to control media content include:

• Power of the state to censor and regulate content.

• Difficulty of controlling editors and journalists.

• Need for media organisations to be commercially successful by providing
content that satisfies consumer demand.

• Owners are often divorced from control of the day-to-day operations of media
companies.

• Media pressure groups may place limits on the powers of owners.

Within this band there may be little or no assessment of the view on which the
question is based.

12–16 Answers at this level will provide a good account of the arguments for and against
the view that owners have little control over the content of the media. There will also
be an assessment of the view on which the question is based. Lower in the band the
assessment may be limited to the juxtaposition of different theories of who controls
media content; for example, the pluralist versus Marxist views. Better answers at
this level will include some direct engagement with the issues raised by the
question. This might be based on, for example, an analysis of the extent to which
global media organisations have become too large for owners to exercise direct
control over the content of the media. The difficulty of generalising about who
controls the media might be another theme that is taken up in good answers to this
question. High quality answers might also consider the growth of the new media and
how this might pose a challenge to the power of media owners.

**6 (a)** Explain how the outcome of government elections may be influenced by the media. [9]

0–4 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few general observations about the role of the media in politics generally, with no
direct links to elections, would fit the lower part of the band. Some basic points
about opinion polls, with no further development in relation to the question, would
trigger the upper part of the band. Likewise, a list-like summary of a few ways in
which the outcome of elections may be influenced by the media would also be worth
up to 4 marks.

5–9 At this level, there will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show
a sound understanding of the issues raised by the question. Answers at this level
will provide a sound sociological account of how the media may influence the
outcome of elections. Lower in the band the range of points covered will be narrow
and/or the points will lack development. Better answers will cover several points
about how the media influences the outcome of elections and the points will be well
supported with references to relevant sociological content such as use of concepts
and/or references to research evidence and theories. High-quality answers may
distinguish between different media and explain how these differences impact on the
political influence of the media. Ways in which the media may influence the outcome
of elections include:

• Publication of opinion polls

• Agenda setting

• Support for a particular cause or political party

• Bias and distortion in news reporting

• ‘Normalising’ of events so that political choices effectively become narrowed in
terms of public perception.

• The use of satire and/or scandal to discredit particular politicians.

**(b)** ‘The main role of the media is to support the ideological state apparatus’. Assess this
view. [16]

0–6 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few general points about the role of the media, with no direct links to the question,
could score up to 3 marks. A basic attempt to explain what is meant by ‘the
ideological state apparatus’, with no further development, would be worth up to 6
marks.

7–11 Answers at this level will provide a basic sociological account of the links between
the media and the state. Lower in the band the answer may be limited to explaining
the view associated with Althusser that the media are part of the ideological state
apparatus. Better answers at this level will offer a more rounded view of the complex
relationships between the media and the state. However, there is no requirement for
assessment in answers that fit this band.

12–16 Answers at this level will provide a good account of the relationship between the
media and the state. There will also be an assessment of the view on which the
question is based. Lower in the band the assessment may be confined to a simple
juxtaposition of different theories of the media; for example, the pluralist and the
Marxist theories. Better answers will provide a more sustained assessment,
demonstrating subtlety in the analysis and reaching clear conclusions about the
extent to which the media are part of the ideological state apparatus. One way of
demonstrating sophistication in the analysis would be to distinguish between
different types of media; for example, state owned versus privately owned media
corporations, or the new media and the traditional media. Each type of media to
some extent may have a different relationship to the state. High quality answers
might also question the internal coherence of the idea of ‘the ideological state
apparatus’. Other Marxist views of the media, including those associated with
Gramsci’s concept of hegemony, could be used to extend the assessment.

## Section D: Religion

Answer **either** Question 7 **or** Question 8.

**7 (a)** Explain the importance of the collective conscience in Durkheim’s theory of religion. [9]

0–4 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few observations about the nature of religion, with no direct links to the question,
would fit the lower half of the band. A basic description of what Durkheim meant by
‘the collective conscience’, with no further links to his theory of religion, would trigger
the top half of the band.

5–9 At this level, there will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show
a sound understanding of the issues raised by the question. A basic account of
Durkheim’s theory of religion that demonstrates the importance of the collective
conscience is his ideas would be worth up to 7 marks. To go higher the account
must display a more detailed understanding of Durkheim’s ideas on religion and
provide a strong analysis of the role of the collective conscience within his theory of
religion.

**(b)** ‘Many social groups use religion as a form of cultural defence’. Assess this view. [16]

0–6 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few assertions about the nature or role of religion, without direct links to the
question, would fit the lower part of the band. An outline of what is meant by ‘cultural
defence’, with little further development in relation to the question, would merit a
mark in the top half of the band.

7–11 Answers at this level will provide a sound account of the concept of cultural defence
in relation to religion. Answers that are confined to a basic account of how religion
may act as a form of cultural defence could score up to 9 marks. To go higher there
would need to be a more developed treatment of the possible links between religion
and the idea of cultural defence. This might include, for example, reference to
relevant theorists and/or detail about which groups in particular are likely to use
religion as a form of cultural defence. The discussion at this level may be one-sided
and lack an assessment of the idea that some social groups use religion as a form
of cultural defence.

12–16 Answers at this level will demonstrate a good understanding of the possible links
between religion and cultural defence. There will also be an assessment of the view
on which the question is based. Lower in the band the assessment may consist of
simply describing the different arguments for and against the view that religion
serves as a form of cultural defence for some groups. Better answers will engage
more directly with the debates and develop well-reasoned arguments for supporting
a particular judgement about the view expressed in the question. High-quality
answers may also show other elements of sophistication, such as distinguishing
between different examples of cultural defence, or detailing which types of groups in
particular might use religion as a form of cultural defence, or questioning the
coherence of the concept of cultural defence.

**8 (a)**Explain why some minority ethnic groups have high levels of participation in religious
practices. [9]

0–4 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few points about the factors that might influence religious participation, with no
links to ethnicity as such, would fit the lower part of the band. Answers that offer a
simple account of one or two explanations of why some minority ethnic groups have
high levels of participation in religious practices could gain up to 4 marks.

5–9 At this level, there will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show
a sound understanding of the issues raised by the question. A basic sociological
account of a few reasons why some minority ethnic groups have high levels of
participation in religious practice would be worth up to 7 marks. To go higher the
answer must either cover a wider range of points or discuss a few relevant reasons
in greater depth. More detailed answers will include references to appropriate
concepts, theories and/or evidence from research studies. Reasons why some
minority ethnic groups have high levels of religious participation include:

• The impact of marginalisation and exploitation on such groups

• Historical and cultural factors relating to the groups concerned

• Stronger group dynamics among many minority ethnic groups

• Importance of religious group membership as a support network for those
seeking to gain integration and reward within the wider society.

**(b)** ‘Fundamentalism is a response to the declining power of religion in society’. Assess
this view. [16]

0–6 At this level, there may be little or no reference to relevant sociological sources.
Answers may rely on general knowledge and/or personal observation. Explanations
will be brief and cover only a narrow range of relevant points.
A few simple points about secularisation (the declining power of religion), with no
further links to the question, would be worth up to 3 marks. A basic outline of what is
meant by religious fundamentalism, with little or no attempt to explain the recent
surge in fundamentalist belief, would merit the higher part of the band.

7–11 Answers at this level will recognise that the question invites a discussion of the
possible links between secularisation and the increase in fundamentalist beliefs in
recent times. A basic account of the secularisation thesis, with a few simple links to
the rise of fundamentalism, could gain up to 9 marks. To go higher the answer must
provide a fuller account of how secularisation might feed into the growth of
fundamentalism. In good answers there may also be consideration of other factors
that can be linked with the rise of fundamentalism, though there is no requirement to
assess the view on which the question is based in answers that fit this band. The
ideas of thinkers such as Bayer, Huntington, Bauman, Giddens and Beckford, would
be particularly relevant in answering the question.

12–16 Answers at this level will include a good account of the possible links between
secularisation and the growth of religious fundamentalism. There will also be an
attempt to assess these purported links. Lower in the band, the assessment may be
through the simple juxtaposition of two or more contrasting explanations for the
growth of religious fundamentalism. Higher in the band, though, the assessment
must be explicit and clear conclusions will be reached about the relative merits of
the explanations discussed. Good use of post-modernist contributions to analysing
the rise of fundamentalism may be a feature of answers that merit the top part of the
band. Candidates may also draw distinctions between different manifestations of
religious fundamentalism, as a contribution to discussing the issues raised by the
question.

## Useful information (Hints)

**Question 1(a)**

**Question 1(b)**

**Question 2(a)**

**Question 2(b)**

**Question 3(a)**

**Question 3(b)**

**Question 4(a)**

**Question 4(b)**

**Question 5(a)**

**Question 5(b)**

**Question 6(a)**

**Question 6(b)**

**Question 7(a)**

**Question 7(b)**

**Question 8(a)**

**Question 8(b)**