9699/12/O/N/15

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## **Section A**

Answer question 1.

**1** Gershuny argues that as more women are working full time in modern industrial societies,
relationships within the home are becoming egalitarian. He explains that this trend towards
greater equality has come about due to changes in society’s values and ideas about parenting.
With mothers in paid employment and fathers undertaking more domestic chores, the experience
of family life is changing for its members and children are raised in a more tolerant atmosphere.

Feminist sociologists Ferri and Smith argue that in spite of women undertaking more paid
employment there is little evidence that a *new man* is emerging. They claim that women now
undertake both paid employment and also continue to carry out the majority of unpaid domestic
work. When men do undertake household tasks they tend to spend less time on these tasks than
their female partners do. Therefore, Ferri and Smith conclude that inequality in conjugal roles
remains a feature of modern industrial societies.

**(a)** What is meant by the term *new man*? [2]

One mark for a partial definition such as a man who does his fair share of housework OR a
reference to emotional aspects of family life.

Two marks for an accurate definition of the new man as a male who is more caring, sharing,
gentle and emotional in his attitudes compared to traditional males, sharing decision making
housework and child care with his partner.

**(b)** Describe *two* changes in ideas about parenting. [4]

‘Ideas’ can be interpreted as those stemming either from parents, children or from society.

Points that could be referred to

• Legal changes

• Children’s support services

• Family planning

• Child care practices

• Both sons and daughters educated

• Child centered

• Both parents in paid employment

• Children have more status

• Fathers more involved with childcare

• No longer a priority for some/rejection of parenthood

• Parents no longer solely responsible for socialisation

• Parents use other institutions like nurseries

• Technology

• Children’s views on divorce and remarriage

• Co-parenting

• Secularisation

• Single parent families have less social stigma/more socially acceptable

• Any other valid point

One mark for a named change and one mark for development **(2 × 2)**

**(c)** Explain how the roles of children can vary between families. [8]

**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 how children in some families can
have access to more/less toys and activities today may be worth **1 or 2 marks**.

Higher in the level, an answer might advance a few limited observations such as the
need for children to work, or not, may be worth **3 or 4 marks**, but there is likely to be
little depth in the explanations offered and the answer will rely on description rather
than explanation and in this level they may contrast childhood in different societies
rather than within the same society.

**5–8** Answers at this level show some sociological knowledge and understanding of the
question and include comments about differences to be found in families within society
or between societies.

Lower in the level, a simplistic description of the influence of the social position of
different families and how this affects what children are expected to do or answers
which identifies a point but lacks detail and such answers could receive a **mark of 5–6**.

Higher in the level, a more detailed account of the different roles of children in families
that may feature class, gender, religion, employment, education and child carers as
well as difference within /between societies and such answers 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, studies or empirical data.

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

**(d)** Assess the view that inequality in conjugal roles remains a feature of modern
industrial societies. [11]

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

Lower in the level, a simple answer that identifies a few basic features such as
inequality remaining in families may gain **1 or 2 marks**; these answers may describe
different specific families rather than outline different trends.

Higher in the level general descriptions of different relationships and whether they are
to be found in modern industrial societies may be awarded a **mark of 3 or 4**.

Other top of the level answers may argue that inequality remains because household
tasks are not shared evenly with little or no reference to the question.

**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 relationships can be
seen to have become more equal (or not) with both spouses contributing to household
tasks and income could gain up to **5 or 6 marks**. Such answers could be supported by
reference to the studies of domestic relationships such as those of Allan and Crow.
Higher in the level, a more detailed account of whether relationships within the home
remain unequal (or not) and may support their answers by reference to feminist writers
such as Ansley.

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

**9–11** Answers at this level will demonstrate good sociological knowledge and understanding
applied to the question. There will also be an assessment of the view on which the
question is based.

Lower in the level (**9–10 marks**), the assessment may be based on a simple
juxtaposition of the idea that conjugal roles are or are not becoming more equal or
answers may be confined to just one or two evaluative points such as power sharing
(or not).

At the top of the level (**11 marks**) the ‘remains a feature’ will be evaluated explicitly and
in some depth. The most likely way in which this could happen is by addressing the
notion of inequality conjugal roles probably by a discussion of key concepts such as
decision making or agenda setting and symmetrical family. Some answers may note
that not all conjugal roles in one society are the same.

## **Section B**

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

**2** Explain and assess the factors shaping the structure of the family in modern industrial
societies. [25]

**Level 1 0–6** Answers at this level are likely to be assertive and focus on a few
common sense observations about families with little or no sociological
support.

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 points
about the structure of the family in modern industrial societies may gain up to **3**
marks**.**

Higher in the level, there may be a wider range of simple points based on
assertion/common sense understanding. For example, an answer stating that
increased life expectancy or smaller families are important factors may gain up
to **6 marks**.

**Level 2 7–12** Answers at this level will show some sociological knowledge and
understanding of the question.

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 features influencing the structure of the family or a description of
different family types without 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 e.g. the changing social
position of men, women and children, industrialisation, changing work practices,
changing infant mortality, fertility rates and secularisation, life expectancy and
economic factors such as length of education.

**Level 3 13–18** Answers at this level will show good sociological knowledge and
understanding. The material used will be interpreted accurately in
answering the question. There is no requirement for assessment at this
level although it may be present.

Lower in the level (**13–15 marks**), answers may use only a limited range of
knowledge, there will be little use of concepts/theory/studies, and the points
covered may lack development for example a description of the development of
a new structure like the beanpole family.

Higher in the level (**16–18 marks**), answers will use a wider range of
knowledge, supported by the use of concepts/theories/studies, where relevant,
and include some well-developed points that may well highlight diversity.

**Level 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.

Lower in the level (**19–21 marks**), the assessment may be largely delivered
through juxtaposition of contrasting arguments/theories. Alternatively, the
assessment may be limited to just one or two evaluative points that are explicitly
stated. Answers in this level may provide a solid account of the position of
nuclear families (or not) in modern industrial societies that could include
reference to functionalist views of their suitability for such societies and a
critique of that position.

There could also be a sustained and well informed assessment of demographic
and other explanations accounting for why structures change such as changing
social attitudes, work practices, class, ethnicity, education and laws.

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. This could
be by a more direct analysis of the theories that account for changing family
structures or those that argue that diversity has always been a feature of
societies both in the past and in the contemporary world. This analysis may take
the form of arguing family structure is now a matter of individual choice and not
linked to structural factors.

One way to do this would be to show how in some societies the dominance of
the nuclear family may be questioned. Another way of gaining the highest
marks is to assess the evidence that different families are common in societies.
Concepts such as family life cycle, fluidity and family ‘practices’ (Morgan) could
be included.

There is likely to be a well formulated conclusion.

**3** ‘Elderly people have a low status in the family in all societies’. Explain and assess this
view. [25]

**Level 1 0–6** Answers at this level are likely to be assertive and focus on a few
common sense observations about the position of the elderly with little or
no sociological support.

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 points
about how the old are treated may gain up to **3 marks**.

Higher in the level, there may be a wider range of simple points based on
assertion/common sense understanding. For example, an answer stating that
the elderly may be perceived as having wisdom in some societies may gain up
to **6 marks**.

Answers in this level may confuse status in the family with status in society.

**Level 2 7–12** Answers at this level will show some sociological knowledge and
understanding of the question.

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 status of the elderly within a family compared to those who live
independently 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 e.g. the social factors that
determine status i.e. wealth, age, gender, social prestige and the consequences
of dependency or the greying of society.

**Level 3 13–18** Answers at this level will show good sociological knowledge and
understanding. The material used will be interpreted accurately and
applied effectively in answering the question. There is no requirement for
assessment at this level.

Answers that enter this level may be clearly focused on the social position of the
elderly within their families and may refer to the demographic time bomb or an
ageing population and the regarding of the elderly as a ‘problem’. This may be
linked to the consideration of cultural practices such as comparison between
traditional rural communities where the elderly are valued within families for
their knowledge and Nomadic ones where that are regarded as a burden and
clearly show that the difference does not have to be between modern industrial
societies and traditional ones.

Lower in the level (**13–15 marks**), answers may use only a limited range of
knowledge, there will be little use of concepts/theories/studies, and the points
covered may lack development.

Higher in the level (**16–18 mark**s), answers will use a wider range of
knowledge, supported by the use of concepts/theories/studies where relevant
and include some well-developed points.

**Level 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.

Lower in the level (**19–21 marks**), the assessment may be largely delivered
through juxtaposition of contrasting arguments/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.

Answers in this level may provide a solid account of the status of the elderly in
different societies and could include a discussion of the social construction of
age and a comparison of modern industrial and traditional societies. There
could also be debates such as the experience of different sub-groups for
example as the poverty of many elderly women compared to elderly men or the
working class elderly dependent on benefits compared to those with other
sources of income.

There may also be a more direct analysis of how much respect is given to the
elderly in different societies. This analysis may take the form of arguing respect
from obligation is difficult to compare to respect from choice.

Other answers may include an evaluation of the functionalist analysis of ageing
and disengagement or to consider issues of power and structured dependency
(Vincent). Concepts that may be included: – intimacy at a distance,
disengagement, infantilized, silver pound, grey power, gender variations,
dependency ratio, third age, fourth age (Laslett) could all be referred to.

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**