9699/23/O/N/15

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## **Section A**

Answer question 1.

**1** Quantitative data is usually presented in numerical form and taken from large-scale surveys.
Typically, the methods used to collect quantitative data include questionnaires, structured
interviews and secondary sources such as official statistics. There is considerable disagreement
about which methods produce the best results in sociological research. A key strength of
quantitative methods is that they allow the researcher to identify trends and patterns of behaviour
and to make generalisations.

However, not all sociologists support the use of quantitative methods. Many, such as
interpretivists, favour qualitative methods, such as unstructured interviews and observation
techniques. Qualitative secondary data, such as diaries and historical documents, may also be
used in sociological research. Interpretivists argue that qualitative methods reveal more about
feelings and thoughts and therefore produce data that is high in validity. Feminists view this as
particularly important and so they favour the use of unstructured interviews. A general criticism of
qualitative methods is that they result in the collection of data that contains *researcher bias*.

**(a)** What is meant by the term *researcher bias*? [2]

1 One mark for a partial one such as ‘people give the answers they think the researcher
wants’ or ‘the data reflects the values of the researcher’.

2 Two marks for a clear and accurate definition.

A situation where some characteristics or behaviour of the researcher influence the
responses of the people being studied so that the data collected may not be a true
reflection of what it claims to represent.

Permit also responses that highlight the researcher’s interpretation of data as being
selective/subjective and/or supporting their own view.

**(b)** Describe **one** strength and **one** limitation of using official statistics in sociological
research. [4]

Award one mark for identifying an appropriate advantage and a further mark for sound
development [1+1]. Strengths may include:

• practical reasons such as its easy availability [this point may be allied to expense
considerations]

• can provide up to date information

• allow for comparisons to be made

• being able to identify patterns and trends

• very often based on large samples increasing likelihood of representativeness

• they may help sociologists design their own research especially in relation to
samples [e.g. census statistics].

These points may well be linked to reliability.

Award one mark for identifying an appropriate limitation and a further mark for sound
development [1+1]. Limitations may include:

• the fact that sociologists have no control over the production of the data;

• official agencies may have their own agenda to satisfy in the presentation of
information e.g. unemployment statistics;

• they do not measure what they set out to measure e.g. crime statistics reflect
reported and recorded crime not ‘actual’ crime.

These points may well be linked to validity.

One mark for the advantage/limitation plus one mark for development (2 x 2 marks).

**(c)** Explain why feminists favour the use of unstructured interviews. [8]

**0–4** Lower in the band, there may be a few simple points about unstructured interviews
without development or links to feminism.

Higher in the band, answers are likely to demonstrate a greater knowledge of
unstructured interviews but misunderstand why feminists are in favour of the use of
them or be in some other way marginal to the question.

**5–8** Lower in the band sound account of the reasons why feminists favour the use of
unstructured interviews. For example, a preference for respondents to be active
participants in the research process and the belief that researcher knowledge and skill
should not dominate interviews. An excellent account of the use of unstructured
interviews with no reference to feminist methodology can go no higher than 5.

Higher in the band, there will be clear and accurate expression of the rationale of
feminist methodology where the notion of empowerment, collaboration and ‘joint
interpretation of meaning’ might feature.

**A good list of undeveloped points may gain up to six marks. To go higher, some**
**of the points need to be developed.**

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

**(d)** Assess the strengths and limitations of using diaries and historical documents in
sociological research. [11]

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

Lower in the band, a simple answer that identifies a few basic features of either diaries
or historical documents, would gain 1 or 2 marks.

Higher in the band, an answer might advance a few limited observations highlighting a
strength or limitation.

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

Lower in the band, a simplistic description of the strengths and limitations of the use of
diaries and historical documents, could gain 5 or 6 marks. Tangential responses that
make a few general points about the strengths and/or limitations of secondary data but
with only partial focus on diaries and/or historical documents can gain no more than 6
marks.

Higher in the band, there will be an attempt to explain some of the strengths and
limitations of qualitative secondary data, although the emphasis maybe mainly on
practical factors such as providing cheap, accessible otherwise unavailable material,
rather than issues of theory. Likely sources may be Laslett and Anderson, and
Plummer. Conversely, a one-sided answer that is done very well, could also gain up to
8 marks. Very good responses may distinguish between diaries as historical artefacts
and diaries as a method used by sociologists e.g. Wilmott and Young

**A descriptive answer cannot gain more than 8 marks.**

**9–11** Answers at this level will demonstrate good sociological knowledge and understanding
applied to the question. To reach this band there should be mention of both diaries and
historical documents but this need not be balanced. There will also be an assessment
of the view on which the question is based.

Lower in the band (9–10 marks), Answers will provide a sound account of the strengths
and limitations of both types of secondary data. However, the assessment may lack
depth and is likely to be confined to a juxtaposition of the respective claims of
quantitative versus qualitative research/data in sociology.

At the top of the band, there must also be a concerted attempt to assess the overall
value of using diaries and historical documents in sociological research typically
balancing their high degree of validity against questionable reliability.

## **Section B**

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

**2** Explain and assess different theories of how social order is maintained in society. [25]

**Level 1**
**0–6** Answers at this level are likely to be assertive and focus on a few common sense
observations.

Lower in the band, answers may be confined to one or two simple points about social
order based on assertion/common sense understanding.

Higher in the band, there may be a wider range of simple points based on
assertion/common sense understanding. For example this might constitute a very limited
attempt to relate a theory of social order.

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

Lower in the band (7–9 marks), the answer may be confined to a narrow range of points,
lacking detail and possibly with some inaccuracies. For example, a basic account of one
sociological theory (functionalist, Marxist, feminist, interactionist) of how social order is
created would fit the bottom of the band.

Higher in the band (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. For example, a basic
descriptive account of two or more theories of social order, with little or no direct link
made to associated concepts like ideology or value consensus.

**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 to answering the
question.

Lower in the band (13–15 marks), answers may use only a limited range of knowledge,
there will be little use of concepts/theory, and the points covered may lack development.
For example, a good descriptive account of two or more theories of social order would fit
the bottom of the band.

Higher in the band (16–18 marks), answers will use a wider range of knowledge,
supported by the use of concepts/theory where relevant and include some welldeveloped accounts of two or more theories of social order.

There is no requirement for assessment at this level.

**Level 4**
**19–25** Lower in the band (19–21 marks), the assessment may be largely delivered through
juxtaposition of contrasting arguments/theories or showing that there are different
strands to the debate e.g. structure v action or consensus v conflict. Alternatively, the
assessment may be limited to just one or two evaluative points that are explicitly stated.

Answers are likely to be marked by consideration of a good range of factors that may
play a part in creating social order and show clear understanding of the differences
between the main theoretical perspectives – Marxist, functionalist, interactionist, feminist
– noting key differences between the theories. To be in this band, there is likely to be
reference to more than two theories although a very good analysis of two can be
credited.

Higher in the band (22–25 marks), there will be sustained assessment and the points
offered will be explicit and well-directed towards the question. There will also be a
sustained and explicit analysis of the strengths and/or limitations of each theory that
leads to a balanced conclusion as to their relative merits. In the very best responses,
there may be reference to different strands of thinking within the main theories, most
likely Marxism. There is likely to be a well-formulated conclusion.

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; and

• **third,** there must also be some evidence of assessment.

There is likely to be a well-formulated conclusion.

**3** ‘In modern industrial societies individuals now have much more freedom to choose their
own social identities’. 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.

Lower in the band, answers may be confined to one or two simple points based on
assertion/common sense understanding. For example, about how we acquire roles or
social identities.

Higher in the band, there may be a wider range of simple points based on
assertion/common sense understanding. For example, broadly relevant references to
socialisation and the concept of social identity may be defined. We may also see
answers that show that the conditions of modern society have increased individual
freedom, but the analysis will be very basic and may lack focus on the key idea of social
identity.

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

Lower in the band (7–9 marks), the answer may be confined to a narrow range of points,
lacking detail and possible with some inaccuracies. Here, answers may rely on the
functionalist theory of socialisation, implying that social identities are primarily the
product of influences over which the individual has little direct control.

Higher in the band (10–12 marks), answers may cover either a narrow range of points in
reasonable detail or a wider range of points in limited detail. At this level a response may
contrast the functionalist theory with interactionist accounts of socialisation and note the
emphasis that the latter gives to human agency in negotiating roles and identities.
However, the role of socialisation is only partly relevant to the question, and answers
that do no more than this should be confined to this band.

**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 to answering the
question.

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

At this level, the answers will be more analytical and directly focused on the question as
set. There will be a basic attempt to explain why modern, prosperous societies may have
provided individuals with greater opportunity to choose their own social identities. This
may be done in terms of references to post-modernist ideas and/or through a discussion
of changes in particular areas of society, such as the loosening of traditional class
divisions, the greater independence of women, and the fragmentation of family types.

Higher in the band (16–18 marks), answers will use a wider range of knowledge,
supported by the use of concepts/theory where relevant and include some welldeveloped points. At the top of the band, the discussion will contain all of the above but
be clearer and better directed, though the analysis may lack sharpness.

There is no requirement for assessment at this level.

**Level 4**
**19–25** Lower in the band (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. The proposition in
the question will be explained fully and the assessment will be developed and well
informed. It is possible to reach this level by focusing on particular social identities
(class, gender, ethnic, age, etc.) and evaluating the extent to which social constraints
have given way to greater individual freedom in each of the cases considered.

Alternatively, the assessment may be more abstract by discussing such issues as
determinism versus free will and whether the notion that people have more lifestyle
choices today is more illusion than reality.

Higher in the band (22–25 marks), there will be sustained assessment and the points
offered will be explicit and well-directed towards the question. A well-expressed
assessment of post-modernist theory is likely to merit marks at the top of the band.

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; and

• **third,** there must also be some evidence of assessment.

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**