Sociology · May / June 2020 · Paper 11 · Question 3

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It is argued that the working class seek immediate gratification, they choose instant rewards instead of planning for greater rewards in the future. Sometimes fatalism is also an attitude associated with the working class that may affect their opportunities in the work place. 3

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3(a)[2]
What is meant by the term ‘fatalism’? Fatalism – an individual’s belief that they cannot control what happens to them. One mark for partial definition e.g. Two marks for clear definition e.g.
3(b)[4]
Describe two examples of horizontal segregation in the work place. Possible answers:
more women than men work in social care
men are more likely to work in engineering and construction than women
women are more likely than men to work in secretarial roles
men are more likely than women to work in traditional blue-collar occupations
more women are primary school teachers than men
Any other reasonable response. One mark for each example identified (up to maximum of two). One mark for each description (up to a maximum of two).
3(c)[6]
Explain how deferred gratification may improve an individual’s future opportunities. Deferred Gratification – being able to set long-term goals, planning for the future. Possible answer:
making sacrifices to do homework over playing, an attitude that is likely to bring greater academic success with it– values that are often internalised by the middle class
prioritising going to university and deferring entry into the labour market enables the middle class to secure higher paid positions in the long run – they are not present time orientated
those who are able to defer gratification by looking ahead and calculating the risks of a particular act will find themselves less likely to get into trouble with the police
being future-orientated individuals are better at managing their money, so they are less likely to be tempted by short term desires and wants and this enables them to budget effectively avoiding debt and costly loans
delaying gratification may have implications for health, those able to resist impulse buying of unhealthy snacks when hungry are more likely to delay gratification and wait for a healthier meal later
deferred gratification can give people better opportunities to buy their own homes, being able to resist impulse purchases enables them to save money for a deposit on a house
planning for the future is particularly important in old age where the values of deferred gratification are likely to see individuals with better pensions and savings plans for their old age
deferred gratification can enhance career prospects, individuals are able to afford to defer the desire for a wage packet and instead take an unpaid/low paid internship which may lead to better long-term employment prospects – demonstrating a non-fatalistic attitude
delaying gratification and employing contraceptive planning may enable individuals to avoid unplanned pregnancies – teenagers are less likely to have unplanned pregnancies,
Any other reasonable response Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. Responses may be short and un/underdeveloped. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Band 2 [4–6 marks] Answers in this band will have clear and accurate explanation, showing good sociological knowledge and understanding. Sociological terms and concepts should be expected and explained. At the bottom of the band, the range of points covered may be narrow or lack detail. Higher in the band, answers will cover more than one point in a well-developed way or cover several points in less detail.
3(d)[8]
Explain why being socially excluded can be negative for an individual. Social exclusion – people who are unable to take part in society in the same way as most people are excluded from social good.
individuals who are socially excluded are less likely to gain access to decent housing and this can have multiple negative impacts in terms of health and life chances
individuals who are socially excluded will find it harder to access employment and this can lead to poverty
individuals who are socially excluded will find it harder to access employment and this can lead to a lack of self-esteem and status
individuals who are socially excluded will find it harder to access healthcare and social support when in need and this will have an impact on life chances
individuals who are socially excluded will find it harder to access public or private transport leaving them isolated and vulnerable being unable to make social connections
social exclusion also involves exclusion in more than one dimension, and these can reinforce each other e.g. a combination of economic and educational exclusion makes it more difficult to advance on either front
children who are socially excluded are likely to face developmental barriers that could negatively affect the rest of their lives
Any other reasonable response. Band 0 [0 marks] No creditworthy response. Band 1 [1–3 marks] Answers in this band will show only a limited awareness of the question. A tendency to description is likely. Responses may be short and undeveloped and points stated without explanation. Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one weak point. Band 2 [4–6 marks] Answers in this band will show basic sociological knowledge and understanding. Responses may be underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Higher in the band, candidates may be beginning to use sociological terms and concepts with greater accuracy. However, some aspects of the answer may only be partially developed/explained. Band 3 [7–8 marks] Answers in this band will show good sociological knowledge and understanding and will be well-developed and explained. Sociological terms and concepts will be used accurately overall. Answers will be well-focused on the question and there will be a range of points presented. At the top of the band explanations will be clear throughout.
3(e)[15]
To what extent does social class determine a person’s life chances? Arguments for:
upper class have more wealth and therefore greater access to healthcare and education
upper class have cultural capital which can give them greater opportunities in the workplace
upper class may have access to ‘the old boy’s network’ which can provide opportunities
working class are likely to have fatalistic attitudes and lack ambition
working class lack cultural capital and are denied opportunities in education and work
working class are more likely to seek instant gratification and have less focus on long term planning
the underclass are likely to be in a poverty trap with limited opportunities in work and education
Any other reasonable response. Arguments against:
ethnicity impacts life chances with differential educational attainment clear amongst different ethnic groups
ethnic minority groups may face discrimination in the workplace and find promotional opportunities limited
certain ethnic groups are more likely to have criminal records and this will impact future life chances
certain ethnic groups find themselves socially excluded and hence have limited life chances
gender impacts life chances – men are likely to earn more than women
gender role stereotyping in younger children can impact their later career choices
Any other reasonable response. Band 0 [0 marks] No creditworthy response Band 1 [1–4 marks] Answers in this band may be vague and largely based on common sense showing limited knowledge of the debate. Use of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and one- sided. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer more than two points and provide a weak definition of key terms in the question. Band 2 [5–8 marks] In this band candidates will show some basic knowledge of the debate. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to assess the issues raised by the question. There may be limited/some use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two- sided or only cover one side of the debate. Lower in the band, the response may be rather narrow in the points covered and there may be some development. Higher in the band, more points are likely to be covered with some development. Alternatively, a list-like answer with some development covering both sides of the argument may score up to 8 marks. A one-sided answer cannot score higher than 8 marks. Band 3 [9–12 marks] Answers in this band will show good sociological knowledge and understanding of the debate. Sociological terms and concepts will be used with greater accuracy and/or frequency. For the most part, answers will be well- developed, focused on the questions and there will be a range of points presented. There will be a two-sided response but it may lack range on one side. At the bottom of the band, candidates may provide a narrower range of developed points. At the top of the band, expect a wider range of developed points and clear focus on the question. Band 4 [13–15 marks] Answers in this band will show excellent knowledge and understanding of the debate. There will be a strong grasp of the arguments as well as accurate and frequent use of sociological terms and concepts. Answers will be well-developed, clearly focused on the question and discuss a wide range of points. Responses will be two-sided and have a range of points on each side. At the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to offer an assessment of the ‘To what extent.?’ part of the question through a focused conclusion.

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