Sociology · May / June 2021 · Paper 21 · Question 2

0495

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Sociologists believe that education benefits some groups in society more than others. Experiences of education can depend upon the hidden curriculum, home factors and the type of school attended. 2 For example, norms and values in a faith school may be very different to those in a comprehensive school. However, in all types of schools some students still form anti-school sub-cultures.

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2(a)[2]
What is meant by the term ‘faith schools’? One mark for partial definition, e.g. a religious school. Two marks for clear definition, e.g. schools controlled/run by a religious organisation.
2(b)[4]
Describe two characteristics of anti-school sub-cultures. Candidates will be expected to describe two characteristics of anti-school sub-cultures. Possible answers:
behaviour – students may be pushing the boundaries and rebelling against authority through being insolent/aggressive to teachers, etc.;
truanting – members of anti-school sub-cultures typically hate school and so will often truant and miss classes;
culture of masculinity – these sub-cultures typically involve boys rather than girls;
they may be a way for members to re-assert their masculinity;
peer group conformity – pupils in anti-school sub-cultures must conform to their peer group’s norms and values – this can often involve delinquent behaviour outside school;
ethnicity – anti-school sub-cultures are often associated with ethnic minority pupils – they may form in school as a way for ethnic minority students to show their displeasure with an ethnocentric curriculum and negative ethnic stereotyping;
Willis ‘the lads’ – these boys joined the sub-culture in order to ‘have a laugh’ through messing about in the classroom and ‘cheeking’ the teacher;
social class – working class students may join anti-school sub-cultures as they can see no point in studying at school when there are few jobs available for them therefore they avoid school work, try and cheat in tests and rarely complete homework;
prejudice – anti-school sub-cultures are often associated with negative behavior and attitudes such as sexism, racism and homophobia;
attitudes – pupils in anti-school sub-cultures tend to despise pupils who do work hard at school and are successful, this can lead to conflict (anti-education values);
other reasonable response. One mark for each point correctly identified (up to maximum of two). One mark for each point that is developed (up to a maximum of two).
2(c)[6]
Explain how home factors can affect a pupil’s experience of school. Candidates should discuss different reasons why home factors can affect experiences at school. Possible answers:
material factors – a lack of money at home may mean that additional resources, study guides, private tutoring cannot be provided for the child which may negatively affect educational achievement (the reverse can also be argued for wealthy homes) (Bourdieu economic capital);
poverty – children in homes that suffer from material deprivation may experience over-crowding, a lack of a quiet space to study and a poor diet which may then negatively affect them at school (the reverse can also be considered for wealthy families);
where a child lives often determines which school the child attends which may then influence the range of subjects offered and the quality of education available;
parental attitudes to education – parents who are supportive of and value education are more likely to involve themselves in school life and work with the schools to ensure the best for their child(ren);
cultural capital (Bourdieu) – families who have books at home and whom take their children on visits to museums, galleries, etc. help to educate their children which may then help them to achieve well at school;
peer group – some communities are ridden with crime and anti-social behaviour which may make it difficult for children to focus on their schoolwork when street or gang life is all around them;
social capital (Bourdieu) – some parents may be able to organise prestigious work experience placements for their children due to their network of acquaintances which other families would not be able to do;
gender – in some countries and cultures males are more highly valued than females therefore girls stay at home and never even experience a life at school as they are expected to stay at home and participate in domestic chores and childcare;
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.
2(d)[8]
Explain why education can benefit those with power. Candidates should discuss different ways that education benefits those with power. Possible answers:
certain social groups do better than others in education, e.g. those from a high social class, which infers that those who are already privileged and powerful in society achieve the best;
functionalists believe that education prepares young people for the world of work, making them passive conformers to rules and regulations – a compliant workforce leads to less industrial action and more profits thus benefiting those with power;
Marxists believe that education transmits the values of the dominant ruling class and normalises the system of capitalism, thus benefiting the bourgeoisie;
Marxists believe that education socially controls students to ensure they are passive and submit to those higher than them in the hierarchy – this can then be transferred to the workplace where by they will be good workers for the capitalist system and so benefits those with power;
money can buy a better education – private/public schools that only the rich can afford to send their children to typically get better educational results than state schools meaning that those already privileged children can access the better Universities and jobs in society – the powerful benefit;
the hidden curriculum can be used to indoctrinate children with the norms and values of the powerful groups, e.g. feminists would say patriarchal ideologies are transmitted which benefit men;
feminists believe there is a gendered curriculum in education that results in boys and girls choosing different subjects to study – this affects future career opportunities and thus benefits the powerful group – here = men;
there is said to be an ethnocentric curriculum in schools which prioritises the ethnic majority’s values and traditions over any others thus devaluing ethnic minorities, often resulting in them forming anti- school subcultures and not doing well in school – this affects their ability to get high paying and influential jobs in society thus benefiting the powerful, here = the ethnic majority;
elite Universities, e.g. Cambridge and Oxford in the UK are dominated by public/private school pupils thus ensuring the cycle of power is maintained amongst the already powerful groups – they benefit;
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.
2(e)[15]
To what extent is the hidden curriculum the most important part of an individual’s education? Candidates should discuss the ways in which the hidden curriculum can be seen to be the most important part in an individual’s education. In evaluation, they should consider other factors that may be more/just as important. Possible answers: FOR
the hidden curriculum is not explicit and obvious thus making individual’s more susceptible to its influence as they are not aware it is happening;
the hidden curriculum is a crucial part of the informal education an individual receives and compliments and reinforces the ideologies learnt at home, normalising them further;
the hidden curriculum teaches students to conform to the rules and instructions of those higher than them in the hierarchy so leading to social conformity in later life;
the hidden curriculum teaches students an agreed set of norms and values that produces social order and stability in society thus reducing conflict and disorder (functionalism);
the hidden curriculum according to Marxists inculcates individuals with capitalist norms and values and normalises societal inequalities as these are justified as being ’fair’ and ‘meritocratic’;
the hidden curriculum encourages passivity in students and thus prevents them from questioning the ‘status quo’ - instead they conform to the dominant ideology;
feminists believe that the hidden curriculum is important as it is embedded with patriarchal values and assumptions that teach boys and girls that male and female gender roles and expectations are very different;
the hidden curriculum can influence students through the school’s management structure, its rules and regulations, its teachers, its wider support staff and its organisation, thus can influence individual’s in a lot of different ways;
other reasonable response. AGAINST
the official curriculum is more important than the hidden curriculum as this determines the subjects and course content that a student studies as well as the examinations sat;
the type of school attended is more important as this determines future educational achievement, life chances and opportunities;
teachers are more important than the hidden curriculum in an individual’s education as their negative or positive labelling can result in a self-fulfilling prophecy/the halo effect;
peer group is more important than the hidden curriculum in an individual’s education as this may effect whether the individual does well or poorly in their examinations e.g. through joining a pro or an anti- school sub-culture;
the ethnocentric curriculum may be more important than the hidden curriculum as it officially values certain cultures and ethnicities over others;
the gendered curriculum may be more important than the hidden curriculum as it implies that males and females have different qualities and capabilities and can be seen to set them up on different career paths through their subject choices;
material factors may be the most important part of an individual’s education - having enough money to take part in school trips and extra- curricular activities as well as to buy supporting revision guides and private tutors is likely to positively affect educational achievement;
the hidden curriculum is an important part of an individual’s education but it is no more important than other factors;
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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