Sociology · Oct / Nov 2021 · Paper 22 · Question 2
0495
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Some sociologists argue that education benefits both the individual and society. Most education takes place in schools where both sanctions and rewards are used by teachers to control students. 2 Teachers discourage students from using ‘restricted code’. Students who use ‘restricted code’ can sometimes be negatively labelled in schools. Labelling by teachers may influence the educational achievement of students but it is not the only factor.
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2(a)[2]
What is meant by the term ‘restricted code’? One mark for partial definition, e.g. informal language. Two marks for clear definition, e.g. informal language used with family and friends, often contains slang words.
2(b)[4]
Describe two ways schools use rewards to motivate students. Possible answers:
praise – teachers positive comments encourage students to keep on working hard;achievement points – this kind of system of rewards introduces a competitive element in order to further motivate students;contact home – positive contact with home can result in praise and gifts for doing well, so encouraging the student to keep working hard;treat trips – being allowed to take part in visits, trips etc. are often dependent upon behaviour hence encouraging students to do well;privileges – certain privileges may be given to students who are doing well e.g. positions of responsibility e.g. head-boy/girl, uniform amendments, extended free time – this all motivates students to do well;peer mentors and role models – seeing other students doing well and being rewarded for their efforts can motivate other students to want to do the same;scholarships – these can be awarded to reward students for their efforts and to encourage them to continue working hard e.g. sports;any other reasonable response. One mark for each point correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two).2(c)[6]
Explain how labelling by teachers can affect student achievement in schools. Possible answers:
gender – teachers may believe that bad behaviour and poor study habits are normal for boys and so label boys in this negative way, thus lowering their achievements;gender – girls are typically more quiet and less visible in the classroom and therefore can be labelled positively by teachers which will benefit their achievement;ethnicity – teachers may assume that students from some minority ethnic groups are unable to do well or label them as ‘troublesome’ therefore negatively impacting upon their achievement;ethnicity – teachers may believe certain ethnic groups to be ‘bright’ or ‘well behaved’ and so treat them in this way, thus positively affecting their achievements;social class – Becker says teachers judge pupils on non-academic factors such as speech and dress when deciding their ability – this can negatively affect the working class pupils and positively affect those in the higher classes;self-fulfilling prophecy – if students accept the teacher labels they will start to behave in the way expected of them which will affect their achievement in schools (Rosenthal and Jacobson);halo effect – if students are constantly told they are ‘bright, intelligent’ etc. and start to internalise this then this can positively affect student outcomes and achievement;ideal pupil stereotype – Becker says teachers have a stereotype of the ideal pupil against which all students are judged – this can then affect the student’s achievements through, for example, setting and streaming;self-negating prophecy – students may choose to reject the teacher label given to them and this can also affect achievement;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.2(d)[8]
Explain why examination results in private schools are often better than in state schools. Possible answers:
class sizes – in private schools class sizes tend to be much smaller than in the state system, allowing for more one-to-one attention for pupils and so better examination results;facilities and resources – private schools typically have better facilities and resources for students than state schools;this will aid student performance in examinations and thus improve their results e.g. ICT, libraries, support staff, textbooks etc.;
quality of teaching – some argue that the quality of teaching is better in the private than the state sector, teachers are more invested in education in private schools, higher staff turnover in the state sector etc.;these factors explain why examination results are better in private schools;
academic ethos – private schools are funded by parents (state schools by the Government) and thus there is more pressure to achieve highly in exams in the private sector;the focus on school work, doing well and going to University is more than in the state sector;
peer pressure – in private schools peer pressure can often be focused upon success and doing well, whereas in state schools there may be pressure to mess around and be the ‘class clown’;deprivation – state school students are more likely to come from a deprived home life where there may be issues to do with poor diet, lack of quiet study space etc. – the opposite is true for private school students who may have privileged backgrounds. This will affect examination results;parental aspirations – students in private schools are more likely than state pupils to have successful parents who value education and therefore push and expect their children to do well, hence explaining the difference in examination results;language barriers – students who do not speak the main language of the school and the examinations are more likely to be found in the state than the private sector and this will cause difficulties for them in terms of examination success, meaning that overall results in private schools are better (elaborated/restricted code);cultural capital – students in private schools typically come from a privileged background where cultural trips (e.g. opera, theatre, art galleries, libraries etc.) are normal – this will give them an advantage when it comes to school and examinations;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.2(e)[15]
To what extent is education functional for the individual and society? Arguments for:
socialisation – schools pass on norms and values from one generation to the next, continuing the process of socialisation that begins in the family;social control – through a process of rewards and sanctions students are effectively controlled in order that they know what is right and what is wrong;sense of belonging – students are socialised into a set of shared values which helps them to feel they have a place in society e.g. singing the national anthem;skills and knowledge – education teaches these vital things to students in order that they can be successful in society;sifting and sorting – education ensures the appropriate allocation of roles for future life based on a student’s performance in school;meritocracy – functionalists believe that education is a fair system – if you work hard you will be rewarded and that this is the same in society – achieved status;Marxism – Marxists believe that education is functional for the higher classes as it indoctrinates capitalist ideologies into the pupils and so creates a submissive future workforce who will accept authority;feminism – feminists believe that education is functional for men as it allows them to dominate and maintain the patriarchy;any other reasonable response. Arguments against:no shared values – many sociologists believe that in the diverse societies of today there are no sets of shared values for education to pass on to students – Marxists believe it is capitalist values, feminists patriarchal ones that are transmitted;education and work – there is not necessarily a connection between school and the workplace, employers are frequently critical that school leavers are not prepared for the workplace and school leavers rarely use much of what they learnt at school in wider society;selection – many sociologists believe that people are selected for jobs not on their ability but more based on their social class, gender and/or ethnicity;hidden curriculum – many sociologists believe that students take part in a hidden curriculum in schools that is not functional as it can be based on prejudice, stereotypes and discrimination that is then replicated in wider society;ethnocentric curriculum – ethnic minorities may not feel part of a school system that hides and distorts their own culture – this is not functional for those students;private schools – because some families can afford to pay for their children’s education the system cannot be functional for all as it based on inherent inequalities that are then repeated in society;subject choice – feminists believe that education is not functional as boys and girls still typically choose different subjects at school that are based on gender stereotypes – this reinforces patriarchy and gender inequalities in careers and pay;teacher labelling – teachers are likely to have different expectations of different students based on stereotypical judgements e.g. boys may be pushed more than girls as it is presumed that they will occupy the breadwinner role – this isn’t functional;gender and ethnic role models – education is typically dominated by white males which gives the impression to students that it is they who occupy positions of power in society, this isn’t functional for all;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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