Sociology · Oct / Nov 2024 · Paper 12 · Question 2
0495
As printed in the paper
The question as text
Societies are diverse but in most societies people experience peer pressure and socialisation. Sociologists agree that in all societies there are agencies of informal social control that try to ensure conformity. Gender and ethnicity are important factors in an individual’s social identity. 2
Read automatically from the paper; the printed page above is exact.
Show the answer and mark scheme
2(a)[2]
What is meant by the term ‘diversity’? One mark for a partial definition e.g. diversity means difference. Two marks for a clear definition e.g. the wide differences between/within human cultures or societies.
2(b)[4]
Describe two examples of peer pressure. Possible answers:
bullying others either physically or psychologically in order to get an individual to conform to the peer norms e.g. cyber bullying or trolling;ostracism or the threat of exclusion from the peer group often brings conformity;rejection by peers following deviant behaviour can have a powerful emotional effect on individuals and function as a spur to change behaviour to bring it back into line with peer norms;acceptance into a group expresses approval for conformity to group norms and values e.g. via a rite of passage;giving praise and compliments as rewards for conformist behaviour will encourage its continuance;the achievement of higher status and credibility within the peer group for role modelling conformity to group norms and values;the extension of friendship to those deemed to fit in with group norms encourages an emotional bond that is cemented by continued conformity;the pressure an individual applies to themselves due to the desire to fit in with their peers e.g. wearing a clothing brand in order to fit in;any other reasonable response. One mark for each correctly identified example (up to a maximum of two). One mark for each example that is appropriately developed (up to a maximum of two).2(c)[6]
Explain how primary socialisation affects children’s gender roles. Possible responses:
parents function as role-models to their children, encouraging them to imitate/copy their gendered behaviour and attitudes so that they become part of their gender identity;Oakley argued that canalisation or channelling children towards toys and activities that are considered appropriate for their gender affects gender identity, e.g. footballs/sports equipment for boys to encourage physical toughness and competition;manipulation or how parents encourage some behaviours and discourage others based on a child’s gender, e.g. boys being discouraged from ballet and encouraged to play rugby to conform to traditional masculine stereotypes of toughness;the use of verbal appellations, e.g. my little soldier or my beautiful princess to reinforce messages about the relative importance of courage and appearance to boys and girls;the use of media products by parents as part of primary socialisation, e.g. Disney films which promote traditional gender stereotypes of boys as heroes who brave all to save the girl often cast as helpless ‘victim’;differential social control reinforces gender expectations, e.g. girls are punished more harshly when they stray from the gender norms;young children in nurseries are often pushed toward ‘gender appropriate’ toys and activities and this can shape the roles they adopt in the future;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 ethnicity affects an individual’s social identity. Possible answers:
human beings are socialised into an ethnic identity through primary and secondary socialisation e.g. being taught to pray or observe cultural celebrations and festivals;ethnicity can affect what we eat e.g. prohibitions against beef in religions such as Hinduism;ethnicity can affect gender roles e.g. the norms and expectations of the roles of women and men in Islam;ethnicity can affect social identity through negative labelling and stereotyping of a group which may lead to discrimination and self-fulfilling prophecy e.g. Connolly (1988) found that black girls were labelled by white teachers as ‘potentially disruptive’;ethnicity can affect the type of family you live in e.g. contrast the one (now three) child policy in China with the extended family networks often found in ethnic groups in India;social control is applied in some groups to those who transgress against ethnic norms and values e.g. sanctions against those who marry outside of their ethnic group;ethnic identity is often expressed through clothing as a ‘marker’ and displays our identity to the world e.g. the Jewish kippah is a visible sign of Jewish identity;ethnicity is sometimes linked to religion which can have a profound influence over the values and norms that an individual follows e.g. Muslims fasting during Ramadan;individuals from ethnic minority backgrounds face prejudice and discrimination in many areas of society such as workplace, housing etc. – this may may be due to stereotyping and negative labelling from the majority group;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 do informal agencies of social control ensure conformity? Possible answers: Arguments for:
the hidden curriculum is a powerful way of socialising children into accepting norms and values and thus conforming which is not conducted by formal mechanisms;peer groups are able to use informal social control to pressure individuals to conform, this is often via sanctions such as ostracism these can be more effective than the threat of detention;informal social controls are effective in smaller group situations where a social transgression may seem too trivial to involve formal agencies;the family is powerful when determining norms and values in society via primary socialisation and conformity is enforced through effective rewards and sanctions;the media has a large reach and is a powerful persuader making it an effective form of informal social control, this can be supported by media effects models where media messages instruct people to conform e.g. Covid restrictions;according to thinkers like Gramsci controlling people through ideology (informal) is more powerful than through coercion (formal);religion uses informal controls such as using role models (founders, leaders) whose beliefs and actions followers are taught to aspire to and imitate;in the workplace employers use praise and informal rewards and sanctions (being told off) to keep workers in line with the expected norms and values;any other reasonable response. Arguments against:informal agencies such as the family are not always effective agencies and this can be seen through areas such as domestic violence and inadequately socialised children;formal social control is often backed by legal powers and is hence seen as more powerful, they are able to coerce individuals and make them conform;law enforcement officers have powers to control that others do not such as the power of arrest;education uses formal sanctions to control pupils such as detentions/ exclusions which are more powerful in ensuring conformity than informal sanctions such as being told off;agencies of formal social control such as courts are able to impose more serious sanctions such as fines, community service orders or even custodial sentences, fear of these tends to make individuals conform;at times of serious civil unrest the government can call on the army to contain non-conforming individuals – the army is backed up by huge power in terms of strength, authority and technology;some criminals are so dangerous and determined that only formal social control e.g. prisons will be able to restrain them;formal social control is underwritten by government laws which are universally applicable so conformity is seen across society;the boss in the workplace has the power to terminate an individual’s employment or place them on disciplinary procedures – these are powerful sanctions that make workers conform;religion may use formal sanctions to punish wrongdoers and deter others from following their example e.g. excommunication;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.
Make a free account to save your answers and see your weak topics and ask the AI why a wrong answer is wrong.