Sociology · May / June 2016 · Paper 12 · Question 2

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In 1981 Anne Oakley conducted a study into socialisation in the family. She found children were being taught how to be males and females. Parents used both manipulation and canalisation to help children learn their gender identity.

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2(a)[2]
What is meant by the term ‘canalisation’? [2]
Canalisation is where parents give their children gender specific goods that are considered normal for their gender or channelling children towards activities that are considered appropriate for them e.g. because of their gender. Note: Take care that candidates do not confuse this with manipulation. One mark for partial definition e.g. Giving girls dolls Two marks for clear definition e.g. Where you would give dolls and kitchen toys to girls but not to boys because the girls are the ones expected to be mothers and look after the home.
2(b)[4]
Describe two examples of manipulation. [4]
Manipulation is where parents encourage their children to behave in a way that is seen to be appropriate for their gender. Note: There is potentially a huge range of answers to this question. Candidates who only offer a description can still gain description marks without making an ID. Candidates will be expected to identify and describe two examples, possible responses include:
Gender appropriate clothing bought (or not bought) by parents e.g. buying clothing which is suitably modest for girls
Parents choosing what they see as gender appropriate subject choices for their children to study at school
Parents encouraging children to take part in male or female activities
Boys being encouraged to engage in rough or more physical activities by their parents
Girls been encouraged to help their mothers ‘behave in ‘a lady like manner’
Girls ‘pushed’ by parents into taking dance lessons
Boys ‘pushed’ by parents into playing rugby or football
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).
2(c)[6]
Explain how agencies of socialisation, apart from the family, help to develop gender identity. [6]
Candidates may be expected to show an awareness that gender identity is also reinforced by the media, religion, peer, work place and in education. Possible answers:
Media – programmes and advertising reinforce traditional male/female identities e.g. males portrayed as heroes/ lead characters while females are in a supporting role
Religion – suggest clearly defined identities e.g. separate rituals for men and women
Education – reinforces gender identities e.g. gender identity reinforced in text books
Peer group – individuals who fail to conform to traditional gender roles may be excluded from the group or bullied
Work place-gender identity may be enforced by peer groups within the work place as above or by factors like patriarchy within the work place i.e. ‘the boss’ most frequently being male
Any other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of the role of other agencies of socialisation in developing gender identity. Responses may be short and un/under developed. At the top of the band, there may be a tendency towards simplistic answers, engaging with sociological ideas without using sociological language. Alternatively, candidates may offer a wider range of weak points. Answers may be placed broadly within the concept of socialisation in general. Band 2 (4–6) A clear and accurate explanation showing good sociological knowledge and understanding of the concept of gender identity and the role of agencies of socialisation in its development which is supported by relevant examples. Sociological terms should be expected. At the top of the band candidates will use sociological terms and concepts, referring to a range of factors. Candidates need not talk about all agencies of socialisation but should be expected to show awareness that there is multi-agency reinforcement. Note: Maximum of 4 marks if only one agency done very well. Candidates can gain full marks if they have done 2 agencies very well.
2(d)[8]
Explain why the family is viewed by many sociologists as the most important agency of socialisation. [8]
Candidates should show an awareness that as the family is responsible for primary socialisation it is viewed as vital to effective socialisation. Candidates may discuss what happens when primary socialisation within the family is negative or against mainstream values. They may also discuss what happens if socialisation does not take place. Note: Candidates must address why the family is important, not just describe its role to achieve the higher band. Possible answers
Teaches norms and values of society
Family serves 4 essential functions
Teaches key skills to live in society
Establishes identity and ideas of ‘self’
Provides appropriate role models for gender identity
People without primary socialisation may be feral
May be dysfunctional
May socialise children into a counter –culture
May provide a political socialisation
May socialise into a criminal counter culture
Any other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of why the family is so important. There may be some discussion of what happens when primary socialisation doesn’t happen or may focus solely on feral children but this may not be directed to the question. Responses may be short and undeveloped. Sociological terms and concepts are unlikely to be used. At the top of the band, candidates may offer more than one weak point. Band 2 (4–6) Answers in this band will show basic sociological knowledge and understanding. At the bottom of the band, candidates are unlikely to use sociological terms and concepts accurately. Responses may be underdeveloped and lacking in range. Answers may focus on describing primary socialisation;
this may include description of some aspects of parenting, without any attempt to explain why primary socialisation is seen as so significant. E.g. parents will teacher their children good manners and how to eat at the table. At the top of 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. Band 3 (7–8) Answers in this band will show good sociological knowledge and understanding of why the family is seen as the most important agency of socialisation and will be well developed and explained. Sociological terms and concepts will be used accurately. Answers will be well focused on the question and there will be a range of reasons presented. There may also be recognition that not all family socialisation is positive. At the top of the band explanations will be clear throughout.
2(e)[15]
To what extent is a person’s status ascribed at birth? [15]
Candidates will need to show an awareness that some characteristics like sex are generally ascribed but other parts of a person’s identity will be subject to change and relative to the society the individual belongs to and the range of opportunities available. Candidates might usefully make comparisons between societies which are relatively open and those which are closed. Possible arguments for:
Can’t change ethnicity
Can’t usually change sex
Can’t usually change birth status e.g. royalty, nobility, caste, peasant, commoner etc.
Lack of opportunity for social mobility
Other reasonable response Possible arguments against
You can achieve a different status through, hard work, luck, marriage
Kings can abdicate or be deposed
Violent uprising can overturn closed systems
People can change their status in a meritocracy
Individuals can change gender through sex change operations
Any other reasonable response. Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be vague and largely based on common sense showing limited knowledge of ascribed status. Responses may be short, undeveloped and one-sided. E.g. If you are born poor it is very hard for you to become rich. At the bottom of the band, use of sociological terms or concepts is very unlikely. At the top of the band, candidates may understand what ascribed status means. Band 2 (5–8) In this band candidates will show some basic knowledge of the nature of ascribed status. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to address the issues raised by the question. There may be limited use of sociological terms or concepts. Responses may be underdeveloped and lack range. Answers may be simplistic and two-sided responses are unlikely. At the top of the band, candidates may describe examples of ascribed status linked to closed systems like caste or apartheid. Note: A one-sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good sociological knowledge and understanding of ascribed status. 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 question and there will be a range of points presented. There will be a two-sided response but this may be unbalanced. At the bottom of the band, candidates may provide a narrower range of points. At the top of the band, expect a wider range of points and clear focus on the question. e.g. You can change your status in an open society by hard work and move away from your birth status. Band 4 (13–15) Answers in this band will show an excellent knowledge and understanding of the extent to which ascribed status can change. There will be a strong grasp of the argument 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 balanced. At the bottom of the band, some attempt at a conclusion will be made. At the top of 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. e.g. it may be difficult to ‘escape’ the impact of some characteristics such as gender and ethnicity even in the most open societies these ascribed characteristic may still impact on an individual’s status. Section C: Social inequality

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