Sociology · Oct / Nov 2016 · Paper 13 · Question 2

2251

As printed in the paper

The question as text

In society people are socialised to play certain parts or roles. These roles give an individual status or statuses.

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 ‘status’? [2]
The amount of prestige or social importance an individual holds in the eyes of others, relative to achieved or ascribed characteristics. For instance the prestige someone holds in society either through achieved or ascribed status. One mark for partial definition, e.g. how important people are. Two marks for clear definition, e.g. the position that someone holds in society.
2(b)[4]
Describe two examples of roles people may play. [4]
Possible answers:
Mother/father/parent/adult;
Daughter /son/child;
Wife /husband/spouse/partner;
Brother/sister/sibling;
Worker/employee/boss/employer;
Friend/boyfriend;
Carer/patient;
Teacher/student;
Housewife/househusband;
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). E.g. ‘Women may play the role of mother where she looks after the children’.
2(c)[6]
Explain how socialisation helps individuals understand their roles in society. [6]
Candidates will be expected to show an awareness of a variety of methods that may be used both by the family and other agencies of socialisation to ensure individuals develop an understanding of their social roles. Possible answers:
Role models, e.g. in home, school or media;
Canalisation, e.g. in family;
Manipulation, e.g. in the family;
Rewards and sanctions, e.g. in the family, at school, by religious group, agencies of law and order;
Any other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of how socialisation helps and individual understand their role. 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 socialisation and its importance in developing understanding of roles 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.
2(d)[8]
Explain why there is cultural variation in human behaviour. [8]
Candidates should demonstrate their understanding of the ways in which culture develops and that each culture may have its own unique set of norms and values influenced by various agencies of socialisation. Possible answers:
Religion – different religions foster different norms and values;
Tradition – cultural variations based on custom e.g. styles of dress;
Sub-cultures – variation both within and across cultures;
Family – cultural variations based on ethnicity and social class;
Role models may differ from culture to culture e.g. female role models in a matrifocal society are likely to differ from those in a patrifocal society;
Education – different education systems will focus on different norms and values;
Nurture and socialisation – cultural variations are apparent between societies as a result of differing patterns of nurture and socialisation;
Gender roles – these are not universal i.e. there are societies where men have gender roles that are seen as feminine elsewhere and vice versa;
Social class – there is cultural variation between social classes i.e. so called ‘high culture’ versa ‘popular culture’;
Global culture – some of the variation is disappearing due to globalisation;
Media – may reinforce culture e.g. gender roles or contribute to cultural imperialism;
Any other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers in this band will show only a limited awareness of what culture is. There may be some discussion of various cultural variations 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 cultural variations;
this may include description of cultural variations both within and/or across societies, without any attempt to explain why the cultural variations occur. E.g. ‘in some societies it is traditional for women to stay in the home where as in others they can go to work and have a career’. 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 cultural variation occurs 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. At the top of the band explanations will be clear throughout.
2(e)[15]
To what extent are roles in society shaped by rewards and sanctions? [15]
Candidates need to demonstrate an understanding that society has expectations about how certain roles are performed and that individuals face pressure to conform and those who fail to fulfil these roles as expected will face sanctions whilst those who fulfil their roles as expected will be rewarded Arguments for:
Social sanctions, e.g. ignored, excluded, shunned, being ostracised;
Legal sanctions, e.g. arrest/imprisonment/fines;
Physical punishment, e.g. caning children who do not fulfil their role of pupil;
Reprimand, e.g. verbal telling off at home or at school;
Religious pressure to conform, e.g. may be shunned if you don’t conform;
Financial rewards for conforming, e.g. those who fulfil the role of good worker are given a pay rise and/or promotion for hard work;
Fines for failure to fulfil roles e.g. fines for dropping litter – not being a good citizen;
Pressure from peers, media, family etc.;
Any other reasonable response. Arguments against:
In more open societies there is often greater freedom to rebel against expected roles;
Sub-cultures have different expectations from the mainstream (note: but may also have their own systems of rewards and sanctions);
Roles may result from ascribed characteristics e.g. women have to bear children;
Roles may be learnt through role modelling, canalisation and manipulation and other means of socialisation without need of reinforcement from rewards and sanctions;
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 how rewards and sanctions may shape roles. Responses may be short, undeveloped and one-sided, e.g. People who do not carry out their roles will be punished. 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 how social roles are shaped. 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 social roles e.g. those linked to family or religious duties. 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 the way roles are shaped. 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. individuals may feel pressure to conform to certain social roles, their family may punish them if they fail to do so, a women who is not a good wife may be punished by her husband or relatives, in some cases physically, but people do also reject the roles that society tries to impose. Band 4 (13–15) Answers in this band will show an excellent knowledge and understanding of the social processes by which roles are shaped. 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. the extent to which social roles are shaped by rewards and sanctions can depend on the nature of the society and the individual’s power or freedom within their social group to either accept or reject the roles expected of them. Section C: Social inequality

Practise this paper →

Make a free account to save your answers and see your weak topics and ask the AI why a wrong answer is wrong.