AQA2022--A-LEVEL SOCIOLOGY 7192/2 Paper 2 Topics in Sociology Mark scheme June 2022 Version: 1.0 Final *226a7192/2/MS* MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 2

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A-LEVEL SOCIOLOGY 7192/2 Paper 2 Topics in Sociology Mark scheme June 2022 Version: 1.0 Final *226a7192/2/MS* MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 2 Mark schemes are pr... epared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2022 AQA and its licensors. All rights reserved. MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 3 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 4 01 Outline and explain two ways people may be socialised into ethnic identities. 10 Marks Level descriptors 8–10 Answers in this band will show very good knowledge and understanding of two ways people may be socialised into ethnic identities. There will be two applications of relevant material, eg families transmitting norms, values and traditions; the media providing ethnic role models, images and ideas used to develop identities. There will be appropriate analysis, eg of the extent to which ethnicity is an important source of identity. 4–7 Answers in this band will show a reasonable to good knowledge and understanding of one or two ways people may be socialised into ethnic identities. There will be one or two applications of relevant material, eg ways in which ideas about ethnicity are transmitted through schooling. There will be some basic analysis. 1–3 Answers in this band will show limited knowledge and little or no understanding of the question or the material. There will be limited focus on the question, eg a drift into discussion of identities in general. There will be limited or no analysis. 0 No relevant points. Indicative content Answers may include the following and/or other relevant points: • ethnicity and cultural distinctiveness • cultural defence • ethnic differences in attitudes eg to family life or education • role of cultural or political organisations linked to an ethnic identity • the relationship between ethnic and religious identities • consumption of ethnically targeted products eg cosmetics, food, media • role of peer groups which may include or exclude based on ethnicity. Section A Topic A1 Culture and Identity Qu Marking guidance Total marks MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 5 Sources may include the following or other relevant ones: Bhatti; Bielewska; Bradley; Dench, Gavron and Young; Durkheim; Ghuman; Mead; Modood; Parsons; Seward. 02 Applying material from Item A, analyse two ways in which globalisation may affect people's identities. 10 Item A One aspect of globalisation is increased migration of people between countries. Globalisation also involves growth in trade and so there is a wider range of products for people to consume. Globalisation may affect people’s identities. Marks Level Descriptors 8–10 Answers in this band will show good knowledge and understanding of relevant material on two ways in which globalisation may affect people's identities. There will be two developed applications of material from the item, eg international migrants may construct hybrid identities in the host country; people have greater choice to consume products that allow them to identify with trends and fashions. There will be appropriate analysis/evaluation of two ways eg the extent to which globalisation affects identities. 4–7 Answers in this band will show a basic to reasonable knowledge and understanding of one to two ways in which globalisation may affect people's identities. There will be some successful application of material from the item eg immigration may lead to an assertion of majority ethnic or national identity. There will be some analysis/evaluation. 1–3 Answers in this band will show limited knowledge and understanding of one to two ways in which globalisation may affect people's identities. There will be limited application of material from the item. Some material may be at a tangent to the question, eg there may be some drift into descriptive accounts of globalisation. Qu Marking guidance Total marks MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 6 There will be limited or no analysis/evaluation. 0 No relevant points. Sources may include the following or other relevant ones: Bauman; Bocock; Bourn; Bradley; Castells; Dittmar; Eriksen; Featherstone; Giddens; Hall; Lury; Lyotard; Miller et al; Pilkington; Ray; Strinati. 03 Applying material from Item B and your knowledge, evaluate sociological explanations of subcultures. 20 Item B Subcultures are groups within a society whose lifestyle, attitudes and values are different to some extent from those in wider society. Subcultures can be based on gender, ethnicity, taste or other factors. Youth subcultures, for example, are seen by functionalists as giving young people ways to cope with the transition to adulthood. However, they are seen by other sociologists as expressing resistance against the dominant culture. Marks Level Descriptors 17–20 Answers in this band will show sound, conceptually detailed knowledge of a range of relevant material on sociological explanations of subcultures. Sophisticated understanding of the question and of the presented material will be shown. Appropriate material will be applied accurately and with sensitivity to the issues raised by the question. Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for example through comparing different theoretical perspectives such as functionalism, Marxism, and feminisms on subcultures. Analysis will show clear explanation. Appropriate conclusions will be drawn. 13–16 Answers in this band will show largely accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presented material. Application of material is largely explicitly relevant to the question, though some material may be inadequately focused. Qu Marking guidance Total marks MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 7 Some limited explicit evaluation, eg discussion of different definitions and explanations of subcultures and/or some appropriate analysis, eg clear explanations of some of the presented material. 9–12 Answers in this band will show largely accurate knowledge but limited range and depth, eg broadly accurate, if basic, account of some sociological explanations of subcultures. Understands some limited but significant aspects of the question; superficial understanding of the presented material. Applying listed material from the general topic area but with limited regard for its relevance to the issues raised by the question, or applying a narrow range of more relevant material. Evaluation will take the form of juxtaposition of competing positions or to one or two isolated stated points. Analysis will be limited, with answers tending towards the descriptive. 5–8 Answers in this band will show limited undeveloped knowledge, eg two or three insubstantial points about subcultures. Understands only limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed. 1–4 Answers in this band will show very limited knowledge, eg one or two very insubstantial points about subcultures. Very little/no understanding of the question and of the presented material. Significant errors and/or omissions in application of material. No analysis or evaluation. 0 No relevant points. Indicative content Concepts and issues such as the following may appear: subcultures; dominant culture; norms and values; socialisation; social control; rewards and sanctions; conformity; deviance; interactionism; labelling; stereotypes; peer group; youth subcultures; ethnic subcultures; gay subcultures; folk devils; discrimination. Sources may include the following or other relevant ones: Bourdieu; A. Cohen; S. Cohen; Downes; Durkheim; Eisenstadt; Hall et al; Hebdige; Mac an Ghaill; Merton; Miller; Muggleton; Thornton; Willis. MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 8 Topic A2 Families and Households Qu Marking guidance Total marks 04 Outline and explain two ways in which increased life expectancy may have affected the experience of childhood. 10 Marks Level Descriptors 8–10 Answers in this band will show very good knowledge and understanding of two ways in which increased life expectancy may have affected the experience of childhood. There will be two applications of relevant material, eg government policies now focused on older age groups therefore leading to a lack of funding available for child services; grandparents now being used for childcare leading to stronger relationships with grandchildren compared to the past. There will be appropriate analysis, eg whether increased life expectancy has had a positive or negative effect on the experience of childhood. 4-7 Answers in this band will show a reasonable to good knowledge and understanding of one or two ways in which increased life expectancy may have affected the experience of childhood. There will be one or two applications of relevant material, eg social policies are less focused on children. There will be some basic analysis. 1–3 Answers in this band will show limited knowledge and little or no understanding of the question or the material. There will be limited focus on the question, eg drift in to discussion of the reasons for increased life expectancy or experience of childhood without linking to increased life expectancy. There will be little or no analysis. 0 No relevant points. MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 9 Indicative content Answers may include the following and/or other relevant points: • focus on older age groups leads to a lower status for children • increase in age patriarchy creating discrimination of children • funding and state policies centred around older age groups • grandparents being a reserve army of labour • changes to family structure - creation of beanpole family • changes to relationships - stronger grandparent/grandchild relationships • experience of childhood affected by having older parents. Sources may include the following or other relevant ones: Aries; Gittens; Hillman; Hirsch; Holt; Jenks; Morrow; Opie; Palmer; Shorter; Pilcher; Pugh; Wagg. 05 Applying material from Item C, analyse two effects that increased choice in personal life has on family structures in the UK today. 10 Item C People have more choice than in the past over who they can be in a personal relationship with. They also have more choices when a relationship ends. This increased choice in personal life has affected family structures in the UK today. Marks Level Descriptors 8–10 Answers in this band will show good knowledge and understanding of relevant material on two effects that increased choice in personal life has on family structures in the UK today. There will be two developed applications of material from the item, eg more choice over who people can be in a personal relationship with leading to an increase in same sex families; more choice in terms of divorce, when a relationship ends, leading to different family structures such as reconstituted families and divorce extended families. There will be appropriate analysis/evaluation of two effects, eg the extent to which individuals have more choice in their personal relationships. Qu Marking guidance Total marks MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 10 4–7 Answers in this band will show a basic to reasonable knowledge and understanding of one or two effects that increased choice in personal life has on family structures in the UK today. There will be some successful application of material from the item, eg divorce leading to increase in single parent families. There will be some analysis/evaluation. 1–3 Answers in this band will show limited knowledge and understanding of one or two effects that increased choice in personal relationships has on family structures in the UK today. There will be limited application of material from the item. Some material may be at a tangent to the question, eg there may be some drift into material on family diversity. There will be limited or no analysis/evaluation. 0 No relevant points. Sources may include the following or other relevant ones: Beck; Brannen; Castells; Einasdottir; Finch and Mason; Giddens; Luscher; May; Morgan; Murray; Smart; Stacey; Weeks; Weston. 06 Applying material from Item D and your knowledge, evaluate Marxist explanations of the role of families in society today. 20 Item D Marxist sociologists argue that families continue to perform a key role in maintaining capitalism. Families support the economy and play an important part in transmitting ideology that helps to legitimise the capitalist system. However, some sociologists argue that Marxists place too much importance on the role of families in supporting capitalism and that families are beneficial to individuals and society as a whole. Marks Level Descriptors 17–20 Answers in this band will show sound, conceptually detailed knowledge of a range of relevant material on Marxist explanations of the role of families in society today. Sophisticated understanding of the question and of the presented material will be shown. Appropriate material will be applied accurately and with sensitivity to the issues raised by the question. Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for example through a debate around how far families in today’s society still support capitalism, Qu Marking guidance Total marks MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 11 or by contrasting Marxism to other perspectives such as functionalism, feminisms or postmodernism. Analysis will show clear explanation. Appropriate conclusions will be drawn. 13–16 Answers in this band will show largely accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presented material. Application of material is largely explicitly relevant to the question, though some material may be inadequately focused. Some limited explicit evaluation, eg of different Marxist explanations such as traditional Marxism and Marxist-feminist and/or some appropriate analysis, eg clear explanations of some of the presented material. 9–12 Answers in this band will show largely accurate knowledge but limited range and depth, eg a broadly accurate, if basic, account of Marxist explanations of the role of families in society today. Understands some limited but significant aspects of the question; superficial understanding of the presented material. Applying listed material from the general topic area but with limited regard for its relevance to the issues raised by the question, or applying a narrow range of more relevant material. Evaluation will take the form of juxtaposition of competing positions or to one or two isolated stated points. Analysis will be limited, with answers tending towards the descriptive. 5–8 Answers in this band will show limited undeveloped knowledge, eg two or three insubstantial points about Marxism. Understands only limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed. 1–4 Answers in this band will show very limited knowledge, eg one or two very insubstantial points about the family in general. Very little/no understanding of the question and of the presented material. Significant errors and/or omissions in application of material. No analysis or evaluation. 0 No relevant points. Indicative content Concepts and issues such as the following may appear: economic function; ideology; ideological control; ideological state apparatus; monogamy; nuclear family; inheritance of property; private property; unit of consumption; social control; class conflict; hierarchy; pester power; bourgeoisie; proletariat; legitimisation; primary socialisation; inequality; MARK SCHEME – A LEVEL SOCIOLOGY – 7192/2 – JUNE 2022 12 exploitation; reserve army of labour; reproduction; patriarchy; stabilisation of adult personalities; stabilisation of sex drive; gender roles; family diversity. Sources may include the following or other relevant ones: Althusser; Ansley; Benston; Engels; Murdock; Oakley; Parsons; S [Show More]

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