2025 Cambridge IAS-Level Sociology (9699) Practice Paper with Answers

Candidates should describe two informal sanctions used to enforce conformity.

Informal sanctions are reactions by individuals and groups that bring about conformity to norms and laws. They can be negative (punishments) or positive (rewards), although negative informal sanctions are most commonly cited.

Possible sanctions include:
- **Exclusion/Ostracism:** Peers or community members freeze out an individual, making them feel isolated until they conform.
- **Mockery/Ridicule:** Teasing or laughing at someone who behaves or dresses differently, pressuring them to fit in.
- **Verbal disapproval/Scolding:** Parents, peers, or passersby expressing verbal disappointment, criticism, or anger.
- **Non-verbal gestures:** Frowning, staring, or head-shaking to signal disapproval of deviant behavior.
- **Praise/Approval:** Positive feedback, compliments, or smiles that reinforce conforming behavior.

**Example response structure:**
- **Sanction 1:** Social exclusion (1 mark). This is when a peer group deliberately ignores or leaves an individual out of activities because they have violated a group norm, causing the individual to change their behavior to be accepted back into the group (1 mark).
- **Sanction 2:** Verbal ridicule (1 mark). This involves peers or family members teasing or mocking someone who does not conform to expected standards, making them feel embarrassed and encouraging them to adopt dominant norms to avoid further teasing (1 mark).

Two marks are available for each informal sanction described (up to a maximum of 4 marks).

**First sanction:**
- 1 mark: Identification of a valid informal sanction (e.g., exclusion, ridicule, praise, negative body language).
- 1 mark: Description showing how this sanction operates to enforce conformity (e.g., explaining that the threat of exclusion pressures individuals into adopting peer group norms to maintain membership).

**Second sanction:**
- 1 mark: Identification of a second valid informal sanction.
- 1 mark: Description showing how this sanction operates to enforce conformity.

*Note: Do not award marks for formal sanctions (such as official arrest, imprisonment, court fines, or school suspension) as these are administered by formal agents of social control.*

Way 1: Peer groups socialise individuals through informal social control. Within any peer group, there are shared norms, values, and codes of conduct. Members are socialised to conform to these expectations through positive and negative sanctions. For instance, individuals who adopt the group's dress code, slang, and behaviors are rewarded with inclusion, status, and popularity. Conversely, those who deviate may face ridicule, teasing, or social exclusion (peer pressure). This process teaches individuals the boundaries of acceptable behaviour within their subcultural group.

Way 2: Peer groups socialise individuals into gender roles and identities. From an early age, children learn what is considered 'masculine' or 'feminine' behavior through interaction with their peers. For example, peer groups often police gender boundaries during play or leisure activities, sanctioning those who step outside traditional gender norms (e.g., boys being teased by male peers for crying or playing with dolls). Sociologists such as Mac an Ghaill have shown how peer groups in schools construct and reinforce dominant forms of masculinity, teaching boys to project a tough, non-academic identity to gain respect from their peers.

This question is marked out of 8. Award up to 4 marks for each of the two ways explained (2 x 4 marks).

For each way:
- 1 mark: Identifying a valid way peer groups socialise individuals (e.g., through peer pressure, gender role enforcement, learning subcultural norms).
- 2 marks: Explaining the mechanism or process of socialisation (e.g., how informal sanctions like teasing or inclusion work to shape behaviour).
- 3 marks: Applying sociological concepts, theories, or studies (e.g., referring to concepts like informal social control, peer pressure, subcultures, or citing studies such as Mac an Ghaill, Paul Willis, or Sue Lees).
- 4 marks: Providing a fully developed explanation that explicitly links the process of peer socialisation to the development of social identity or social integration.

To answer this question successfully, candidates need to identify two distinct ways in which peer groups act as agents of gender socialisation and develop each with relevant sociological explanation and concepts. First Way: Informal Social Control / 'Gender Policing'. 1. Identification (1 mark): Peer groups enforce conformity to gender norms through informal sanctions. 2. Explanation (1 mark): When an individual deviates from traditional gender roles, peers use ridicule or exclusion to pressure them to conform. 3. Application/Concepts (1 mark): This can be supported by concepts like 'gender policing' or referencing Sue Lees' work on how verbal labels (e.g., 'slags' vs 'studs') regulate behaviour. Second Way: Segregated Peer Subcultures. 1. Identification (1 mark): Peers form same-sex groups that cultivate gender-specific activities. 2. Explanation (1 mark): Within these segregated groups, children learn and reinforce behaviors associated with their gender (e.g., cooperative play for girls, competitive play for boys). 3. Application/Concepts (1 mark): This can be supported by Mac an Ghaill's research on school subcultures, such as 'macho lads' who reinforce traditional working-class masculinities.

For each of the two ways: 1 mark for identifying a valid way (e.g., informal social control, same-sex subcultures, verbal labelling). 1 mark for explaining how this way leads to gender socialisation (e.g., explaining how peer pressure forces boys to suppress emotion or girls to focus on appearance). 1 mark for applying relevant sociological concepts, terminology, or research (e.g., gender policing, Sue Lees, Mac an Ghaill). Maximum total: 6 marks.

Semi-structured interviews are a widely used qualitative research method in sociology. Sociologists, particularly those working within the interpretivist paradigm, often select this method for several key reasons:

1. **High Validity through Open-Endedness:** Unlike structured interviews, semi-structured interviews allow respondents to answer in their own words rather than choosing from pre-set responses. This allows them to express their true feelings, meanings, and experiences, leading to highly valid qualitative data.

2. **Flexibility and Probing:** The researcher prepares an interview guide with key themes but remains free to alter the order of questions, rephrase them, or ask follow-up questions ('probes'). If a respondent mentions something unexpected but relevant, the researcher can pursue this new avenue, which is not possible with rigid questionnaires.

3. **Building Rapport and Empathy:** The informal, conversational nature of semi-structured interviews helps build a relationship of trust (rapport) between the interviewer and the interviewee. This is particularly valuable when researching sensitive or personal topics (such as domestic abuse, illness, or deviant behavior), as respondents are more likely to open up in a supportive, conversational environment.

4. **Clarification of Meanings:** This method allows for a two-way process of clarification. If a respondent does not understand a question, the interviewer can explain it. Conversely, if the respondent's answer is ambiguous, the interviewer can ask for elaboration, minimizing misinterpretation and improving data quality.

5. **Balance of Structure and Depth:** For researchers who want qualitative depth but still need to cover specific thematic areas across multiple interviews, semi-structured interviews offer a compromise. They provide a common framework that allows for some level of comparison across different cases, which is much more difficult with entirely unstructured interviews.

**Level 4 (9–10 marks):**
- Explains three or more clear reasons, or provides a highly detailed explanation of at least two reasons, for why sociologists choose semi-structured interviews.
- Demonstrates excellent sociological knowledge and understanding, using key concepts accurately (e.g., validity, rapport, interpretivism, qualitative data, reflexivity, flexibility).
- The answer is well-structured, coherent, and directly addresses the prompt.

**Level 3 (6–8 marks):**
- Explains at least two reasons why sociologists use semi-structured interviews, but the explanation may lack conceptual depth or detailed development.
- Good understanding of the method, but with some reliance on general descriptions rather than theoretical or methodological justifications.

**Level 2 (3–5 marks):**
- Identifies one or two reasons but they are explained in a basic or commonsensical way (e.g., 'they get more detail' or 'it is like a conversation').
- Limited use of sociological terminology or conceptual framing.

**Level 1 (1–2 marks):**
- Offers a very basic point about interviews in general, or lists features of semi-structured interviews without explaining why a sociologist would choose them.
- Shows minimal sociological understanding.

Peer groups are a crucial agent of secondary socialisation, helping individuals transition from the primary sphere of the family to wider society. They operate primarily in two ways: First, peer groups enforce conformity to social norms through informal social control. This includes mechanisms such as peer pressure, rewards (like social acceptance and status), and sanctions (such as ridicule, gossip, or ostracism). For example, youth subcultures often demand adherence to specific dress codes or behaviours to maintain membership. Second, peer groups serve as reference groups. Within these groups, individuals observe, imitate, and test different identity roles, such as gender roles or subcultural styles. Unlike the hierarchical family structure, peer groups are based on egalitarian relationships, allowing individuals to negotiate their social identities, acquire independent social skills, and learn values distinct from those of their parents.

Level 3: 5-6 marks. Two ways are clearly identified and explained with good sociological detail. Clear sociological concepts (e.g., informal sanctions, peer pressure, reference groups, conformity, identity negotiation) are used effectively. Level 2: 3-4 marks. Explanations are more basic or unbalanced (e.g., one way explained well, or two ways described briefly without depth). Some sociological terms are used. Level 1: 1-2 marks. Simple, common-sense observations with little or no sociological framework or concepts. Award 1 mark for simple identification of a way peer groups socialise (e.g., 'they pressure you to fit in').

### Essay Plan:

* **Introduction**:
* Define key terms: *socialisation* (primary and secondary), *passive internalization* (structural conformity), and *agency* (the capacity of individuals to act independently and make free choices).
* Outline the central debate: Structural theories (Functionalism, Marxism, Feminism) which view socialisation as a top-down, deterministic process, versus Action theories (Interactionism) and Postmodernism, which emphasize human agency, resistance, and identity negotiation.

* **Arguments Supporting the View (Passive Internalization)**:
* *Functionalist Perspective*: Talcott Parsons argues that primary socialisation in the family internalises the common culture and integrates individuals into the social system (personality absorption). Socialisation acts as a mechanism of social control to ensure value consensus and social solidarity.
* *Marxist Perspective*: Socialisation is seen as ideological conditioning. Louis Althusser's concept of Ideological State Apparatuses (ISAs) suggests that institutions like education and the media transmit ruling-class ideology. Individuals passively internalise ideas that justify capitalism (e.g., obedience, meritocracy), leading to a state of false class consciousness.
* *Feminist Perspective*: Ann Oakley highlights how gender roles are passively internalised during childhood through canalisation, manipulation, verbal appellations, and domestic activities. This reinforces patriarchal structures and subordinates women from an early age.

* **Arguments Against the View (Active Agency and Resistance)**:
* *Dennis Wrong's Critique*: Critiques the 'oversocialised conception of man' in sociology, arguing that structural theories treat individuals as cultural dummies or puppets who merely act out pre-written roles.
* *Interactionist Perspective*: George Herbert Mead's concept of the 'I' (the active, spontaneous self) and the 'Me' (the socialised self) demonstrates that identity is dynamic. Charles Cooley's 'looking-glass self' suggests individuals actively interpret others' reactions to them and negotiate their identity rather than passively absorbing it.
* *Resistance and Subcultures*: Paul Willis's study of the 'lads' demonstrates that working-class pupils do not passively internalise the school's norms and values; instead, they actively resist the school's authority and construct an anti-school subculture.
* *Postmodernist Perspective*: In contemporary society, traditional agents of socialisation (like social class, family, and gender) have lost their metanarrative grip. Individuals are active consumers of identity, drawing from global media and diverse lifestyles to construct fluid, hybrid identities.

* **Conclusion**:
* Summarise both sides of the debate.
* Conclude that while structural institutions establish a framework of constraints, socialisation is not a purely passive process. Individuals possess agency to negotiate, interpret, and resist social expectations, making socialisation an interactive, lifelong process rather than a one-way transmission of norms.

**Mark Scheme (Total: 26 Marks)**

* **AO1: Knowledge and Understanding (8 Marks)**:
* **7–8 Marks**: Excellent knowledge and understanding of the debate between passive internalization and agency. Sophisticated use of relevant sociological theories (Functionalism, Marxism, Feminism, Interactionism, Postmodernism) and concepts (e.g., oversocialised conception, looking-glass self, ideological state apparatuses, canalisation).
* **5–6 Marks**: Good knowledge and understanding of socialisation and different sociological perspectives, but may lack depth or theoretical sophistication in some areas.
* **3–4 Marks**: Basic knowledge of socialisation and agencies of socialisation, with limited reference to theories or the concept of agency.
* **1–2 Marks**: Minimal, assertion-based knowledge of socialisation with little or no sociological framework.

* **AO2: Application (8 Marks)**:
* **7–8 Marks**: Excellent application of sociological theories and empirical evidence (e.g., Parsons, Oakley, Willis, Mead) directly to the question of whether individuals are passive or active participants in socialisation.
* **5–6 Marks**: Good application of sociological material, though some connections to the passive vs. active debate may remain implicit.
* **3–4 Marks**: Moderate application of sociological material, tending to describe agencies of socialisation rather than applying them to the specific debate.
* **1–2 Marks**: Weak application, with very limited relevant sociological evidence used.

* **AO3: Analysis and Evaluation (10 Marks)**:
* **9–10 Marks**: Outstanding analysis and evaluation. A sustained, balanced argument that contrasts structural and action perspectives. Explicitly evaluates the limitations of seeing socialisation as purely passive or purely active, leading to a nuanced, well-reasoned conclusion.
* **6–8 Marks**: Good evaluation, offering arguments for both sides of the debate. Explicit evaluation is present but may be unequal in detail or rely on juxtaposition rather than critical synthesis.
* **3–5 Marks**: Limited analysis and evaluation, perhaps only presenting one side of the argument (e.g., why socialisation is passive) with little counter-argument or critical reflection.
* **1–2 Marks**: Simplistic analysis with no clear evaluation or conclusion.

State policies play a significant role in shaping family structures in modern societies. Two ways they do this include:

1. **Legal reform of marriage and divorce laws:** For example, the introduction of easier or no-fault divorce laws makes it simpler for couples to dissolve marriages. This directly results in an increase in single-parent households and, subsequently, reconstituted (step) families when individuals remarry.

2. **Welfare and financial benefits:** Welfare systems that offer targeted financial assistance, housing, or tax credits to single-parent households can enable parents to live independently. Conversely, policies that offer tax incentives exclusively to married couples can encourage the maintenance of the traditional nuclear family structure.

Two marks are available for each of the two ways described (2 x 2 marks):

- 1 mark for identifying/stating a way (e.g., divorce legislation, welfare benefits, marriage tax incentives, legalisation of same-sex marriage).
- 1 mark for describing/explaining how this policy directly influences or changes family structures (e.g., explaining how easier divorce leads to more reconstituted families or how welfare support allows single-parent households to survive independently).

Note: Do not award marks for simply listing policies without explaining their impact on the structure of the family.

Reason 1: Legal reforms and the extension of compulsory education. In pre-industrial and early industrial societies, children were often viewed as economic assets who contributed directly to the family income through wage labor. However, the introduction of child protection legislation (e.g., laws banning child labor) and the gradual extension of compulsory state schooling shifted children's status. They became financially dependent on their parents for longer periods, transitioning from economic assets to economic liabilities. Sociologists like Aries highlight how this led to the social construction of childhood as a distinct, protected phase of life characterized by dependency on parents rather than economic contribution. Reason 2: The rise of the child-centered family. Modern families have become increasingly child-centered, largely due to falling birth rates and lower infant mortality rates. Because parents are having fewer children, they are able to invest more emotional and financial resources into each individual child. This has elevated the status of children within the home. Sociologists like Shorter argue that children have become the focal point of family life, with parents actively organizing family schedules, leisure activities, and financial spending around their children's needs, education, and development. This contrasts sharply with historical eras where children were expected to be seen and not heard.

For each of the two reasons, marks should be awarded as follows: 1 mark: For identifying a valid reason (e.g., legislation, compulsory education, falling birth rates, child-centeredness). 2 marks: For describing the identified reason. 3 marks: For applying relevant sociological concepts, theories, or evidence (e.g., Aries, economic liability vs. asset, childhood as a social construction). 4 marks: For a fully developed explanation that clearly connects the reason to changes in children's roles within the family (e.g., shifting from contributor to dependent, or becoming the focal point of family life). Max 4 marks per reason, total of 8 marks.

Candidates should identify and explain two distinct reasons why some sociologists (particularly feminists) argue that the nuclear family is patriarchal.

**Reason 1: The unequal division of domestic labor**
* **Identification:** Women carry the primary responsibility for domestic chores and childcare.
* **Explanation:** Despite more women entering paid employment, feminists argue that the domestic division of labor remains highly unequal. Women often perform a 'dual burden' (paid work plus domestic work) or a 'triple shift' (paid work, domestic work, and emotional work).
* **Sociological support:** Duncombe and Marsden's concept of the 'triple shift' or Ann Oakley's research showing that housework remains primarily a female responsibility can be used to illustrate how this inequality benefits men at the expense of women.

**Reason 2: Male dominance in decision-making and control of resources**
* **Identification:** Men hold disproportionate power over major household decisions and financial resources.
* **Explanation:** Sociologists argue that patriarchal power is maintained through male control over money and key choices, such as moving house or major financial investments.
* **Sociological support:** Citing Stephen Edgell’s study on decision-making (where men made the most important decisions) or Pahl and Vogler's concepts of pooling and allowance systems (where men often retain control over surplus funds) demonstrates how structural power within the family remains patriarchal.

For each of the two reasons, marks should be awarded as follows:

* **1 mark:** For identifying a valid reason (e.g., unequal division of labor, male control over decision-making, domestic violence as a tool of control).
* **1 mark:** For explaining how this reason shows that the family is patriarchal (e.g., explaining how women performing the majority of domestic tasks results in their exploitation).
* **1 mark:** For developing the explanation with appropriate sociological concepts, theories, or empirical evidence (e.g., referencing 'triple shift', Oakely, Edgell, or Radical Feminist perspectives).

*(2 x 3 marks = 6 marks)*

Marxist feminists analyze the family through the dual lenses of capitalism and patriarchy, arguing that the nuclear family primarily functions to support the capitalist economic system at the expense of women. First, Marxist feminists like Margaret Benston argue that women's unpaid domestic labor is vital to the survival of capitalism. By cooking, cleaning, and caring for the male worker, women maintain the current workforce at no cost to the capitalist class. Second, women reproduce the labor force. They bear and raise the next generation of workers, socializing them into accepting capitalist values and hierarchy. Third, Fran Ansley argues that women act as the 'takers of shit,' absorbing the frustration and anger of husbands who are exploited and alienated in their capitalist workplaces. This domestic abuse and emotional absorption prevents male workers from directing their revolution against the capitalist class. Finally, women function as a 'reserve army of labor'—brought into the paid workforce during periods of economic expansion, but easily discarded back into the domestic sphere during recessions, which keeps wages low and labor disorganized.

Level 4 (8–10 marks): Shows excellent knowledge and understanding of the Marxist-feminist perspective on the family and capitalism. Uses precise sociological concepts and theorists (such as Benston, Ansley, reproduction of labor, reserve army of labor) to explain multiple clear ways the family serves capitalism. Level 3 (5–7 marks): Shows good sociological knowledge and understanding. Explains one or two ways Marxist feminists view the family and capitalism, but may lack depth, theoretical precision, or range. Level 2 (3–4 marks): Shows basic sociological knowledge. May confuse Marxist feminism with general Marxism or general feminism, or offer a simplified account of women's housework. Level 1 (1–2 marks): Offers a few simple assertions about the family or women's roles with little or no sociological framing.

Marxist sociologists argue that the family is an ideological state apparatus that functions to support and reproduce the capitalist economic system. First, the family acts as a 'unit of consumption'. Capitalist enterprises rely on the family to buy their products (such as toys, appliances, and food), thereby generating profit for the ruling class. This is often driven by 'pester power' from children or the social pressure to 'keep up with the Joneses'. Second, Eli Zaretsky argues that the family provides a 'cushioning effect' (or safety valve) for exploited workers. The domestic sphere offers a private space where workers feel they have control and can release frustration caused by alienating wage labour, preventing rebellion and enabling them to return to work. Third, the family socialises children into capitalist norms, teaching them to accept authority, hierarchy, and inequality as natural, which prepares them to be submissive future workers.

Level 3 (5-6 marks): Two or more well-developed explanations of Marxist concepts (such as Zaretsky's cushioning effect, unit of consumption, or socialization into hierarchy via Althusser). High-quality sociological application is demonstrated, showing clear, explicit links to how these processes directly sustain and benefit capitalism. Level 2 (3-4 marks): Explanation of one or two ways the family benefits capitalism but with less development or a more descriptive approach. Some sociological concepts/theorists are present but could be integrated better. Level 1 (1-2 marks): Simple, generic assertions about the family helping the economy or working, lacking specific Marxist theory, terminology, or depth.

### Indicative Content

#### Introduction
- Define the 'nuclear family' (a two-generation family consisting of cohabiting/married parents and their dependent children).
- Define 'dominant' (statistically or structurally prevailing) and 'desirable' (normatively preferred or functionally superior).
- Set up the debate: Functionalist and New Right perspectives argue for the continuing dominance and desirability of the nuclear family, whereas Feminist, Marxist, and Postmodernist sociologists argue that this view is outdated, ideological, and ignores growing family diversity.

#### Arguments supporting the view (Dominance & Desirability)
- **Functionalism (Murdock and Parsons):** Murdock argued that the nuclear family is universal because of its key functions (economic, sexual, reproductive, educational). Parsons' 'fit thesis' claims the isolated nuclear family is uniquely suited to modern industrial society, providing primary socialisation and the 'warm bath' (stabilisation of adult personalities).
- **The New Right:** Thinkers like Charles Murray argue that the nuclear family is the bedrock of a stable society. They oppose alternative family forms (particularly lone-parent families), claiming they lead to an underclass, welfare dependency, and poor socialisation outcomes for children.
- **Robert Chester (The Neo-Conventional Family):** Chester argues that family diversity has been exaggerated. He suggests the 'neo-conventional family' (a dual-earner nuclear family) has replaced the traditional sole-breadwinner nuclear family, but the core nuclear structure remains the aspiration and reality for most people at some point in their life cycle.

#### Arguments evaluating/challenging the view
- **The Rapoports (Family Diversity):** Rapoport and Rapoport identified five types of diversity: organizational, cultural, social class, life stage, and cohort. This demonstrates that the conventional nuclear family is no longer the sole dominant form.
- **Postmodernism (Giddens, Beck, and Stacey):** Giddens argues that the rise of choice has led to 'pure relationships' based on emotional intimacy rather than traditional duty, making families more fluid. Beck refers to the 'negotiated family' which is unstable but fits risk society. Judith Stacey highlights how women have rejected the traditional nuclear family to create creative alternatives (e.g., divorce-extended families).
- **Feminism:** Critiques the 'desirable' aspect of the nuclear family. Radical feminists (e.g., Delphy and Leonard) argue it is a site of unpaid domestic exploitation and patriarchal control. Marxist feminists argue it reproduces labor power for capitalism at women's expense.
- **Marxism:** Althusser and Zaretsky argue the nuclear family is an ideological state apparatus that cushions the blows of capitalism while maintaining class inequalities.

#### Conclusion
- Conclude by weighing the evidence. While the nuclear family remains structurally and culturally significant (often promoted by state policy), it can no longer be seen as the single dominant or universally desired form in a highly diverse, individualised society.

### Marking Scheme (Total: 26 Marks)

#### AO1: Knowledge and Understanding (8 Marks)
- **7–8 marks:** Excellent knowledge and understanding of sociological perspectives on the nuclear family and family diversity (e.g., Functionalism, New Right, Chester, Feminism, Postmodernism). Explanations are detailed, accurate, and use precise sociological terminology.
- **5–6 marks:** Good knowledge and understanding. Explains a range of theories/perspectives, but some explanations may lack depth or contains minor inaccuracies.
- **3–4 marks:** Basic knowledge. Explains some relevant sociological ideas or perspectives (e.g., briefly describes Functionalism or lists family types) but lacks theoretical range.
- **1–2 marks:** Limited knowledge. Minimal understanding of the question; brief or tangential remarks on families.

#### AO2: Application (4 Marks)
- **4 marks:** Consistently applies relevant sociological theories, concepts, and empirical evidence (e.g., Chester, Giddens, Rapoports) directly to the question of dominance and desirability.
- **3 marks:** Applies relevant sociological material well, though some links to the specific terms of the question could be tighter.
- **2 marks:** Some application of sociological concepts, but they may be used in a descriptive or unfocused way.
- **1 mark:** Very limited application of sociological concepts, largely relying on common-sense assertions.

#### AO3: Analysis and Evaluation (14 Marks)
- **11–14 marks:** Highly sophisticated evaluation. There is a balanced, sustained argument that directly engages with the tension between the functional/normative arguments for the nuclear family and the empirical/theoretical critiques of diversity and oppression. Analytical points are explicit and lead to a logical, well-supported conclusion.
- **7–10 marks:** Good analysis and evaluation. The student explicitly contrasts different views (e.g., comparing Functionalism with Postmodernism or Feminism). The evaluation is clear, though it may be somewhat juxtaposed rather than fully integrated.
- **4–6 marks:** Limited evaluation. The essay may present different viewpoints but fails to explicitly evaluate them or draw analytical connections between them.
- **1–3 marks:** Basic analysis. Minimal attempt to evaluate; points are asserted with little or no sociological reasoning.