2025 Cambridge IAS-Level Sociology (9699) 模擬試題連答案詳解

Peer groups act as powerful agents of informal social control through several mechanisms:

1. **Informal negative sanctions (e.g., exclusion, bullying, or peer pressure):** If an individual fails to conform to the group's shared subcultural norms, values, or dress codes, they may face ostracism, teasing, or active bullying. For example, a teenager who refuses to conform to a specific subcultural fashion style might be excluded from the group, which discourages them and others from violating group expectations.

2. **Informal positive sanctions (e.g., praise and social acceptance):** Peer groups actively encourage and reinforce conformity by rewarding members who align with group identities. This can take the form of verbal praise, inclusion in social activities, or elevated popularity within the hierarchy, encouraging members to maintain those approved behaviours.

For each of the two ways, marks are awarded as follows:
- 1 mark for identifying a way peer groups act as an agent of social control (up to a maximum of 2 marks).
- 1 mark for describing/explaining how this way functions to control behaviour (up to a maximum of 2 marks).

Suggested points include:
- Peer pressure / verbal disapproval (e.g., name-calling, teasing)
- Ostracism / social exclusion / ignoring non-conforming members
- Praise, acceptance, and increased social status/popularity for conforming
- Code of conduct enforcement (e.g., dress codes, speech patterns, subcultural norms)
- Group rituals or initiation tests that establish conformity

Strength 1: Refining research instruments. A pilot study allows researchers to test tools like questionnaires or interview schedules on a small sample. This helps identify any ambiguous, offensive, or confusing questions. For example, if respondents in the pilot struggle to understand a question, it can be reworded before the main study, thereby increasing the validity of the data collected. Strength 2: Assessing feasibility and saving resources. Pilot studies help the researcher determine whether the research is practically viable. It allows them to estimate the time required for data collection, assess whether access to the sample is feasible, and identify potential logistical issues. Resolving these issues early prevents the waste of significant time, effort, and money on a full-scale study that might otherwise fail.

Up to 4 marks for the first strength: 1 mark for identifying a strength (e.g., testing questions for clarity); 1 mark for explaining how this strength operates in practice; 1 mark for showing how it improves the research (e.g., validity/reliability); 1 mark for providing a clear sociological context or example. Up to 3 marks for the second strength: 1 mark for identifying a second strength (e.g., assessing financial/time feasibility); 1 mark for explaining how this strength operates in practice; 1 mark for showing how it benefits the research design.

Factor 1: The presence of gatekeepers. In closed or institutional settings like schools, prisons, or corporate offices, researchers cannot simply walk in. They must seek permission from 'gatekeepers' (e.g., headteachers, prison governors, or CEOs). Gatekeepers may refuse access due to concerns over confidentiality, disruption to daily routines, or fear of negative publicity if sensitive findings are published. Factor 2: Suspicion and mistrust from the target group. When researching sensitive, deviant, or marginalized populations (e.g., drug users, gang members, or undocumented immigrants), potential participants are often deeply suspicious of outsiders. They may fear that the researcher is an undercover police officer, a journalist, or an authority figure. This fear of exposure, prosecution, or social stigma makes them highly resistant to granting access.

Up to 4 marks for the first factor: 1 mark for identifying a factor (e.g., gatekeepers); 1 mark for explaining how this factor blocks access; 1 mark for applying this to a sociological research setting (e.g., schools/prisons); 1 mark for linking clearly to how this affects the research process. Up to 3 marks for the second factor: 1 mark for identifying a second factor (e.g., suspicion from deviant groups); 1 mark for explaining why this factor creates a barrier; 1 mark for applying this to a specific research population.

### Part 1: Explain the view (4 marks)
- **Explanation of the view:** The social constructionist view argues that gender identity is not natural or biologically determined, but is built and reinforced through social interactions and cultural expectations.
- **Key sociological concepts and evidence:** Sociologists like Ann Oakley identify four mechanisms of primary socialisation used by families to construct gender identities: canalisation (directing children toward gender-typed toys), manipulation (encouraging gender-appropriate behaviour), verbal appellations (using gendered terms of endearment), and domestic activities. Media representations and school curricula (the hidden curriculum) further reinforce these constructed identities.

### Part 2: Give one argument against this view (4 marks)
- **Explanation of the counter-argument:** The main argument against social constructionism is biological determinism (or essentialism). This perspective argues that gender identity and associated behaviours are rooted in biological differences, such as chromosomal, hormonal, or neurological differences.
- **Key sociological/scientific concepts and evidence:** Functionalists like George Murdock or Talcott Parsons argue that the sexual division of labour (instrumental and expressive roles) is natural and based on biological suitability. Additionally, sociobiologists argue that hormonal differences (such as levels of testosterone) naturally lead to different behavioral traits, such as higher aggression and competitiveness in males, meaning gender is not entirely a social creation.

### Section 1: Explain the view (Max 4 marks)
- **1–2 marks:** Identifies and provides a basic explanation of how gender is socially constructed (e.g., learning roles through toys or parental expectations).
- **3–4 marks:** Provides a developed sociological explanation of the view, using key concepts (e.g., Oakley's canalisation/manipulation, agencies of socialisation, gender socialisation) and/or theoretical support (e.g., feminism, social constructionism).

### Section 2: Argument against (Max 4 marks)
- **1–2 marks:** Identifies an argument against the view, such as the idea that biology or genetics determine gender differences.
- **3–4 marks:** Explains the counter-argument in detail, using sociological perspectives (e.g., functionalism, biological essentialism, sociobiology) or empirical/scientific arguments (e.g., hormonal differences, evolutionary psychology, instrumental/expressive roles).

### Part 1: Explain the view (4 marks)
- **Explanation of the view:** Covert participant observation involves a researcher joining a group and observing their behaviour without revealing their true identity. Interpretivists argue this is the best method for studying deviant groups because it offers high validity.
- **Key sociological concepts and evidence:** By hiding their identity, the researcher avoids the 'Hawthorne effect' where deviant individuals would alter their behaviour if they knew they were being observed. It allows the researcher to gain *Verstehen* (deep empathetic understanding) in a natural environment. Classic studies, such as James Patrick's study of a Glasgow gang or Laud Humphreys' 'Tearoom Trade', demonstrate how covert access is often the only way to bypass the 'gatekeepers' of closed, deviant subcultures.

### Part 2: Give one argument against this view (4 marks)
- **Explanation of the counter-argument:** Critics argue that covert participant observation is highly problematic, particularly regarding research ethics and practical safety.
- **Key sociological/methodological concepts and evidence:** The primary argument against this method is the ethical violation of informed consent and deception. Researchers must lie to participants, invading their privacy. Furthermore, there are significant physical risks; if the researcher's cover is blown, they could face violence. There is also the risk of 'going native', where the researcher becomes so involved in the deviant group that they lose objectivity, or are forced to participate in illegal activities to maintain their cover, compromising both personal safety and research integrity.

### Section 1: Explain the view (Max 4 marks)
- **1–2 marks:** Identifies and briefly explains a reason why covert participant observation is good for studying deviant groups (e.g., people act normally, avoids lying to the researcher).
- **3–4 marks:** Explains the view using key sociological terms (e.g., validity, Hawthorne effect, Verstehen, interpretivism, access) and may reference sociological studies of deviant groups (e.g., Patrick, Humphreys).

### Section 2: Argument against (Max 4 marks)
- **1–2 marks:** Identifies an argument against the method (e.g., it is unethical because you lie to people, or it is dangerous).
- **3–4 marks:** Develops a clear argument against using covert participant observation, using methodological concepts (e.g., informed consent, deception, protection from harm, objectivity, 'going native', reliability/replicability).

INTRODUCTION: The question of what shapes individual identity is central to sociology. Structural sociologists, particularly Marxists and Weberians, argue that social class remains the most significant determinant of identity, shaping a person's life chances, values, and cultural tastes. Conversely, postmodernists argue that class has lost its significance in a fragmented, consumer-led society where individuals construct their own identities. Other sociologists point to gender, ethnicity, and age as more primary sources of identity. ARGUMENTS FOR THE SIGNIFICANCE OF SOCIAL CLASS: Traditional Marxist and Weberian perspectives suggest that class position dictates one's relationship to the means of production and market situation, which directly impacts identity. Pierre Bourdieu's concept of 'habitus' illustrates how deeply ingrained class-based dispositions, tastes, and cultural capital shape identity from early childhood. Research like the Great British Class Survey shows that distinct class identities and inequalities persist. For example, traditional working-class identity was rooted in manual labor, community solidarity, and trade unions, while middle-class identity has focused on professional achievement and individual mobility. Even today, working-class and elite identities are strongly reinforced through educational institutions and occupational structures. ARGUMENTS AGAINST/ALTERNATIVE PERSPECTIVES: Postmodernist theorists, such as Pakulski and Waters, argue that social class is 'dead' as a major source of identity. They claim we have moved into a consumer society where individuals choose identities through lifestyles, brands, and leisure activities rather than occupation. Furthermore, feminists argue that gender identity, socialized from infancy through processes like canalisation (Oakley), is a far more fundamental source of identity. Similarly, ethnicity and nationality provide powerful frameworks for self-concept, especially with the rise of hybrid and global identities (Hall). Age and youth subcultures also offer alternative peer-based identities that override class lines. CONCLUSION: In conclusion, while postmodernists are correct that individuals have more freedom to choose their identities through consumption, these choices are ultimately constrained by economic resources. Social class remains a fundamental structuring force that shapes access to the very cultural capital needed to construct alternative identities. Therefore, identity is best understood through intersectionality, where class interacts with gender, ethnicity, and age, but class remains a powerful foundation.

Level 4 (19-26 marks): Evaluation is explicit, balanced, and well-supported by sociological theories (Marxism, Weberianism, Feminism, Postmodernism) and concepts (habitus, cultural capital, canalisation, consumption). The candidate shows a sophisticated understanding of the debate between structural and agency-focused views of identity. A clear and reasoned conclusion is reached. Level 3 (13-18 marks): The candidate explains both sides of the argument (the continuing relevance of class vs. the rise of other factors like gender or consumption). There is good sociological knowledge, but the evaluation may be less developed or rely on juxtaposing different views rather than direct critical analysis. Level 2 (7-12 marks): The response is largely descriptive, explaining how social class shapes identity (perhaps focusing on traditional working-class and middle-class cultures) with limited or one-sided evaluation. Level 1 (1-6 marks): The candidate shows a basic understanding of identity or socialisation but offers little sociological support or focus on the specific question.

To gain full marks for this question, candidates need to identify two distinct ways state policies encourage family diversity and provide a clear, accurate description of how each policy achieves this.

Way 1: Liberalisation of divorce laws
- Identification (1 mark): Legislative changes that make divorce easier or more accessible, such as no-fault divorce laws.
- Description (1 mark): Making divorce easier to obtain allows unhappy couples to separate more readily, leading directly to an increase in lone-parent families and reconstituted (step) families.

Way 2: Legal recognition of same-sex relationships
- Identification (1 mark): Legally recognizing same-sex marriage or civil partnerships.
- Description (1 mark): Providing legal equality and rights to same-sex couples encourages the formation and public visibility of same-sex households, validating them as alternatives to the traditional nuclear family.

For each of the two ways:
- 1 mark for identifying a relevant state policy/way (up to a maximum of 2 marks).
- 1 mark for describing how the identified policy/way encourages family diversity (up to a maximum of 2 marks).

Possible points include:
- Divorce reform/liberalisation (leading to lone-parent/reconstituted families).
- Legalisation of same-sex marriage/civil partnerships (promoting same-sex families).
- Welfare benefits for single parents (supporting independent lone-parent families).
- Adoption rights for unmarried or same-sex couples (broadening family structures involved in socialization).

Note: Accept any other valid sociological point that connects a state policy to an increase or encouragement of diverse family structures.

One strength of the Marxist feminist perspective on the family is that it successfully links macro-level economic structures (capitalism) to micro-level domestic exploitation. For example, it explains how women's unpaid domestic labor directly benefits the capitalist economy by reproducing and maintaining the workforce at no cost to employers. A second strength is that it overcomes the gender-blindness of traditional Marxists, who focus solely on social class. By integrating feminist insights, Marxist feminists like Margaret Benston show that women face dual oppression: as workers within the capitalist framework and as women within patriarchy, often serving as a reserve army of labor that can be easily hired and fired during economic shifts.

First strength (up to 3 marks):
1 mark for identifying a strength (e.g., links capitalism to unpaid domestic labor / domestic exploitation).
1-2 marks for explaining how this benefits the capitalist class (e.g., explaining that the reproduction of labor power is done free of charge by women, helping to keep wages low and profits high for capitalists).

Second strength (up to 4 marks):
1 mark for identifying a strength (e.g., overcomes the gender-blindness of traditional Marxism / acknowledges dual oppression of class and gender).
1-3 marks for explaining and developing this with sociological concepts or thinkers (e.g., reference to Fran Ansley's concept of women acting as 'takers of shit' who absorb male frustration caused by capitalist exploitation, or Margaret Benston's analysis of women as a reserve army of labor).

One strength of the personal life perspective is that it adopts a 'bottom-up' approach, prioritizing the meanings and agency of individuals over rigid structural theories. By rejecting structural determinism, it allows sociologists to understand what family actually means to individuals rather than imposing a traditional, nuclear definition. A second strength is that it recognizes a wider, more realistic diversity of relationships in contemporary society. By focusing on personal significance rather than biology or marriage, it accounts for meaningful relationships that traditional theories ignore, such as ties to fictive kin, friends, pets, and donor-conceived children, as highlighted in studies by Carol Smart.

First strength (up to 3 marks):
1 mark for identifying a strength (e.g., uses a bottom-up micro approach / recognizes individual agency instead of structural determinism).
1-2 marks for explaining how this is a strength (e.g., it avoids assuming the nuclear family is dominant and allows individuals to define their own family networks based on personal experience).

Second strength (up to 4 marks):
1 mark for identifying a strength (e.g., embraces modern family diversity / acknowledges non-biological and non-legal relationships).
1-3 marks for explaining and developing this with sociological concepts, examples, or studies (e.g., reference to Carol Smart's research on how individuals form vital bonds with dead relatives, friends, pets, or donor-conceived children, demonstrating a more inclusive and realistic picture of contemporary personal life).

Explanation of the view: Marxist feminists argue that the nuclear family is an institution that primarily benefits the capitalist economic system at the expense of women. According to writers like Margaret Benston, women perform unpaid domestic labor and childcare which is essential for reproducing and maintaining the labor force (the next generation of workers) at no cost to the capitalist class. Additionally, Fran Ansley argues that women act as 'takers of shit,' absorbing the anger and frustration of husbands who are exploited in the capitalist workplace, thereby stabilizing the capitalist system by preventing worker revolt. Argument against the view: One major argument against this view comes from Radical Feminists, who argue that Marxist feminism overemphasizes social class and capitalism while ignoring the primary role of patriarchy. Radical feminists argue that men, not capitalism, are the main beneficiaries of women's unpaid labor and subordination in the family. They assert that patriarchal power dynamics and male dominance exist independently of, and prior to, capitalism, meaning that the abolition of capitalism alone would not necessarily liberate women from family-based oppression.

Explanation of the view (4 marks): 1-2 marks: Basic or general explanation of feminist or Marxist views on the family, with limited development or focus on how it benefits capitalism specifically. 3-4 marks: Clear and detailed sociological explanation of the Marxist feminist view, showing how the family benefits capitalism (e.g., through reproduction of labor, cushioning exploitation, unpaid domestic work), referencing relevant concepts or theorists (e.g., Ansley, Benston). Argument against the view (4 marks): 1-2 marks: A simple assertion or alternative view of the family, with little development or sociological support. 3-4 marks: A well-developed sociological argument against the Marxist feminist view (e.g., Radical feminist focus on patriarchy, Functionalist view of universal benefits, or Liberal feminist view of progress and gender equality), supported by sociological concepts or evidence.

Explanation of the view: The view that gender identities are socially constructed suggests that masculinity and femininity are not natural, but are learned through socialisation. Sociologist Ann Oakley identified four processes through which parents shape gender identities in childhood: canalisation (directing children toward gender-specific toys), manipulation (encouraging gender-appropriate behavior), verbal appellations (using gendered language like 'brave boy' or 'pretty girl'), and domestic activities (involving children in tasks associated with their gender). Secondary agencies of socialisation, such as the media and education, reinforce these constructed roles by presenting gender-stereotypical representations. Argument against the view: An argument against this view is biological determinism (or essentialism), which argues that gender identities and behaviors are primarily shaped by biological differences. Proponents of this view, including sociobiologists, argue that hormonal, genetic, and evolutionary differences naturally predispose males and females to different roles. For instance, functionalist sociologists like Talcott Parsons argue that women are naturally suited to the expressive role (nurturing and emotional support) due to childbearing, while men are naturally suited to the instrumental role (providing economic support), suggesting that these roles are biological rather than purely socially constructed.

Explanation of the view (4 marks): 1-2 marks: Basic explanation of gender socialisation or differences, with limited use of sociological terms or evidence. 3-4 marks: Detailed explanation of how gender is socially constructed, referencing specific processes (e.g., Oakley's canalisation/manipulation) or agencies of socialisation, with clear sociological terminology. Argument against the view (4 marks): 1-2 marks: A basic alternative assertion (e.g., 'men and women are just born different') with minimal development or sociological backing. 3-4 marks: A well-developed argument against the social construction view, such as biological determinism, sociobiology, or functionalist views on natural gender roles, supported by sociological concepts or arguments.

### Model Essay Outline

**Introduction**
* **Define key terms:** Define the traditional 'nuclear family' (a cohabiting man and woman in a socially approved relationship with their dependent children) and distinguish it from the 'neo-conventional' family (Chester) and alternative family structures.
* **Introduce the debate:** Outline the tension between consensus theories (Functionalism, New Right) which argue the nuclear family is functionally necessary and remains the dominant ideal, versus conflict/postmodern perspectives (Feminism, Postmodernism, Pluralism) which argue that family diversity has replaced the nuclear monopoly.

**Arguments supporting the view (The continued dominance/preference for the nuclear family)**
* **Functionalist perspective:** Talcott Parsons' 'functional fit' theory argues the isolated nuclear family is uniquely suited to modern industrial society's need for a geographically and socially mobile workforce. Its primary functions (primary socialisation and the stabilisation of adult personalities) are best achieved in this structure.
* **The New Right perspective:** Theorists like Charles Murray argue that the traditional nuclear family is the only stable environment for raising children. Alternative structures, particularly matrifocal lone-parent families, are blamed for social problems (e.g., welfare dependency, delinquency).
* **Robert Chester's 'Neo-Conventional Family':** Chester argues that although there is some surface diversity, the 'neo-conventional' family (a dual-earner nuclear family) has replaced the traditional single-earner nuclear family. He argues most people still spend the majority of their lives in a nuclear setup or aspire to it, meaning diversity is exaggerated.

**Arguments against the view (The rise of diversity and decline of the nuclear ideal)**
* **The Rapoports' Family Diversity:** Rapoport and Rapoport identify five distinct types of diversity (organisational, cultural, social class, life-stage, and cohort) showing that structural diversity is now deeply embedded in contemporary society, rendering the single nuclear ideal obsolete.
* **Postmodernist perspectives:**
* **David Morgan** argues that family is a 'practice' rather than a fixed structure. People construct their own relationships.
* **Anthony Giddens** discusses 'confluent love' and the 'pure relationship', where couples stay together only as long as it meets their emotional needs, leading to serial monogamy, cohabitation, and reconstituted families.
* **Ulrich Beck** proposes the 'risk society' and the 'negotiated family', where individuals are free from traditional norms, choosing diverse paths like Living Apart Together (LAT) or singlehood.
* **Feminist perspectives:** Liberal, radical, and Marxist feminists reject the nuclear family as a site of patriarchal control and domestic exploitation. They argue that the growth of female-headed lone-parent families, same-sex families, and singlehood represents positive liberation for women from patriarchal domestic arrangements.

**Conclusion**
* Summarise both sides of the argument.
* Conclude that while the ideological 'cereal packet' nuclear family remains highly visible in media and policy, statistically and experientially, contemporary society is defined by irreversible pluralism and choice. Therefore, the nuclear family is no longer the sole dominant or universally preferred type, but rather one option among many in a highly diverse landscape.

### Marking Scheme (26 Marks Total)

**AO1: Knowledge and Understanding (8 marks)**
* **7–8 marks:** Focuses on a range of relevant sociological theories (Functionalism, New Right, Postmodernism, Feminism) and concepts (functional fit, neo-conventional, individualisation, confluent love, types of diversity) with precise definitions and detail.
* **5–6 marks:** Good knowledge of the debate but may lack complete conceptual precision or rely on a narrower range of perspectives.
* **3–4 marks:** Basic knowledge showing a simple understanding of the nuclear family and some alternative family types.
* **1–2 marks:** Very limited knowledge, relying on common-sense assertions about families.

**AO2: Application (6 marks)**
* **5–6 marks:** High-quality application of sociological evidence (demographic trends, empirical studies, or theoretical models) directly to the question of whether the nuclear family remains dominant.
* **3–4 marks:** Some appropriate application of sociological material, though some points may be loosely linked to the specific prompt.
* **1–2 marks:** Limited or tangential application of material.

**AO3: Analysis and Evaluation (12 marks)**
* **10–12 marks:** Sophisticated and balanced evaluation of the view. Arguments for the continued significance of the nuclear family are systematically weighed against arguments for diversity. Explicit, well-reasoned conclusion that directly answers the essay question.
* **7–9 marks:** Good analysis and evaluation. Both sides of the debate are explored, but the discussion may be slightly unbalanced or the conclusion may lack depth.
* **4–6 marks:** Juxtaposed evaluation where different perspectives (e.g., Functionalism vs Feminism) are presented side-by-side without active, critical engagement or evaluation of their relative merits.
* **1–3 marks:** Basic analytical comments or simple assertions with little to no genuine evaluation.