Cambridge International AS & A Level

SOCIOLOGY 9699/12
Paper 1 Socialisation, Identity and Method of Research May/June 2021
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 16 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Social Science-Specific Marking Principles

(for point-based marking)

1 Components using point-based marking:

• Point marking is often used to reward knowledge, understanding and application of skills.
We give credit where the candidate’s answer shows relevant knowledge, understanding
and application of skills in answering the question. We do not give credit where the answer
shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly
convey the same meaning (unless the mark scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they
are correct
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required.
(Check for evidence it is understood and not used wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all
possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror
statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion)

2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the
marking but is not required to earn the mark (except Accounting syllabuses where they
indicate negative numbers).

3 Calculation questions:
• The mark scheme will show the steps in the most likely correct method(s), the mark for
each step, the correct answer(s) and the mark for each answer
• If working/explanation is considered essential for full credit, this will be indicated in the
question paper and in the mark scheme. In all other instances, the correct answer to a
calculation should be given full credit, even if no supporting working is shown.
• Where the candidate uses a valid method which is not covered by the mark scheme,
award equivalent marks for reaching equivalent stages.
• Where an answer makes use of a candidate’s own incorrect figure from previous working,
the ‘own figure rule’ applies: full marks will be given if a correct and complete method is
used. Further guidance will be included in the mark scheme where necessary and any
exceptions to this general principle will be noted.

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4 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used
to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks
have no defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the
meaning will be understood by all examiners who marked that paper.

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Question Answer Marks

1 Describe two sampling techniques. 4

Indicative content
• Simple random – all members of sample population have equal chance
of being selected
• Systematic – selection of every nth name from a list.
• Stratified random – sample reflects proportions of social characteristics
of the target population.
• Quota – selected according to known demographic features. Numbers
in categories reflect population profile (non-random).
• Opportunity – anyone who happens fit the criteria and is available (non-
random).
• Snowball – on the basis of introductions; often used for difficult to
access groups (non-random).
• Volunteer – where participants choose to join the research e.g. by
replying to an advert.
• Cluster – target population is sub-divided then a random sample is
selected; this continues until required sample is achieved.
• Multi-stage – a sample of a sample e.g. a sample of voters in a sample
of constituencies.
• Any other appropriate technique

Reward a maximum of two techniques. For each technique, up to 2 marks

are available:

1 mark for identifying a sampling technique

1 mark for describing the sampling technique

(2 × 2 marks)

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Question Answer Marks

2(a) Explain two ethical issues associated with sociological research. 8

Indicative content
• Informed consent/researcher deception.
• Confidentiality/anonymity of the information gained.
• Avoidance of harm/doing good.
• Potential involvement in dubious activities.
• Right to withdraw from the study.

For this question, use of sociological material is likely to be demonstrated

through reference to knowledge of any sociological method, most likely
observations, interviews or experiments.

Reward a maximum of two ethical issues Up to 4 marks are available for

each issue.

1 mark for making a point (e.g. informed consent).

1 mark for explaining that point (e.g. respondents should have the right to
decide whether or not they want to be involved in the research)

1 mark for selecting relevant sociological material (e.g. covert observation

illustrates this ethical issue)

1 mark for explaining how the material supports the point (e.g. because
people do not know they are being studied they are unable to give their
consent).

(2 × 4 marks)

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Question Answer Marks

2(b) Explain one strength and one limitation of official statistics. 6

Indicative content

Strengths

• Conducted on a large scale – surveys leads to representative,

generalisable data.
• Product of a reliable method that is objective and value-free.
• Show change over time as they are published on a regular basis/trends
can be identified [positivists].
• Can be used to identify patterns between variables/make comparisons
/test hypotheses. [Durkheim].
• Can compare between different countries/regions.
• Can be used to study groups that otherwise might be inaccessible.
• Practical reasons – only available source of data/cheap to access/saves
time.
• Any other appropriate strength.

Limitations
• Survey design is not by researcher.
• Concepts used not operationalised by the researcher e.g. poverty. The
definitions and classifications used may be unsuitable.
• Researchers have to decide what the data means.
• Outdated – some data may not released on a regular or timely basis
• Official statistics are produced by the state – may be prone to
government manipulation, especially in areas such as crime or
employment.
• Partial picture because they only provide data on recorded events e.g.
they don’t show unrecorded crime.
• Interpretivist critique of validity – they don’t reveal the reasons why
behaviour takes place
• The statistics are socially constructed (shaped by
decisions/interpretations) rather than being objective facts
• Serve interests of elite groups [Marxists and feminists]
• Any other appropriate limitation

Reward a maximum of one strength. For this strength, up to 3 marks are

available:

1 mark for identifying a strength of official statistics (e.g. conducted on a

large scale)

1 mark for explaining why this method has this strength (e.g. official
statistics are produced by government who have the resources to conduct
surveys on a large scale)

1 mark for explaining why it is a strength (e.g. likely to be

representative/generalisable)

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Question Answer Marks

2(b) Reward a maximum of one limitation. For this limitation, up to 3 marks are
available:

1 mark for identifying a limitation of official statistics (e.g. survey design is

not by researcher)

1 mark for explaining why this method has this limitation (e.g. the data
supplied by official statistics is designed for use in relation to social policy,
not for sociological use)

1 mark for explaining why it is a limitation (e.g. they may not be precisely the
questions a sociologist would choose to ask which may affect a study’s
validity)

(2 × 3 marks)

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Question Answer Marks

3(a) ‘Ethnic identity is changing, with new hybrid identities emerging.’ 10

Explain this view.

Indicative content

• Hybrid: an identity from the mix of two or more identities.

• Ethnic identity is becoming harder to identify i.e. the traditional markers
of ethnicity (traditions, language, diet, dress, religion etc) that give
cultural groups a sense of identity are breaking down.
• Globalisation, diaspora and inter-ethnic relationships as factors driving
this change.
• New/hybrid forms emerging – the option to adopt multiple identities
depending on the social context e.g. ‘Brasian’, ‘white mask’, code
switching etc (Johal, Butler, Hall)
• Music, clothing, language and diet as cultural elements that are subject
to a ‘pick and mix’ approach. White youth are also subject to this.
• Concept of hybridity as a counterpoint to the simplistic idea of ‘caught
between two cultures’ – fusion not confusion
• Potential links to supporting theory e.g. postmodernism and the idea of
a media saturated and consumer choice

Levels of response

Level 3: 8–10 marks

• Good knowledge and understanding of the view that ethnic identity is
changing, with new hybrid identities are emerging. The response
contains two clear and developed points.
• Sociological materials such as concepts, theories and evidence, will be
used to support both points. The material selected is appropriate and
focused on the question with its relevance made clear.

Level 2: 4–7 marks

• Some knowledge and understanding of the view that ethnic identity is
changing, with new hybrid identities are emerging. The response
contains one clear and developed point and one relevant but
underdeveloped point.
• Sociological material is used to support at least one point. The material
selected is appropriate but not clearly focused on the question or its
relevance is not made clear.

Level 1: 1–3 marks

• Limited knowledge and understanding of the view that ethnic identity is
changing, with new hybrid identities are emerging. The response
contains one relevant but underdeveloped point and one (or more)
points related to the general topic rather than the specific question.
• Any supporting material lacks focus on the specific question.

Level 0: 0 marks
No response worthy of credit.

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Question Answer Marks

3(b) ‘Ethnic identity is changing, with new hybrid identities emerging.’ 6

Using sociological material, give one argument against this view.

Indicative content
• An overstated and simplistic concept – cultural differences between
groups remain and in many cases may be hardening (Jacobson).
Troyna, ‘turning inward’ as form of protection against racism – cultural
resistance rather than hybridity.
• Rejection of the idea that identity is a simply a matter of personal
choice: as likely to be a response to racism/’fitting in’/playing down their
own ethnicity and culture to gain acceptance rather than as a preferred
option.
• Examples of ethnicity being asserted as a statement of difference e.g.
Mirza on female British Muslims wearing the hijab to distinguish their
identity
• Awareness of the role played by structure and agency in relation to
identity

Levels of response

Level 3: 5–6 marks

• One clear and developed argument against the view that ethnic identity
is changing, with new hybrid identities are emerging.
• Sociological material, such as concepts, theories and evidence, is used
to support the argument. The material selected is appropriate and
focused on the question with its relevance made clear.

Level 2: 3–4 marks

• One clear but underdeveloped argument against the view that ethnic
identity is changing, with new hybrid identities are emerging.
• The material selected is appropriate but not clearly focused on the
question or its relevance to the argument is not made clear.

Level 1: 1–2 marks

• One point disagreeing with the view that ethnic identity is changing, with
new hybrid identities are emerging, which is undeveloped or lacking
clarity.
• Any supporting material lacks focus on the specific question.

Level 0: 0 marks
• No response worthy of credit.

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Question Answer Marks

4 Evaluate the view that human behaviour is shaped entirely by the 26

process of socialisation.

Indicative content
In support In evaluation

Points • Human behaviour is • Biological arguments

overwhelmingly learned that people are born
via the process of with uncontrollable
socialisation e.g. instincts and desires
language. e.g. maternal instinct,
• Accounts of examples male aggression etc.
of feral children raised • These are often
in the absence of expressed in strong
human socialisation. (fixed traits) and weak
• Studies that (capabilities that are
demonstrate the impact realised through
of social forces on environmental
human behaviour e.g. experience) terms
Durkheim on suicide, or • Socio-biology – Wilson
cross-cultural variations on the strong influence
in gender roles. of ‘biogrammers’
• Mead’s concept of the • Parsons’ view of family
‘social self’ as created roles as strongly linked
through social to biology
interaction, looking • Wilson, Parsons.
glass self. Instrumental,
• Deviant behaviour expressive
/crime as alternatives • Plomin’s twin study
explanations • Social agency:
• Power, coercion arguments that point
(games theory). toward individuals
resisting the influence
of socialisation.

Research Podder & Bergvall, Wilson, Parsons, Plomin

evidence Durkheim, Mead. Wrong

Additional
concepts

The above content is indicative and other relevant approaches to the

question should be rewarded appropriately.

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Question Answer Marks

4 Levels of response

Level 5: 22–26 marks

• Very good knowledge and understanding of the view that human
behaviour is shaped entirely by the process of socialisation. The
response contains a wide range of detailed points with very good use of
concepts and theory/research evidence.
• The material selected will be accurately interpreted, well developed and
consistently applied to answering the question.
• Clear, explicit and sustained analysis/evaluation of the view that human
behaviour is shaped entirely by the process of socialisation.

Level 4: 17–21 marks

• Good knowledge and understanding of the view that human behaviour
is shaped entirely by the process of socialisation. The response
contains a range of detailed points with good use of concepts and
theory/research evidence.
• The material selected will be accurate and relevant but not always
consistently applied to answering the question.
• Good analysis/evaluation of the view that human behaviour is shaped
entirely by the process of socialisation. The evaluation may be explicit
and direct but not sustained or a more descriptive account of evidence
and arguments suggesting that human behaviour is shaped by factors
other than socialisation.

Level 3: 11–16 marks

• Reasonable knowledge and understanding of the view that human
behaviour is shaped entirely by the process of socialisation. The
response contains a narrow range of detailed points or a wider range of
underdeveloped points, with some use of concepts or theory or
research evidence.
• The material selected will be largely appropriate but its relevance to the
question may be unclear or confused at times.
• Some analysis/evaluation of the view that human behaviour is shaped
entirely by the process of socialisation. The evaluation may be a simple
juxtaposition of different arguments and theories which are not clearly
focused on the question or a few simple points suggesting that human
behaviour is shaped by factors other than socialisation.

Level 2: 6–10 marks

• Basic knowledge and understanding of the view that human behaviour
is shaped entirely by the process of socialisation. The response
contains a narrow range of underdeveloped points and may include
basic references to concepts or theories or research evidence.
• The material selected is relevant to the topic but lacks focus on or
relevance to the specific question.
• Any analysis or evaluation is likely to be incidental, confused or simply
assertive.

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Question Answer Marks

4 Level 1: 1–5 marks

• Limited knowledge and understanding of the view that human behaviour
is shaped entirely by the process of socialisation. The response
contains only assertive points or common-sense observations.
• There is little or no application of sociological material.
• Little or no relevant analysis or evaluation.

Level 0: 0 marks
• No response worthy of credit.

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Question Answer Marks

5 Evaluate the use of qualitative interview methods in sociological 26

research.

Indicative content
In support In evaluation

Points • Establishing • Their lack of

relationship with reliability/replicability
interviewee may • Sample size, lack of
promote validity representativeness
• Depth and detail (this • The interviewer effect
will vary dependent on • Social desirability
interview being • Researcher imposition
discussed) • Non-scientific
• Flexibility: can probe characteristics [not
and clarify quantifiable etc.]
• Suited more to some • Practical issues
topics (this will vary
dependent on interview
being discussed)
• Note: common
strengths between
unstructured, semi and
group as well as ones
specific to each

Research interpretivist positivist

evidence

Additional Rapport; verstehen;

concepts

The above content is indicative and other relevant approaches to the

question should be rewarded appropriately.

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Question Answer Marks

5 Levels of response

Level 5: 22–26 marks

• Very good knowledge and understanding of the use of qualitative
interview methods in sociological research. The response contains a
wide range of detailed points with very good use of concepts and
theory/research evidence.
• The material selected will be accurately interpreted, well developed and
consistently applied to answering the question.
• Clear, explicit and sustained analysis/evaluation of the use of qualitative
interview methods in sociological research.

Level 4: 17–21 marks

• Good knowledge and understanding of the use of qualitative interview
methods in sociological research. The response contains a range of
detailed points with good use of concepts and theory/research
evidence.
• The material selected will be accurate and relevant but not always
consistently applied to answering the question.
• Good analysis/evaluation of the use of qualitative interview methods in
sociological research. The evaluation may be explicit and direct but not
sustained or a more descriptive account of the limitations of qualitative
interview methods.

Level 3: 11–16 marks

• Reasonable knowledge and understanding of the use of qualitative
interview methods in sociological research. The response contains a
narrow range of detailed points or a wider range of underdeveloped
points, with some use of concepts or theory or research evidence.
• The material selected will be largely appropriate but its relevance to the
question may be unclear or confused at times.
• Some analysis/evaluation of the use of qualitative interview methods in
sociological research. The evaluation may be a simple juxtaposition of
different arguments and theories which are not clearly focused on the
question or a few simple points about the limitations of qualitative
interview methods.

Level 2: 6–10 marks

• Basic knowledge and understanding of the use of qualitative interview
methods in sociological research. The response contains a narrow
range of underdeveloped points and may include basic references to
concepts or theories or research evidence.
• The material selected is relevant to the topic but lacks focus on or
relevance to the specific question.
• Any analysis or evaluation is likely to be incidental, confused or simply
assertive.

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Question Answer Marks

5 Level 1: 1–5 marks

• Limited knowledge and understanding of the use of qualitative interview
methods in sociological research. The response contains only assertive
points or common-sense observations.
• There is little or no application of sociological material.
• Little or no relevant analysis or evaluation.

Level 0: 0 marks
No response worthy of credit.

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