Cambridge Assessment International Education: Sociology 9699/32 May/June 2018

Cambridge Assessment International Education
Cambridge International Advanced Subsidiary and Advanced Level
SOCIOLOGY 9699/32
Paper 3 Social Inequality and Opportunity May/June 2018
MARK SCHEME
Maximum Mark: 75
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 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
IGCSE™ is a registered trademark.
This document consists of 18 printed pages.
© UCLES 2018 [Turn over

9699/32 Cambridge International AS/A Level – Mark Scheme May/June 2018
PUBLISHED
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2018 Page 2 of 18

PUBLISHED
Question Answer Marks
1(a) Explain how material factors may influence which pupils succeed in 9
school.
0–4 marks
At this level, there may be little or no reference to relevant sociological
sources. Answers may rely on general knowledge and/or personal
observation. Explanations will be brief and cover only a narrow range of
relevant points. An attempt to discuss the factors explaining educational
performance in general, with no clear links to material factors, would be
worth up to 2 marks. A few simple points about how access to material
factors may determine which pupils succeed in school would fit the upper
part of the band.
5–9 marks
At this level, there will be some use of relevant sociological sources, such
as concepts, theories and explanations. Answers will cover a range of
points and show a sound understanding of the issues raised by the
question. A sound account of a few ways in which material factors may
determine which pupils succeed in school would be worth up to 7 marks. To
go higher, the account would have to be more detailed and/or cover a wider
range of points. Good answers are likely to include references to relevant
studies (Douglas, Reay, Mirza, Mac and Ghaill). Concepts that might be
used in a high scoring answer include material deprivation, social inequality,
social exclusion, labelling, marketization.

PUBLISHED
1(b) ‘There are no barriers to female educational achievement in schools 16

today’. Assess this view.
0–6 marks
relevant points. A few observations about female educational achievement,
with no links to the issue of barriers, would be worth up to 3 marks. A simple
account of some obstacles to female educational achievement would fit the
higher part of the band.
7–11 marks
Answers at this level will provide a sound account of the relationship
between gender and educational achievement with reference to females.
There will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a
sound understanding of the issues raised by the question. A few clear
points about obstacles to female educational achievement would be worth
up to 9 marks. To go higher, the explanations offered will be more detailed
and/or cover a wider range of relevant points. There may be little or no
attempt at assessment at this level.
There is no requirement for assessment at this level although it may be

present.
12–16 marks
Answers that fit this band will demonstrate a good understanding of the
relationship between female gender and educational achievement. There
will also be an assessment of the view on which the question is based.
Lower in the band, the assessment is likely to be based on juxtaposition of
different accounts of the possible barriers to female educational
achievement. To go higher, the assessment must be directly focused on
debating the claim that there are no barriers to female educational
achievement in schools today. Good answers may refer to different strands
of feminist theory and other explanations of educational achievement. High
scoring responses might also consider whether improvement in the
educational performance of girls relative to boys implies that there are no
longer any barriers to female educational achievement.
Answers at this level must achieve three things:
First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied
effectively to answering the question.
Third, there must also be some evidence of assessment.

PUBLISHED
2(a) Explain how pupil attitudes to education may be influenced by the 9

hidden curriculum.
0–4 marks
relevant points. An attempt to define what is meant by the hidden
curriculum, with no further development, would be worth up to 2 marks. A
few simple points about how the hidden curriculum may influence pupil
attitudes would fit the upper part of the band.
5–9 marks
question. A sound account of a few ways in which the hidden curriculum
may influence pupil attitudes would be worth up to 7 marks. To go higher,
the account would have to be more detailed and/or cover a wider range of
points. Good answers are likely to draw on the work of Bowles and Gintis,
Hargreaves, Bourdieu, Jackson, Paechter, Hill and Cole, though the links
may be implicit. Concepts that might be used in a high scoring answer
include cultural capital, cultural reproduction, status messages, unintended
consequences, socialisation messages, habitus.

PUBLISHED
2(b) ‘Social class is more important than ethnicity in determining which 16

pupils succeed in the education system.’ Assess this view.
0–6 marks
relevant points. A few observations about social class and/or ethnicity, with
no links to educational achievement, would be worth up to 3 marks. A
simple account of the influence of class and/or ethnicity on educational
achievement would fit the higher part of the band.
7–11 marks
between social class/ethnicity and educational achievement. There will be
some use of relevant sociological sources, such as concepts, theories and
explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A few clear points about
how social class and ethnicity may influence educational achievement
would be worth up to 9 marks. To go higher, the explanations offered will be
more detailed and/or cover a wider range of relevant points.
There may be little or no attempt at assessment at this level.

present.
12–16 marks
relationship between social class/ethnicity and educational achievement.
There will also be an assessment of the view on which the question is
based. Lower in the band, the assessment is likely to be based on
juxtaposition of different accounts of the factors influencing educational
achievement. To go higher, the assessment must be directly focused on the
claim that social class is more important than ethnicity in determining which
pupils succeed in the educational system. Good answers may note the
conceptual and methodological difficulties in establishing whether social
class is more (or less) important than ethnicity in determining educational
achievement. High quality responses might also consider evidence from
studies that have attempted to establish the relative importance of social
class and ethnicity as influences on educational achievement.


PUBLISHED
3(a) Explain why women are more likely than men to experience poverty in 9
developing societies.
0–4 marks
relevant points. An attempt to explain what is meant by poverty, with no
further development, would be worth up to 2 marks. A few simple points
about why women are more likely than men to experience poverty would fit
the upper part of the band.
5–9 marks
question. A sound account of why women are more likely than men to
experience poverty in developing societies would be worth up to 7 marks.
To go higher, the account would have to be more detailed and/or cover a
wider range of points. Good answers may include references to relevant
feminist theories and/or refer to evidence/examples from developing
societies. Concepts that might be used in a high scoring answer include
patriarchy, gender discrimination, the matrifocal family, dual labour market,
social capital.

PUBLISHED
3(b) ‘Developing societies are in a state of economic dependency due to 16

the actions of developed societies.’ Assess this view.
0–6 marks
relevant points. A few observations about the characteristics of developing
societies, with no clear links to issues of dependency, would be worth up to
3 marks. A simple account of what is meant by economic dependency
would fit the higher part of the band.
7–11 marks
between development and dependency. There will be some use of relevant
sociological sources, such as concepts, theories and explanations. Answers
will cover a range of points and show a sound understanding of the issues
raised by the question. A few clear points about how developing societies
may be kept in a state of economic dependency by the actions of developed
societies would be worth up to 9 marks. To go higher, the explanations
offered will be more detailed and/or cover a wider range of relevant points.
There may be little or no attempt at assessment at this level.

present.
12–16 marks
Answers that fit this band will demonstrate a good understanding of how
developing societies may be kept in a state of economic dependency by the
actions of developed societies. There will also be an assessment of the
view on which the question is based. Lower in the band, the assessment is
likely to be based on juxtaposition of different theories of development. To
go higher, the assessment must be directly focused on the issue of whether
the actions of developed societies are an obstacle to economic growth in
developing societies. Good answers might include examples of how the
actions of developed societies may impact negatively on economic growth
in developing societies. High quality responses may also include critical
reflections on the limitations of dependency theories of development.


PUBLISHED
4(a) Explain the limitations of Malthus’ model of population growth. 9
0–4 marks
relevant points. An attempt to discuss the nature of population growth, with
no further development, would be worth up to 2 marks. A few simple points
about Malthus’ model of population growth would fit the upper part of the
band.
5–9 marks
question. A few sound points about the limitations of the Malthusian model
of population growth would be worth up to 7 marks. To go higher, the
account would have to be more detailed and/or cover a wider range of
points. Good answers are likely to use the concepts of geometric and
arithmetic growth accurately. There may also be some discussion of the
negative consequences arising from population growth that Malthus
anticipated.

PUBLISHED
4(b) ‘International migration has a positive impact on global development.’ 16

Assess this view.
0–6 marks
relevant points. A few observations about migration, with no links to global
development, would be worth up to 3 marks. A simple account of a few
ways in which migration may impact on global development would fit the
7–11 marks
between international migration and global development. There will be
some use of relevant sociological sources, such as concepts, theories and
explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A few clear points about
how international migration may impact on global development would be
worth up to 9 marks. To go higher, the explanations offered will be more
detailed and/or cover a wider range of relevant points.

present.
12–16 marks
relationship between international migration and global development. There
will also be an assessment of the view on which the question is based.
Lower in the band, the assessment is likely to be based on juxtaposition of
different accounts of the influence of international migration on global
development. To go higher, the assessment must be directly focused on the
issue of whether international migration has a positive impact on global
development. Good answers may distinguish between different forms of
international migration (refugees, economic migrants, mobility of elite
labour, cultural/social migration) and the influence of each on global
development. High quality responses might also draw on
examples/evidence of the impact of migration in particular countries or
regions.


PUBLISHED
5(a) Explain how ruling class ideology may be promoted by the media. 9
0–4 marks
relevant points. An attempt to identify the source of ruling class power or the
nature of ruling class ideas, with no clear links to the media, would be worth
up to 2 marks. A few simple points about how ideas favourable to the ruling
class may be promoted by the media would fit the upper part of the band.
5–9 marks
question. A sound account of a few ways in which ruling class ideology may
be promoted by the media would be worth up to 7 marks. To go higher, the
points. Good answers are likely to draw on the work of thinkers such as
Gramsci, Althusser, Hall, Poulantzas, Chibnall, Eriksen, though the links
may be implicit. Concepts that might be used in a high scoring answer
include propaganda, mass culture, ISA, agenda setting, ideological control,
gate-keeping, selection and presentation of media content, media
manipulation, hegemony.

PUBLISHED
5(b) ‘Media owners have little influence over the content of the media 16
today.’ Assess this view.
0–6 marks
relevant points. A few observations about factors influencing the content of
the media, with no clear links to the role of owners, would be worth up to 3
marks. A simple account of how owners may influence the content of the
media would fit the higher part of the band.
7–11 marks
between owners and the content of the media. There will be some use of
relevant sociological sources, such as concepts, theories and explanations.
Answers will cover a range of points and show a sound understanding of
the issues raised by the question. A few clear points about how owners may
influence the content of the media would be worth up to 9 marks. To go
higher, the explanations offered will be more detailed and/or cover a wider
range of relevant points. There may be little or no attempt at assessment at
this level.

present.
12–16 marks
relationship between owners and media content. There will also be an
assessment of the view on which the question is based. Lower in the band,
the assessment is likely to be based on juxtaposition of different accounts of
the factors that influence the content of the media. To go higher, the
assessment must be directly focused on the claim that owners have little
control over the content of the media. Good answers may distinguish
between different types of media and/or different forms of media ownership.
There may also be appropriate references to theories of the media (Marxist,
pluralist, postmodernist).


PUBLISHED
6(a) Explain how feminine identities may be influenced by the media. 9
0–4 marks
relevant points. An attempt to discuss media influence in general, with no
clear links to feminine identities, would be worth up to 2 marks. A few
simple points about how the feminine identities may be influenced by the
media would fit the upper part of the band.
5–9 marks
question. A sound account of a few ways in which feminine identities may
be influenced by the media would be worth up to 7 marks. To go higher, the
points. Good answers are likely to draw on the work of Mulvey, Ferguson,
McRobbie, Grant, MacDonald, Gauntlett, though the links may be implicit.
Concepts that might be used in a high scoring answer include stereotype,
male gaze, sexualisation, objectification, media representations, discourse.
Note it is not necessary to discuss different feminine identities in order to
gain high marks for this question.

PUBLISHED
6(b) ‘The media are able to control the way people think because they are 16
the main source of information in society.’ Assess this view.
0–6 marks
relevant points. A few observations about the role or power of the media,
with no direct links to the question, would be worth up to 3 marks. A simple
account of how the media may influence the way people think would fit the
7–11 marks
Answers at this level will provide a sound account of the role of the media
as an influence on the way people think. There will be some use of relevant
sociological sources, such as concepts, theories and explanations. Answers
will cover a range of points and show a sound understanding of the issues
raised by the question. A few clear points about how the media may
influence the way people think would be worth up to 9 marks. To go higher,
the explanations offered will be more detailed and/or cover a wider range of
relevant points. There may be little or no attempt at assessment at this
level.

present.
12–16 marks
ways that the media may influence the way people think. There will also be
an assessment of the view on which the question is based. Lower in the
band, the assessment is likely to be based on juxtaposition of different
theories and/or models of media influence. To go higher, the assessment
must be directly focused on discussing the idea that the media are able to
control the way people think because they are the main source of
information in society. Good answers may question the extent to which the
media are able to control the way people think. High quality responses
might also reflect on whether media power derives from the supposed
shortage of other sources of information or from other factors, such as the
nature of mass society or the absence of effective state regulation.


PUBLISHED
7(a) Explain the idea that religion is the worship of society. 9
0–4 marks
relevant points. An attempt to explain what is meant by religious worship,
with no further development, would be worth up to 2 marks. A few simple
points about the social significance of worship would fit the upper part of the
band.
5–9 marks
question. A sound account of the view that religion is the worship of society
would be worth up to 7 marks. To go higher, the account would have to be
more detailed and/or cover a wider range of points. Good answers are likely
to draw on Durkheim’s theory of religion, though the links may be implicit.
Concepts that might be used in a high scoring answer include totemism, the
sacred and profance, civic religion, social solidarity, the collective
conscience.

PUBLISHED
7(b) ‘Marxist theories underestimate the power of religion to bring about 16

social change.’ Assess this view.
0–6 marks
relevant points. A few observations about the role of religion, with no links to
social change, would be worth up to 3 marks. A simple account of the
Marxist theory of religion would fit the higher part of the band.
7–11 marks
Answers at this level will provide a sound account of the Marxist theory of
religion. There will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points
and show a sound understanding of the issues raised by the question. A
few clear points about how Marxists view the role of religion with specific
reference to social change would be worth up to 9 marks. To go higher, the
explanations offered will be more detailed and/or cover a wider range of
level.

present.
12–16 marks
Marxist theory of religion with specific reference to social change There will
also be an assessment of the view on which the question is based. Lower in
the band, the assessment is likely to be based on juxtaposition of different
theories of religion. To go higher, the assessment must be directly focused
on the claim that Marxist theories underestimate the power of religion to
bring about social change. Good answers may refer to the ideas of a range
of Marxist theorists (Marx, Engels, Althusser, the Frankfurt School,
Gramsci, Poulantzas) and to concepts such as false consciousness, ISA,
ideological control, hegemony. High quality answers may also include an
account of how Marxists explain social change and how they see the role of
religion within this process.


PUBLISHED
8(a) Explain why religion is often important to minority ethnic groups. 9
0–4 marks
relevant points. An attempt to discuss the role of religion in general, with no
clear links to minority ethnic groups, would be worth up to 2 marks. A few
simple points about why religion may be important to minority ethnic groups
would fit the upper part of the band.
5–9 marks
question. A sound account of a few ways in which religion may be important
to minority ethnic groups would be worth up to 7 marks. To go higher, the
accounts would have to be more detailed and/or cover a wider range of
points. Good answers are likely to include examples of particular minority
ethnic groups and/or references to appropriate studies. Concepts that might
be used in a high scoring answer include marginalisation, cultural defence,
social solidarity, cultural transitions, religious consumerism.

PUBLISHED
8(b) ‘Modern industrial societies have experienced a renewed interest in 16

religion in recent years.’ Assess this view.
0–6 marks
relevant points. A few observations about the nature of religious belief, with
no direct links to the question, would be worth up to 3 marks. An account of
what is meant by the concept of ‘religious revival’ would fit the higher part of
the band.
7–11 marks
Answers at this level will provide a sound account of the idea that modern
industrial societies have experienced a religious revival in recent years.
There will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a
sound understanding of the issues raised by the question. A few clear
points about whether modern industrial societies have experienced a
religious revival in recent years would be worth up to 9 marks. To go higher,
the explanations offered will be more detailed and/or cover a wider range of
level.

present.
12–16 marks
debates about whether modern industrial societies have experienced a
religious revival in recent years. There will also be an assessment of the
view on which the question is based. Lower in the band, the assessment is
likely to be based on juxtaposition of different views about secularisation. To
go higher, the assessment must be directly focused on the issue of whether
modern industrial societies have experienced a religious revival in recent
years. Good answers may include references to relevant studies and/or
distinguish between different religions and the extent to which each has
experienced ‘revival’. High quality answers may also distinguish between
established religions and NRMs and some attempt to discuss what is meant
by religiosity may also feature.


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Cambridge Assessment International Education

Cambridge International Advanced Subsidiary and Advanced Level

IGCSE™ is a registered trademark.

This document consists of 18 printed pages.

© UCLES 2018 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2018 Page 2 of 18

Question Answer Marks

© UCLES 2018 Page 3 of 18

Question Answer Marks

1(b) ‘There are no barriers to female educational achievement in schools 16

There is no requirement for assessment at this level although it may be

Answers at this level must achieve three things:

First, there will be good sociological knowledge and understanding.

© UCLES 2018 Page 4 of 18

Question Answer Marks

2(a) Explain how pupil attitudes to education may be influenced by the 9

© UCLES 2018 Page 5 of 18

Question Answer Marks

2(b) ‘Social class is more important than ethnicity in determining which 16

There is no requirement for assessment at this level although it may be

Answers at this level must achieve three things:

First, there will be good sociological knowledge and understanding.

© UCLES 2018 Page 6 of 18

Question Answer Marks

© UCLES 2018 Page 7 of 18

Question Answer Marks

3(b) ‘Developing societies are in a state of economic dependency due to 16

There is no requirement for assessment at this level although it may be

Answers at this level must achieve three things:

First, there will be good sociological knowledge and understanding.

© UCLES 2018 Page 8 of 18

Question Answer Marks

4(a) Explain the limitations of Malthus’ model of population growth. 9

© UCLES 2018 Page 9 of 18

Question Answer Marks

4(b) ‘International migration has a positive impact on global development.’ 16

There is no requirement for assessment at this level although it may be

Answers at this level must achieve three things:

First, there will be good sociological knowledge and understanding.

© UCLES 2018 Page 10 of 18

Question Answer Marks

© UCLES 2018 Page 11 of 18

Question Answer Marks

There is no requirement for assessment at this level although it may be

Answers at this level must achieve three things:

First, there will be good sociological knowledge and understanding.

© UCLES 2018 Page 12 of 18

Question Answer Marks

6(a) Explain how feminine identities may be influenced by the media. 9

© UCLES 2018 Page 13 of 18