Cambridge International AS & A Level

SOCIOLOGY 9699/22
Paper 2 The Family February/March 2022
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 February/March 2022 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 14 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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Some of the questions are marked holistically using levels of response mark schemes. When marking
holistically, the marks awarded for an answer are usually based on a judgement of the overall quality
of the response.

For holistic marking, inevitably, the mark scheme cannot cover all responses that candidates may
make for all of the questions. In some cases, candidates may make some responses which the mark
scheme has not predicted. These answers should nevertheless be credited according to their quality.

Question Answer Marks

1 Describe two ways grandparents may provide benefits for the family. 4

Indicative content
• Provide free childcare for dual working parents (‘Grandparent army’).
• Enriched socialisation of grandchildren/teaching norms and values.
• Take on a parenting role to absent parents (e.g. China’s ‘left behind’
children).
• Financial/economic – support towards grandchildren’s upbringing e.g.
buying clothes, paying for education, buying food etc.
• Play a key role in listening to grandchildren/grandchildren more able to
share problems with them than their parents/act as emotional support.
• Act as a bridge to the past imparting history, culture and knowledge to
grandchildren/Act as a wise source of knowledge to grandchildren.
• Passing down skills to grandchildren.
• Any other appropriate response.
For each benefit, up to 2 marks are available:

1 mark for identifying a way/benefit.

1 mark for describing how the way benefits the family.
(2 × 2 marks)

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Question Answer Marks

2(a) Explain two ways that girls experience family life differently to boys, 8
according to feminists.

Indicative content
• Girls experience stricter controls over freedom than boys.
• Experience different socialisation based on gendered norms of
femininity/gendered expectations (Oakley, Fine) e.g. language used
towards them, toys given, clothes dressed in etc.
• Girls are more at risk of sexual violence and abuse than boys.
• Poorer families tend to invest fewer resources in activities for girls
(McHale et al).
• Girls are socialised into the expressive role, boys the instrumental.
• Any other appropriate response.
For this question, use of sociological material is likely to be demonstrated
through references to feminist sociologists e.g. Oakley, McRobbie, Greer and
concepts such as patriarchy, canalisation, gendered norms, gender
socialisation, toxic masculinity etc.

Reward a maximum of two ways. Up to 4 marks are available for each way.
1 mark for making a point / giving a way (e.g. girls experience stricter social
controls than boys).
1 mark for explaining that point (e.g. parents see girls as in greater need of
protection from the outside world)
1 mark for selecting relevant sociological material (e.g. McRobbie)
1 mark for explaining how the material supports the point (e.g. consequently
when they reach adolescence they subsequently spend more time in the
home than boys)
(2 × 4 marks)

2(b) Explain two strengths of radical feminist views of the family. 6

Indicative content

Strengths:
• Has raised awareness of the issue of domestic violence.
• Highlights the inequalities of power that take place within the family due
to patriarchy/recognises patriarchy as the main source of female
oppression.
• Has challenged traditional views held of gender and has highlighted some
important features of female oppression.
• Recognises that changes in law/policies is not enough and that
underlying patriarchal ideology needs eradicating.
• Any other appropriate strength.

Reward a maximum of two strengths. Up to 3 marks are available for each

strength.
1 mark for identifying a strength of radical feminism (e.g. has raised
awareness of the issue of domestic violence).
1 mark for describing why radical feminism has this strength (e.g. they
recognise the role of violence in maintaining male power in the home).
1 mark for explaining why it is a strength (e.g. this led to important policy
changes in addressing problems such as domestic violence).
(2 × 3 marks)

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Question Answer Marks

3(a) ‘The main role of the family is to serve the needs of capitalism.’ 10

Explain this view.

Indicative content
Supporting reasons might include:
• Ideological state apparatus – the family enforces a set of beliefs and
values that benefit capitalism/creates false class consciousness.
• Unit of consumption – purchasing products to fulfil the family’s needs,
ensures profit is created.
• Wife as a ‘safety valve’ – absorbs the stresses and frustration of the
breadwinner to ensure they return to work/does not rise up against
employers.
• Monogamous marriage – ensures ownership of the means of production
is passed on to rightful male heir/serves owners of the means of
production
• Reproduction of the labour force – the family produces and socialises
future workers/replaces retired or dead workers.
• Paying taxes for health and educations systems to ensure fit &
healthy/trained workforce.
• Any other appropriate point.

Levels of response
Level 3: 8–10 marks
• Good knowledge and understanding of the view that the main role of the
family is to serve the needs of capitalism. 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 the main role of the
family is to serve the needs of capitalism. 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 fully focused on the question or its
relevance is not made clear.

Level 1: 1–3 marks

• Limited knowledge and understanding of the view that the main role of
the family is to serve the needs of capitalism. The response contains one
relevant but undeveloped point and one (or more) point/s related to the
general topic rather than the specific question.
• Any supporting material selected will lack focus on the specific question.

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

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Question Answer Marks

3(b) ‘The main role of the family is to serve the needs of capitalism.' 6

Using sociological material, give one argument against this view.

Indicative content
Arguments might include
• Family performs functional pre-requisites to ensure social harmony /
serves the needs of society (functionalism).
• Family serves the individual's needs whereby roles are negotiated
(postmodernism).
• Family serves the needs of men/patriarchy through the exploitation of
women (feminism).
• The view that the family serves the needs of capitalism is economically
deterministic.
• Families may actively oppose capitalism.
• Growth of dysfunctional/welfare dependent families not serving capitalism
(New Right)
• Any other relevant argument.

Levels of response
Level 3: 5–6 marks
• One clear and developed argument against the view that the main role of
the family is to serve the needs of capitalism.
• Sociological material, such as concepts, theories and evidence, will be
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 the view that the main role of
the family is to serve the needs of capitalism.
• The material selected is appropriate but not fully focused on the question.
Sociological evidence will be used but its relevance to the argument may
not be made clear.

Level 1: 1–2 marks

• One point disagreeing with the view that the main role of the family is to
serve the needs of capitalism, which is undeveloped or lacking clarity.
• Any material selected will lack 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 conjugal roles are equally shared between men 26
and women today.

Indicative content
In support of the view Against the view

Points • Evidence of more equal • Evidence of inequality in

sharing of housework, housework/childcare /
childcare, power in the emotion work/power/
family /growth in decision making.
symmetrical family. • Evidence of women
• Changes in the lives of taking on greater burden
women have led to in the home.
greater equality/March of • Radical feminism –
progress view. existence of patriarchy
• Impact of the perpetuates inequalities.
commercialisation of • Functionalism –
housework – men now gendered roles are
taking on more of the biologically
domestic role. determined/women
• Changes in masculinity – belong in the home as it
men now more active in is their natural role.
taking on housework • Some religions/cultures
/childcare. encourage traditional
• Segregated roles does gender roles.
not necessarily mean • Women unconsciously
unequal roles. view housework as the
• Decline in traditional norm to be done
patriarchal families has unthinkingly.
led to more equality in • Any other appropriate
conjugal roles. point.
• Any other appropriate
point.

Research Willmott and Young, Oakley, Boulton, Ferri and

evidence Gershuny, Sullivan, British Smith, Hochschild,
Social Attitudes survey, Bott, radical/Marxist feminism,
Silver and Schor, liberal Delphy and Leonard,
feminism, Crompton, Ramos, Dunscombe and Marsden,
functionalism, post Greer
modernism,

Additional New man/father, Gender scripts, dual

concepts joint/integrated conjugal burden/triple shift, patriarchy,
roles, crisis of masculinity, emotion work, domestic
secularisation, violence, motherhood
expressive/instrumental penalty, partnership penalty,
roles, invisible work,
The above content is indicative and other relevant approaches to the question
should be rewarded appropriately.
Use the levels of response marking grids at the end of the mark scheme to
assess Question 4.

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Question Answer Marks

5 Evaluate the view that the nuclear family continues to be the dominant 26
family structure.

Indicative Content
In support of the view Against the view

Points • Nuclear family adapted • Evidence of growth in

to dual earner. family diversity/other
• Basic features of most family forms.
family types still • Decline in the number of
modelled on nuclear traditional nuclear family.
family/building block of • Changes in position of
all family forms/ women has contributed
Universality of the to growth in different
nuclear family. family forms.
• Extent of diversity • Changing patterns of
exaggerated – most marriage and divorce.
people don't live in • It is questionable
alternative family types whether the nuclear
for long. family was ever the
• Some societies continue dominant family form.
to promote the nuclear • Cultural/religious
family e.g. government influences in creating
policies. diversity
• Media often continues to • Any other appropriate
promote the nuclear point.
family.
• Ideal fit needed for
capitalist societies which
continues to thrive.
• Any other appropriate
point.

Research Chester, Somerville, Rapoport & Rapoport,

evidence Murdock, Parsons, postmodernism, liberal
feminism, Holdsworth &
Morgan, Cheal, Giddens,
Allan & Crow, Weeks

Additional Life cycle, neo-conventional Individualism, secularisation,

concepts nuclear family, cereal packet life course/cycle, cohabitation
family, fit thesis,

The above content is indicative and other relevant approaches to the question
should be rewarded appropriately.

Use the levels of response marking grids at the end of the mark scheme to
assess Question 5.

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Levels of response for Question 4

The maximum mark for Question 4 is 26.

Examiners should award up to 8 marks for AO1, up to 8 marks for AO2, and up to 10 marks for AO3.

Level AO1: Knowledge and Understanding Marks

4 • Good knowledge and understanding of the view that conjugal roles are 7–8
equally shared between men and women today.
• The response contains a range of detailed points with good use of
concepts and theory or research evidence.

3 • Reasonable knowledge and understanding of the view that conjugal roles 5–6
are equally shared between men and women today.
• 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.

2 • Basic knowledge and understanding of the view that conjugal roles are 3–4
equally shared between men and women today.
• The response contains a narrow range of underdeveloped points and
may include basic references to concepts or theories or research
evidence.

1 • Limited knowledge and understanding of the view that conjugal roles are 1–2
equally shared between men and women today.
• The response contains only assertive points or common-sense
observations.

0 • No knowledge and understanding worthy of credit. 0

Level AO2: Interpretation and Application Marks

4 • A range of relevant material is selected, accurately interpreted, well 7–8

developed and consistently applied to answering the question.

3 • A range of relevant material is selected and accurately interpreted but 5–6

lacks either some development or clear application to the question.

2 • Some material is selected and accurately interpreted but it has limited 3–4
development or is not applied to the question.

1 • There is some attempt to apply sociological material but this is limited, 1–2
inaccurate or lacks relevance to the specific question.

0 • No interpretation and application worthy of credit. 0

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Level AO3: Analysis and Evaluation Marks

5 • Very good analysis/evaluation of the view that conjugal roles are equally 9–10
shared between men and women today.
• The evaluation is clear, explicit and sustained.

4 • Good analysis/evaluation of the view that conjugal roles are equally 7–8
shared between men and women today.
• The evaluation is explicit and direct but not sustained or relies on a more
descriptive account of evidence and arguments suggesting that conjugal
roles are not equally shared between men and women.

3 • Some analysis/evaluation of the view that conjugal roles are equally 5–6
shared between men and women today.
• There is juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points suggesting that
conjugal roles are not equally shared between men and women.

2 • Basic analysis/evaluation of the view that conjugal roles are equally 3–4
shared between men and women today.
• There is an attempt to consider more than one side of the debate or one
simple point suggesting that conjugal roles are not equally shared
between men and women.

1 • Limited analysis/evaluation of the view that conjugal roles are equally 1–2
shared between men and women today.
• Any analysis or evaluation is incidental, confused or simply assertive.

0 • No analysis and evaluation worthy of credit. 0

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Levels of response for Question 5

The maximum mark for Question 5 is 26.

Examiners should award up to 8 marks for AO1, up to 8 marks for AO2, and up to 10 marks for AO3.

Level AO1: Knowledge and Understanding Marks

4 • Good knowledge and understanding of the view that the nuclear family 7–8
continues to be the dominant family structure.
• The response contains a range of detailed points with good use of
concepts and theory or research evidence.

3 • Reasonable knowledge and understanding of the view that the nuclear 5–6
family continues to be the dominant family structure.
• 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.

2 • Basic knowledge and understanding of the view that the nuclear family 3–4
continues to be the dominant family structure.
• The response contains a narrow range of underdeveloped points and
may include basic references to concepts or theories or research
evidence.

1 • Limited knowledge and understanding of the view that the nuclear family 1–2
continues to be the dominant family structure.
• The response contains only assertive points or common-sense
observations.

0 • No knowledge and understanding worthy of credit. 0

Level AO2: Interpretation and Application Marks

4 • A range of relevant material is selected, accurately interpreted, well 7–8

developed and consistently applied to answering the question.

3 • A range of relevant material is selected and accurately interpreted but 5–6

lacks either some development or clear application to the question.

2 • Some material is selected and accurately interpreted but it lacks either 3–4
development or application to the question.

1 • There is some attempt to apply sociological material but this is limited, 1–2
inaccurate or lacks relevance to the specific question.

0 • No interpretation and application worthy of credit. 0

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Level AO3: Analysis and Evaluation Marks

5 • Very good analysis/evaluation of the view that the nuclear family 9–10
continues to be the dominant family structure.
• The evaluation is clear, explicit and sustained.

4 • Good analysis/evaluation of the view that the nuclear family continues to 7–8
be the dominant family structure.
• The evaluation is explicit and direct but not sustained or relies on a more
descriptive account of evidence and arguments suggesting that the
nuclear family is no longer the dominant family structure.

3 • Some analysis/evaluation of the view that the nuclear family continues to 5–6
be the dominant family structure.
• There is juxtaposition of the dominance and lack of dominance of the
nuclear family without a clear focus on the question or a few simple points
about the nuclear family is no longer the dominant family structure.

2 • Basic analysis/evaluation of the view that the nuclear family continues to 3–4
be the dominant family structure.
• There is an attempt to consider more than one side of the debate or one
simple point about family diversity.

1 • Limited analysis/evaluation of the view that the nuclear family continues 1–2
to be the dominant family structure.
• Any analysis or evaluation is incidental, confused or simply assertive.

0 • No analysis and evaluation worthy of credit. 0

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