AS SOCIOLOGY 7191/2

AS SOCIOLOGY 7191/2 Paper 2 Research Methods and Topics in Sociology Mark scheme June 2024 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark scheme are available from Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2024 AQA and its licensors. All rights reserved. Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. Section A Research Methods Qu Marking guidance Total marks 01 Outline two characteristics of field experiments in sociological research. Two marks for each of two characteristics clearly outlined or one mark for each appropriate characteristic partially outlined. Answers may include: • take place in the real world (1 mark); as opposed to an artificial setting (+1 mark) • participants don't know that they are being observed (1 mark); so people behave more normally (+1 mark) • researcher cannot control the independent variables (1 mark); because the experiment is happening as part of normal everyday life (+1 mark) • seen as unethical (1 mark); because participants cannot give informed consent (+1 mark). Other relevant material should be credited. No marks for no relevant points. 4 Qu Marking guidance Total marks 02 Evaluate the advantages of using positivist methods in sociological research. 16 Marks Level descriptors 13−16 Sound, conceptually detailed knowledge of a range of relevant material on some of the advantages of using positivist methods in sociological research. Good understanding of the question and of the presented material. Appropriate material applied accurately to the issues raised by the question. There will be some reasonable evaluation or analysis, eg the extent to which positivist methods allow for comparative analysis. 10−12 Broad or deep, accurate but incomplete knowledge of the advantages of using positivist methods in sociological research. Understands a number of significant aspects of the question; reasonable understanding of the presented material. Application of material is largely explicitly relevant to the question, though some material may be inadequately focused. There will be some limited evaluation or analysis, eg the appropriateness of scientific approaches to the study of society. 7−9 Largely accurate knowledge but limited range and depth, eg a basic account of a few advantages of using positivist methods in sociological research. Understands some aspects of the question; superficial understanding of the presented material. Applying listed material from the general topic area but with limited regard for its relevance to the issues raised by the question or applying a narrow range of more relevant material. Answers are unlikely to have any evaluation but may have some limited analysis within a largely descriptive account. 4−6 Limited undeveloped knowledge, eg two or three insubstantial points about the advantages of positivist methods. Understands only very limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question, eg drifting into examples of methods. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed. 1–3 Very limited knowledge, eg one or two very insubstantial points about time and/or costs or about methods in general. Very little/no understanding of the question and of the presented material. Significant errors, omissions, and/or incoherence in application of material. No analysis or evaluation. 0 No relevant points. Indicative content Concepts and issues such as the following may appear: meaning; scientific method; quantitative data; qualitative data; comparative analysis; macro approach; cause and effect; social facts; subjectivity; objectivity; representativeness; reliability; validity; interpretivism; access; funding; cost: academic credibility. Section B Topic B1 Culture and Identity Qu Marking guidance Total marks 03 Define the term ‘high culture’. Two marks for a satisfactory definition such as: cultural products that are seen to have artistic and/or intellectual merit and enjoyed by an elite minority. One mark for a partial definition such as: an example of high culture. No marks for no/unsatisfactory definition. 2 Qu Marking guidance Total marks 04 Using one example, briefly explain how an individual may attempt to manage the impression others have of them. Two marks for a clearly explained example or one mark for a partially explained example. Answers may include: • through language (1 mark); for example a particular accent or choice of words (+1 mark) • through the clothes they wear (1 mark); for example wearing designer clothes (+1 mark) • Through choice of leisure activities (1 mark); for example the music they listen to (+1 mark). Other relevant material should be credited. No marks for no relevant points. 2 Qu Marking guidance Total marks 05 Outline three factors that may explain gender differences in leisure choices. Two marks for each of three appropriate factors clearly outlined or one mark for each appropriate factor partially outlined. Answers may include: • cultural expectations (1 mark); about what is socially expected in terms of leisure choices for example the kinds of exercise undertaken (+1 mark) • time considerations (1 mark); women may have less leisure time due to other expectations surrounding their role in society (+1 mark) • financial considerations (1 mark); women may have less access to financial resources compared to men and that may restrict their choices (+1 mark) • the lack of opportunities (1 mark); for example more opportunities for boys to play for a football team (+1 mark) • women may be subject to the threat of violence (1 mark); that may limit the places and/or times that women feel safe to pursue leisure activities (+1 mark). Other relevant material should be credited. No marks for no relevant points. 6 Qu Marking guidance Total marks 06 Outline and explain two ways in which agencies of socialisation may socialise individuals into their age identity. 10 Marks Level descriptors 8−10 Answers in this band will show very good knowledge and understanding of two ways in which agencies of socialisation may socialise individuals into their age identity. There will be two applications of relevant material, eg the role of the media in stereotyping age groups; the role of peer groups in reinforcing age-related norms. There will be appropriate analysis, eg the extent that gender interacts with age identity.