S-RECOURSE,38-H,PHASE-1,DHA,Lhr....1 of 26....call.

03-234567800

Cambridge International AS & A Level

SOCIOLOGY9699/02
Paper 2 The Family For examination from 2021

SPECIMEN PAPER 1 hour 30 minutes

You must answer on the enclosed answer booklet.

*0123456789*

You will need: Answer booklet (enclosed)

INSTRUCTIONS
●● Answer four questions in total:
Section A: answer all questions.
Section B: answer either Question 4 or Question 5.
●● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.

INFORMATION
●● The total mark for this paper is 60.
●● The number of marks for each question or part question is shown in brackets [ ].

This document has 2 pages. Blank pages are indicated.

© UCLES 2018 [Turn over

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....1 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....2 of 26....call.03-234567800

Section A

Answer all questions in this section.

1 Describe two functions of the family. [4]

2 (a) Explain two ways in which the family supports capitalism, according to Marxist theory. [8]

(b) Explain two limitations of the Marxist view of the family. [6]

3 ‘Family diversity is positive for society.’

(a) Explain this view. [10]

(b) Using sociological material, give one argument against this view. [6]

Section B

Answer one question in this section.

EITHER

4 Evaluate the view that the nuclear family is universal. [26]

OR

5 Evaluate the contribution of different feminist perspectives to our understanding of the family. [26]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

© UCLES 2018 9699/02/SP/21

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....2 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....3 of 26....call.03-234567800

Cambridge International AS & A Level

SOCIOLOGY 9699/02
Paper 2 The Family For examination from 2021
MARK SCHEME
Maximum Mark: 60

Specimen

This document has 12 pages. Blank pages are indicated.

© UCLES 2018 [Turn over

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....3 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....4 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

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.

© UCLES 2018 Page 2 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....4 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....5 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Using the mark scheme

Some of the questions are marked using a point-based system, awarding marks for specific points
and accumulating a total mark by adding points. 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 functions of the family. 4

Indicative content

•• Socialisation/education – parents teach children the key rules of society.

•• Stabilisation of adult personalities / emotional support – family members
give and receive emotional support.
•• Reproduction – the family reproduce the next generation which is
necessary for society to continue.
•• Regulation of sexual relationships – in most societies there are rules
forbidding sexual activity outside of marriage.
•• Work/production/economic – in some societies, families work together,
with members specialising in certain tasks.
•• Consumption – families purchase and consume goods together which
benefits the economy.
•• Any other appropriate response.

For each function, up to 2 marks are available:

1 mark for identifying a function.
1 mark for describing how the family performs the function or how the function
benefits society.

(2 × 2 marks)

© UCLES 2018 Page 3 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....5 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....6 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

2(a) Explain two ways in which the family supports capitalism, according to 8
Marxist theory.

Indicative content

•• Providing comfort from exploitation.

•• Teaching and reinforcing capitalist ideology.
•• Raising the next generation of workers.
•• Family as a unit of consumption.
•• Women as a reserve army of labour.

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

through references to Marxist concepts, theories and studies.

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. the family provide comfort and
support).

1 mark for explaining that point (e.g. through emotional care and love, the
family soothes the frustration caused by being exploited at work).

1 mark for selecting relevant sociological material (e.g. Zaretsky argues that
the family is a refuge in a brutal society).

1 mark for explaining how the material supports the point. (e.g. Zaretsky is
arguing that the positive things provided by the family support capitalism by
relieving the frustrations of workers so that they can continue going to work).

(2 × 4 marks)

© UCLES 2018 Page 4 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....6 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....7 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

2(b) Explain two limitations of the Marxist view of the family. 6

Indicative content

Limitations:
•• Overly focused on economic explanations.
•• Ignores how capitalism has improved the lives of families.
•• Marxist theory has difficulty explaining the growth in family diversity.
•• It assumes that all families teach capitalist ideology.
•• Any other appropriate limitation.

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

limitation:

1 mark for identifying a limitation of Marxism (e.g. Marxism focuses on how

capitalism is negative for family members).

1 mark for describing why Marxism has this limitation (e.g. it assumes that the
family exists simply to keep workers exploited and oppressed).

1 mark for explaining why it is a limitation (e.g. many workers these days have
more positive lives due to advances associated with capitalism and these
benefits to the family are ignored by Marxism).

(2 × 3 marks)

© UCLES 2018 Page 5 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....7 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....8 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

3(a) ‘Family diversity is positive for society.’ 10

Explain this view.

Indicative content

Supporting reasons might include:

•• Increased tolerance in society.
•• Increased possibility for individuals to choose a family which meets their
individual needs and circumstances.
•• May lead to a reduction in patriarchal society / abusive relationships.
•• Postmodernist views of choice and fluidity.
•• Any other appropriate point.

Levels of response

Level 3: 8–10 marks

•• Good knowledge and understanding of the view that family diversity is
positive for society. 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 family diversity is
positive for society. The response contains one clear and developed point
and one relevant but undeveloped 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 may not be made clear.

Level 1: 1–3 marks

•• Limited knowledge and understanding of the view that family diversity is
positive for society. The response contains one relevant but undeveloped
point and one (or more) points 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.

© UCLES 2018 Page 6 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....8 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....9 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

3(b) ‘Family diversity is positive for society.’ 6

Using sociological material, give one argument against this view.

Indicative content

Arguments might include:

•• New Right perspectives on the consequences of family diversity (e.g.
poor socialisation, increase in crime and welfare dependency).
•• Functionalist view of the benefits of the nuclear family.
•• Undermines value consensus in society.
•• Any other relevant argument.

Levels of response

Level 3: 5–6 marks

•• One clear and developed argument against the view that family diversity
is positive for society.
•• Sociological materials such as concepts, theories and evidence, will be
used to support the argument. The material selected will be 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 family
diversity is positive for society.
•• The material selected may be 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 family diversity is positive for
society, 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.

© UCLES 2018 Page 7 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....9 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....10 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

4 Evaluate the view that the nuclear family is universal. 26

Indicative content

In support
Points Murdock’s cross-cultural study
Parsons and functional fit
Structural convergence
Dominance thesis
In evaluation
Evidence of family diversity
used to question the
universality of the nuclear
family.
Cross-cultural evidence
against the universality of the
nuclear family (e.g. the Nayar,
the Lakker, the Ashanti).

Laslett and Anderson and/or

other historical evidence to
criticise Parsons.
Research Parsons, Murdock, Goode, Stacey, Gough, Keesing,
evidence Skolnick Herndon, Sheeran
Additional Geographic mobility, basic Matrifocal families, female-
concepts and irreducible functions carer core, same-sex families,
new world black families,
families of choice.

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

Or any other relevant point.

Levels of response

Level 5: 22–26 marks

•• Very good knowledge and understanding of the view that the nuclear
family is universal. 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 the
nuclear family is universal.

Level 4: 17–21 marks

•• Good knowledge and understanding of the view that the nuclear family
is universal. The response contains a range of detailed points with good
use of concepts and theory or 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 the nuclear family is universal.
The evaluation may be explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting that the
nuclear family is not universal.

© UCLES 2018 Page 8 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....10 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....11 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

4 Level 3: 11–16 marks
•• Reasonable knowledge and understanding of the view that the nuclear
family is universal. 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 the nuclear family is universal.
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 the nuclear family is not universal.

Level 2: 6–10 marks

•• Basic knowledge and understanding of the view that the nuclear family
is universal. 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.

Level 1: 1–5 marks

•• Limited knowledge and understanding of the view that the nuclear family
is universal. The response contains only assertive points or common
sense observations.
•• There is little or no application of sociological material.
•• Little or no attempt at analysis or evaluation.

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

© UCLES 2018 Page 9 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....11 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....12 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

5 Evaluate the contribution of different feminist perspectives to our 26
understanding of the family.

Indicative content

In support In evaluation
Points Liberal feminism and Evaluation may draw out
discrimination / equal rights / key differences between the
gender roles. different feminist theories.

Marxist feminism and Functionalist criticisms of

ideological conditioning /
reproduction of labour.
Radical feminism and
patriarchy.
Liberal and Marxist feminism.
Black feminism as a criticism
of Liberal feminism – e.g.
focussed on the experiences
and priorities of white women.

Critique of radical feminism

as focussing only on a
negative view of family and
relationships.

Research Somerville, Benston, Ansley,
evidence Cooper, Feeley, Delphy and
Leonard, Greer
Additional The production of labour
concepts power, familiar exploitation,
capitalism, ideology,
inequality, division of labour.
Evidence of changing
relationships between men
and women, with men taking
a more active and caring
domestic role.
Abbott, Bryson
Stabilisation of adult
personalities, expressive and
instrumental role, new man.

Levels of response

Level 5: 22–26 marks

•• Very good knowledge and understanding of the contribution of two or
more different feminist perspectives to our understanding of the family.
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 contribution of
different feminist perspectives to our understanding of the family.

© UCLES 2018 Page 10 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....12 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....13 of 26....call.03-234567800
9699/02 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

5 Level 4: 17–21 marks
•• Good knowledge and understanding of the contribution of two or more
different feminist perspectives to our understanding of the family. 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 contribution of different feminist
perspectives to our understanding of the family. The evaluation may be
explicit and direct but not sustained or a more descriptive account of
evidence and arguments that contradict feminist perspectives.

Level 3: 11–16 marks

•• Reasonable knowledge and understanding of the contribution of the one
or more feminist perspectives to our understanding of the family. 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 contribution of different feminist
perspectives to our understanding of the family. The evaluation may be a
simple juxtaposition of alternative theoretical perspectives on the family
which is not clearly focused on the question or a few simple points about
the limitations of feminism generally.

Level 2: 6–10 marks

•• Basic knowledge and understanding of the contribution of one or more
feminist perspectives to our understanding of the family. 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.

Level 1: 1–5 marks

•• Limited knowledge and understanding of the contribution of one or more
feminist perspectives to our understanding of the family. 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.

© UCLES 2018 Page 11 of 12

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....13 of 26....call.03-234567569
S-RECOURSE,38-H,PHASE-1,DHA,Lhr....14 of 26....call.03-234567800

Specimen Paper Answers

Paper 2 – The Family
Cambridge International AS & A Level
Sociology 9699
For examination from 2021

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....14 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....15 of 26....call.03-234567800

Contents

Introduction .......................................................................................................................... 4
Assessment overview .......................................................................................................... 5
Section A ............................................................................................................................. 6
Section B ........................................................................................................................... 11

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....15 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....16 of 26....call.03-234567800

Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge International AS & A
Level Sociology for examination from 2021. In this booklet, we have provided high grade answers for Section
A, questions 1, 2 and 3, and Section B, question 5.
Each response is accompanied by a brief commentary explaining the strengths and weaknesses of the
answers. Comments are given to indicate where and why marks were awarded, and how additional marks
could have been obtained. In this way, it is possible to understand what candidates have done to gain their
marks and how they could improve.
The mark schemes for the specimen papers are available to download from the School Support Hub at
www.cambridgeinternational.org/support

9699 Sociology 2021 Specimen Paper 02

9699 Sociology 2021 Specimen Paper Mark Scheme 02

Past exam resources and other teaching and learning resources are available on the School Support Hub
www.cambridgeinternational.org/support

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....16 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....17 of 26....call.03-234567800

Assessment overview

Assessment objectives as a percentage of Paper 2

AO1 Knowledge and understanding 40%
AO2 Interpretation and application 30%
AO3 Analysis and evaluation 30%

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....17 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....18 of 26....call.03-234567800

Section A
Question 1
1 Describe two functions of the family [4]

Specimen answer

One function of the family is primary socialisation. The family is the first place where

children learn the norms and values of society from their parents.

Another function of the family is the stabilisation of adult personalities. The family

provides emotional support and a place where adults can act out childish elements of

their own personalities while playing with children.

Mark awarded = 4 out of 4

Examiner comment
The candidate provides two different functions of the family (primary socialisation and stabilisation of adult
personalities), both of which are clear and have been explained well demonstrating AO1 to earn full marks.

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....18 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....19 of 26....call.03-234567800

Question 2(a)
2 (a) Explain two ways in which the family supports capitalism, according to Marxist theory.
[8]

Specimen answer

One way the family supports capitalism is by performing an ideological function. This

means the family teaches beliefs and attitudes that support capitalism. Cooper argues

that within the family children are taught to submit to authority – by learning to

obey their parents they are trained to be part of the obedient workforce that

capitalism requires.

Another way in which the family supports capitalism is through providing comfort

and support. The family is a safe haven which soothes the frustration of being

exploited in the capitalist workplace. Ansley describes the family as a ‘safety valve’ as

the wife will absorb the frustration of her exploited husband meaning that his

frustration is not turned against the system and so capitalism is not threatened.

Mark awarded = 8 out of 8

Examiner comment
This answer is laid out in a clear and structured way. The candidate provides two different and well explained
ways the family supports capitalism using relevant Marxist material demonstrating AO1 and applying it
appropriately (AO2). In each response the candidate clearly:
• makes a point by identifying a way in the opening sentence, e.g. “performing an ideological
function…” and “providing comfort and support…”
• explains the point identified, e.g. “This means the family…”
• supports the point made with relevant and correct sociological material, e.g. Cooper / Ansley
• brings the response back to the point made by explaining how the sociological material supports the
point / way identified in the opening sentence. This demonstrates application of relevant material to
answering the question (AO2).
Therefore the candidate has, for each response, fulfilled the four elements laid out in the mark scheme twice.
This response is awarded full marks.

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....19 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....20 of 26....call.03-234567800

Question 2(b)
2 (b) Explain two limitations of the Marxist view of the family. [6]

Specimen answer

One limitation of the Marxist view of the family is that it ignores the positive aspects

of the family. Marxists focus on the fact that the family controls the ideas of workers

to make them accept their oppression. According to functionalists, this does not take

in to account the benefits that the family offers to its members and society. The

family provides positive functions such as providing economic support for its

members.

Another limitation of the Marxist view of the family is that it is unable to account for

family diversity. Marxists argue that the family exists simply to support capitalism.

However, sociologists recognise that there are lots of different types of families and

family structures and this diversity is growing. It is hard to explain this growing

diversity if the family is there simply to perform one function.

Mark awarded = 6 out of 6

Examiner comment
The candidate provides two clear (“One limitation…” / “Another limitation…”) and accurate limitations of
Marxist views of the family, well laid out and structured in a way that reflects the mark scheme. For example
in the first response, the candidate:
• explicitly identifies the limitation (“ignores the positive aspect of the family…”), AO1 (1 mark)
• explains why the theory has this limitation (“Marxists focus on the fact…”), AO3 (1 mark)
• explains why this is a limitation by applying a functionalist perspective to illustrate how Marxism
ignores the positive aspect of the family, AO3 (1 mark).
The candidate repeats this approach in the second response to achieve full marks.

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....20 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....21 of 26....call.03-234567800

Question 3(a)
3 ‘Family diversity is positive for society’.
(a) Explain this view. [10]

Specimen answer

One way in which family diversity is positive for society is that it provides individuals

with greater freedom and choice. Family diversity means individuals are able to

choose from a range of different ways of living. Without one dominant family type,

there is the opportunity to have greater freedom due to the fragmented range of

structures. For example, individuals can choose whether to marry or have children.

Beck and Beck-Gernsheim argue that we are now able to live in ‘families of choice’ or

‘negotiated families’. One example may be cohabiting couples who choose to live

together but without being married. Another example is friends of parents being

considered as aunties or uncles despite having no blood relation. Choice and freedom

are key elements of postmodern society and postmodernists see these as vital in a

society based on individualism.

Another way in which family diversity is positive for society is that it increases

tolerance and encourages people to be accepting of different ways of living. Exposure

to new ideas makes people question traditional ways of thinking and so exposure to

family diversity means that people no longer see the traditional nuclear family as the

only ‘right’ type of family. Roseneil describes how the ‘heteronorm’ – the belief that

relationships between heterosexual couples are the normal form for intimate

relationships to take – is breaking down in many societies due to the increase in gay

and lesbian families.

Mark awarded = 10 out of 10

Examiner comment
In this response the candidate provides two different points (reflected in the mark scheme) to explain the
statement (greater freedom and choice / increases tolerance and acceptance of different ways of living).
These two points are clear, developed (including examples to illustrate) and supported with relevant
sociological material such as sociologists (Beck and Beck Gernsheim / Roseneil) and concepts (‘negotiated
families’ / heteronorm’) demonstrating AO1.
This material is appropriate and focused on the question, with the candidate making its relevance clear by
linking back to the issue of diversity being positive for society, demonstrated in the final sentence of each
response (AO2).

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....21 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....22 of 26....call.03-234567800

Question 3(b)
3 ‘Family diversity is positive for society’.
(b) Using sociological material, give one argument against this view. [6]

Specimen answer

New Right theorists argue that family diversity is not positive for society because the

traditional nuclear family is the best family structure for society, and that other

structures, particularly lone-parent families, lead to poor socialisation and welfare

dependency. New Right theorists argue that lone-parent families are unable to

adequately socialise children as they lack a male parental figure and so children grow

up without discipline and clear moral guidance. This, they argue, leads to delinquency

and criminality. Similarly, as they lack a male wage earner, single parent families are

often reliant on financial support from the state. Children grow up in families

without a wage earner and see welfare dependency as normal. Charles Murray argues

that state support for lone-parent families through welfare benefits has resulted in

an ‘underclass’ which poses a threat to society through rising crime and welfare

spending.

Mark awarded = 6 out of 6

Examiner comment
The response provides a very detailed and focused argument against the statement that family diversity is
positive for society, by arguing that it could “lead to poor socialisation and welfare dependency”, explicitly
basing the argument around the New Right perspective, and demonstrating a very solid grasp of relevant
sociological material.
The response begins by stating why diversity is not positive for society, then develops this through a
thorough explanation of the point made by examining the negative impact on society of lone parents in
particular (as an example of family diversity), e.g. criminality, state financial support, referring to sociologist
Murray and concepts such as ‘underclass’ to support the argument (AO2 and AO3).

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....22 of 26....call.03-234567569
S-RECOURSE,38-H,PHASE-1,DHA,Lhr....23 of 26....call.03-234567800

Section B
Question 5
5 Evaluate the contribution of different feminist perspectives to our understanding of the
family. [26]

Specimen answer

Feminists argue that the family oppresses women. There are a range of different

feminist views, but all agree that there is gender inequality in society and that this is

also present in the family. Different feminist views focus on different ways in which

women face oppression in the family, liberal feminists look to campaign for equal

rights, Marxist feminists argue capitalism oppresses women and radical feminists see

the family as the root of women’s oppression.

Liberal feminists believe that a change is possible both in society and the family. Their

view is that for women to have a better position in both society and the family,

women need to campaign for changes to attitudes and to the law. Liberal feminists

note that there have been improvements for women for example in employment

where legislation such as the Sex Discrimination Act has meant women have better

opportunities in society. With these better opportunities, liberal feminists suggest that

women can improve their position in the family. Like the march of progress theory of

Young and Wilmott, liberal feminists suggest that although there is not equality in

the family there has been progress. Evidence for this is that men are taking on more

domestic labour and childcare duties.

However, the view of liberal feminists would be criticised by black feminists, in their

view the progress made by women is often confined to white, middle-class women.

Black feminists suggest that rather than the family being a site of oppression for

women it can actually be a haven against the racism of wider society. Black feminists

note that the experience of black women in society is often very different to other

women and that there cannot be one version of feminism that explains women’s

experience of the family.

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....23 of 26....call.03-234567569
S-RECOURSE,38-H,PHASE-1,DHA,Lhr....24 of 26....call.03-234567800

Specimen answer, continued

Marxist feminists take a different view of the family. Like the Marxist view of society,

Marxist feminists look at the role of capitalism in oppressing women. Marxist

feminists argue that the family helps to maintain capitalism in several ways. Firstly,

women in the family perform unpaid domestic labour and so support the labour force

who serve capitalism by selling their labour. Additionally, women in the family relieve

the frustration of exploited men. Ansley describes how after a hard day at work a

man will return to his family and the woman will help relieve his anger and

frustration and prepare him for another day at work. Finally,

women also act as reserve army of labour. This means women are available to work

of the capitalist system, as and when it requires them. An example was seen during

the war when men were away fighting women worked but returned to the domestic

role when no longer needed. For Marxists feminists, the only way for women to

escape from the oppression of the family is through a socialist revolution to abolish

capitalism.

The Marxist feminist view of the family has been criticised by functionalists who see it

as overly negative. Parsons would agree with Ansley that the family helps men to be

productive members of the workforce. However, where Ansley sees this in negative

terms through male dominance and even domestic violence, Parsons argues that this

is through the ‘stabilisation of adult personalities’ - a positive process through which

women emotionally support men with love and empathy. Overall functionalists would

argue that the family does not simply benefit capitalism but benefits family members

too.

Radical feminists see the major division in society as that between men and women.

For radical feminists the family is a key institution of the patriarchal society. Men

benefit from the domestic work carried out by women and the sexual satisfaction

they gain from their wives. The services women perform for their husbands are key

to women’s oppression according to radical feminists. They see that the only way

women can escape their oppression is to escape from the family. Greer, for example,

has pointed out that single women are generally happier than married women.

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....24 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....25 of 26....call.03-234567800

Specimen answer, continued

A common criticism of radical feminism is that it exaggerates the exploitation of

women in the family. Somerville, for example, argues that most women value their

relationships with men and that the bulk of male-female relationships are based on

mutual love and respect rather than exploitation. Radical feminists also ignore that

many women see family and motherhood as fulfilling and rewarding.

Overall, there are a range of different feminist views and they differ in their views of

the inequalities that women face and the solutions they propose for gender equality.

However, the key contribution of all feminist approaches has been to highlight forms

of patriarchy and oppression experienced by women and to add a counterweight to

the ‘malestream’ theories that have otherwise dominated in sociology.

Mark awarded = 24 out of 26

Examiner comment
What the candidate does well is to discuss in detail and evaluate a range of feminist perspectives (AO1)
rather than simply provide a discussion of feminism in general. These different perspectives have then been
compared and contrasted against each other; discussing a contrasting perspective (e.g. black feminism) to
highlight and demonstrate the limitations of another perspective, e.g. liberal feminism (AO3). Also the
candidate has focused on the context in the question – family, examining the characteristics of these feminist
perspectives in relation to the family – where they have discussed society, this has been brought back to the
context of the family very well and was made relevant (AO2). For example, when discussing liberal feminism,
the response focuses on society and laws, and then its relevance is made clear by bringing the discussion
into its impact on the family.
The response begins and ends by recognising what the various feminist perspectives share in relation to our
understanding of the family; gender inequality, patriarchy and oppression. The various perspectives are then
examined and their differences recognised. The candidate does this in a way that recognises what the
perspective has highlighted and contributed to our understanding of the family, and then recognises what it
lacks by comparing to another perspective. The candidate does this in a structured and well laid out way,
using paragraphs to distinguish the points made.
Furthermore, the response brings in the non-feminist perspective of functionalism to evaluate the Marxist
feminist perspective. This demonstrates a wider understanding and illustrates how this response does not
have to be confined to just applying contrasting feminist perspectives to evaluate (AO3).
The response has plenty of AO1 through sociological theories/perspectives and sociologists, with a few
concepts used to sociologically support the point being made. Overall this response has very good use of
concepts and theory/research evidence (mark scheme L5).

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....25 of 26....call.03-234567569
 S-RECOURSE,38-H,PHASE-1,DHA,Lhr....26 of 26....call.03-234567800

How the candidate could have improved the answer

This is an excellent response in which the candidate has examined several feminist perspectives in-depth,
discussing what they highlight in relation to our understanding of the family, and illustrating their limitations
through the comparison of a different feminist perspective. To improve the response (this applies to all essay
type responses on this unit), the candidate could have explicitly brought the point made back to the context
of the question. For example “…what this perspective therefore contributes to our understanding of the
family is…”. This contributes to AO2 by explicitly making clear the relevance of the point made and so
explicitly answering the question.

Common mistakes (Paper 2)

• Candidates do not answer the question fully, for example by not providing the required number of
responses in question 1. In question 2b, this could be that the question asks for one strength and one
limitation, however the candidate provides two strengths. This means the candidate can only be awarded
marks for one strength and consequently drops marks for not providing a limitation. In question 4 and
question 5 this could be not providing an evaluation and just providing a one-sided response.
• Candidates do not support points made with sociological evidence; such as theories, concepts and
research.
• Candidates miscalculate the time needed to answer a question, i.e. spending too long answering the
shorter questions which results in them not having enough time to complete the essays.
• Candidates write unnecessary introductions within essay responses that do not add anything to the
response but take time to write. Candidates should rather get straight into answering the question. The
introduction provided in the specimen answer to question 5, above, gets straight into answering the
question by stating what these perspectives share in common.

S-RECOURSE,38-H,PHASE-1,DHA,Lhr....26 of 26....call.03-234567569