Transcript Sociology Revision 3

Sociology Revision 3
Exam tips
 Use items- read, underline, link them to
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your knowledge
Use the item – if you don’t you cant get the
top marks. Check when it should be used
and when not.
Make a brief plan –stick to it & refer back
to it
A-d – start each point on new line
Know the meaning of command words
Command words
 ‘Explain what is meant by’ = define the concept giving
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different words from the question and usually give an
example.
‘Identify’ = show you recognise an argument/ viewpoint
etc and briefly explain it to show you understand it.
‘Explain’= show detailed knowledge and apply it in a
relevant way to the question, you often need to know
‘why’ aswell.
‘Examine’= consider in detail the relevant points
‘using material from item B’= there may be more than
one point to use.
‘Assess’ = requires evaluation of one perspective/ idea
against another and draw a conclusion
How
to
use
an
item
According to some Sociologists children in today’s supposedly child centred
society lead lives that are segregated and controlled., but childhood was not
always like this. Nor is it yet the case for many children in the Third world.
For example, Aries describes a medieval world in which, if children were not
actually the equals of adults, they nevertheless mixed freely with adults in
both work and leisure. Little distinction was drawn between adults and
children.
According to this view however, industrialisation brought major changes to
the position of children. The developments of industrial society meant that
their lives were increasingly confined, disciplined and regulated by adults.
This was done on the grounds that children were innocent, vulnerable and in
of protection from the dangers of adult society.
The result is that in the west today, adults exercise a control over children’s
time, space and bodies that would have been unimaginable to medieval
society. On this view, children today are victims of adult oppression.
Not all sociologists share this view of modern childhood, however. Some
argue that the distinction between childhood and adulthood is once again
becoming blurred, and some even go as far as to argue that childhood is
disappearing.
Using material from Item A and elsewhere,
assess the view that children today are the
victims of adult oppression (20)
 Supposedly child centred What does this mean? In
what ways are we? Examples.
 Differences between western and Third world children?
 What else do you know about Aries’ work? Medieval
world, work and leisure. Why was there little
distinction? What evidence is there for this?
 Why might industrialisation changed children’s
position? Mention laws, policies, new ideas about
children and their rights and needs. Why have they some
to be seen as innocent, vulnerable and in need of
protection? Link this to the march of progress view.
Item cont.
 Give examples of how children are segregated and
controlled …confined, disciplined, and regulated…
and of adults’ control over children’s time , space and
bodies.
 Link the ideas that children are the victims of adult
oppression to the concept of age patriarchy and the
child liberationist view. Why are children in this position
today? Is the control really the same thing as
oppression?
 Not all sociologists share this view … blurred …
disappearing. Us this to introduce contrasting views eg)
Postman. Explain why he thinks the distinction is blurred
or disappearing.
Perspectives on the family
 Functionalist
 Interactionism
 New Right
 Post modernists
 Feminisms
 Radical
 Marxist
 Liberal
Functionalist
 Believe that the family plays an important part in
maintaining social stability by performing vital
functions. Murdock argues that in all societies
the family provides four basic functions.
 These are table satisfaction of the sex drive,
reproduction, socialisation of young and the
satisfaction of economic needs.
 Parsons argues that he modern nuclear family
performs two essential functions; primary
socialisation and stabilisation of adult
personalities.
Interactionists
 Focus on the meaning people give to their
own and other’s actions, including the way
they construct and respond to family life.
Cooper describes cases where individuals
have withdrawn into mental illness rather
than accept the narrow that their families
demand. Berger and Kellner see the family
as an institution that offers scope for
people to achieve fulfilment by creating the
relationships they want.
New Right
 These believe that the ‘traditional’
patriarchal nuclear family with a
breadwinner husband and homemaker
wife in the kind best equipped to be self
reliant rather than depending on the
welfare state. Murray argues that the
welfare provision has created a
dependency culture. However, he has
been strongly criticised by Dean and
Taylor-Gooby
Post modernists
 These argue that the family no longer conforms
to a single type. Stacey believes that it no longer
makes sense to see the nuclear family as the
dominant family structure. Different kinds of
household no co-exist. Family structure is in a
constant state of change and families are
fashioned and refashioned to meet changing
needs.
 Giddens sees these changes as part of a
transformation of intimacy, a move away from
tradition, giving couples much more choice
about personal relationships.
Feminists
 Marixist Fems argue that women’s oppression benefits capitalism.
Bruegal argues that women’s unpaid domestic labour helps to
maintain capitalist exploitation by reproducing the labour force at no
cost to the employer, by servicing the present generation of workers,
and by rearing the next generation of workers. Revolutionary
change and the abolition of the family are needed to end women’s
oppression.
 Liberal fems: Women’s oppression can be gradually overcome
argues this perspective. It can be done through reforms such as
divorce and equal pay and the changing attitudes and socialisation
patterns of males and females. They believe that we are moving
towards greater equality in the family.
 Rad fems: The family oppresses women argue these theorists. Men
benefit from this oppression. They highlight the effects of Patriarchy
, a system where male power over women based on patriarchal
ideology and the threat of violence.
Perspectives on education
 Functionalist
 Marxist
 New Right
 Post modernists
Functionalist
 Believe that education performs functions to maintain
society as a whole. They are argue that education
creates social solidarity. Durkheim argues that
education creates this by integrating individuals in a
shared culture. It also prepares them for their position in
the division of labour by teaching the skills required in
work and industry.
 Parsons identifies socialisation and social integration as
key functions but puts more emphasis on the need for
social selection and role allocation. Schools are
agencies of secondary socialisation that transmit skills
and values.
 Davis and Moore also argue that the system in
Meritocratic, where rewards and selection are based on
ability and effort
Marxist
 These understand education in relation to the workings of the
economy. Bowles and Gintis argues education legitimises and
reproduces social inequality. Schools reproduce a workforce with a
range of skills needed and they make inequality seem natural and
fair.
 They put forward the correspondence principle, and claim there is
hierarchical division of labour, and the myth of meritocracy.
 Willis studied ‘lads’. He stressed the importance of their counter
school culture which they used to resist the dominant ideology but
ironically it ensured they ended up where the system needed them!
 Bourdieu attaches central importance to cultural capital. He claims
that education assumes all pupils have cultural capital but in reality
only the MC possess it. Therefore the wc are eliminated from the
system. It legitmises inequality as it makes it seem that success is
based on individual ability.
New Right
 These believe that education can be
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summarised as
Greater diversity of types of schools
Freedom of choice based on rights of parents as
consumers
Local control of schools without interference
from state
Excellence based on competition.
Chubb and Moe argue that parent power and
community control will make schools more
efficient.
Post modernists
 These argue that society has become so fragmented that the old
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hierarchies have broken down. There are lots of sources of identity and
one is not more important than the other.
Usher and Edwards argue that education is becoming more diverse
and tailored to the needs of particular communities and groups. And no
longer performs functions for society as a whole.
Whitty argues we need to recognise continuity and change in
education. He agrees with Giddens who uses the term late modern to
describe our society. He argues that education continues to legitimise
social inequality but in less obvious ways.
Ball argues that although it appeared that schools had more power, the
NC and league tables etc actually gave new subtler forms of control.
These encourage schools to be selective and concentrate on high
flyers therefore reproducing their advantages.
Walford states that consumer choice acts as a new form of
legitimation, hiding the processes of selection and obscuring the real
reasons for educational failure, blaming bad parenting when its really
social depravity.
Feminists
 These argue that women are still sidelined in
educational issues. There was no big fuss when
boys were doing better than girls!! Through the
hidden curriculum we learnt that girls and boys
are different and in what domain we belong.
MacDonald argues that schools reproduce
patriarchy and schools correspond to gender
divisions in employment. The school hierarchy
mirrors the control of women my male managers
Education Question
 (a) Explain what is meant by ‘legitimation’ (Item A line
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7)(2)
(b) Identify two criticisms of the Marxist view of the role
of education (4) (Item A)
(c ) Suggest three functions that the education system
may perform apart from those referred to in Item A. (6)
(d) Identify and briefly explain two ways in which the
education system mirrors the world of work.(8)
(e) Examine the ways in which educational policies
reproduce social inequalities. (20)
(f) Using material from Item B and elsewhere, assess
explanations of differences between males and females
in education. (20)
Examiners comments
 (a) Correct – a good clear explanation of
legitimation. The second sentence is of
course what the ‘myth of meritocracy’
argues – that education fosters the myth
that no everyone has an equal chance of
success, so if they fail its their own fault,
not that of the capitalist system.
 (b) Two criticisms accurately identified.
Examiners comments cont
 (c )Correct – 3 relevant functions, all from a functionalist
perspective. Note that you don’t have to adopt a
functionalist approach, you could include non
functionalist functions such a a baby sitting service and
that education is a form of social control by keeping
young people off the streets where they might
misbehave.
 (d) Both are correct and explained clearly and
accurately. As the second paragraph indicates, B&G are
a good source for this answer . You could use other
aspects of their correspondence principle here. EG)
there are similarities that offer extrinsic rather than
intrinsic satisfaction, both produce alienation and involve
competition between individuals.
cont
 (e)A very thorough and detailed knowledge of a
range of policies and how they help produce
inequalities. The answer focuses on the three
most important policies since WW2- tripartite
system, comprehensives and marketisationshowing how they have in general led to wc kids
ending up with fewer qualifications and a future
in manual work. The answer uses Marxism and
Functionalism to give a theoretical context.
Finally it introduces evaluation by noting that
some policies in fact reduce social inequality.
Cont!
 (f) The question is about gender differences in
education, which includes not just achievement but also
other issues such as subject choice.The answer takes
up both these topics showing a range of detailed
knowledge. On achievement the answer is well
organised in terms of factors inside school and outside
school. Note the answer focuses on explaining the
changes that have occurred and avoids using old
material about why boys used to be better. On subject
choice several explanations are considered. Although
the main focus in the answer is on girls, it also deals with
boys. The item is used and there is good analysis and
evaluation of possible explanations, which are spelt out,
developed and linked where appropriate.
Family Question
 (a) Explain what is meant by household (item B, line 10)
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(2)
(b) Suggest two other features of the typical ‘cereal
packet family’ apart from those described by Oakley
(item B lines 1-3) (4)
(c ) Suggest three government economic or social
policies which might influence the structure of the family
or the roles and relationships of its members (item a
lines 3-5) (6)
(d) Identify and briefly describe two ways in which the
family might be ‘shaped by the needs of capitalism’ (Item
A lines 7-8) (8)
(e) Examine the effects of urbanisation and
industrialisation on the family and household structure
(20)
(f) Using material from Item B and elsewhere assess
sociological contributions to an understanding of the
diversity of family forms found in society today. (20)
Examiners Comments
 (a) A good explanation. You could add that one
person living alone is also a household.
 (b) More than two features are given. All
appropriate.
 (c ) All 3 are suitable, as are many others like
taxation policies, education policies etc
 (d) The answer identifies and clearly describes 2
appropriate ways. Both come from a Marxist
perspectives – the one most closely associated
with the idea that the family serves the interest
of capitalism.
Examiners comments (e)
 This is a well organised answer that takes us through a
number of possible effects. It focuses on
industrialisation, but also looks briefly at the impact of
urbanisation (and suburbanisation).It covers both family
structures, through the debate with Parsons and
household structures through Laslett. Also important is
what it doesn’t do. In a question of this kind, its essential
to avoid going off into a long account of the symmetrical
family. Instead this answer uses the really relevant part
of Young & Willmott’s work – the stage 2 extended
family, not the stage 3 symmetrical one. This answer
shows a good knowledge of studies, clear analysis of the
different views and evaluation through debate with
Parsons, and gives a good conclusion to round it off.
Examiners comments (f)
 This answer uses the item very effectively to
illustrate the idea of the conventional family and
the types and extent of diversity. It outlines a
range of contributions , such as functionalist,
feminist, Marxists, pluralist, new right and post –
modernist. It evaluates the contribution of some
of these approaches in terms of how far they
help us to understand particular trends or are
backed up by evidence. Finally there is a brief
but relevant conclusion.