Cambridge International AS & A Level

SOCIOLOGY 9699/21
Paper 2 The Family May/June 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 May/June 2022 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components,
and some Cambridge O Level components.

This document consists of 16 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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Question Answer Marks

1 Describe two ways motherhood has changed. 4

Indicative content
 Motherhood less likely to be seen as a woman's primary status/primary
ambition/fewer social pressures for women to become mothers.
 Motherhood is increasingly burdened with wage earning/triple shift/dual
shift.
 Likely to have fewer children - motherhood is more 'intensive'/child-
centred.
 Increase in mothers choosing to raise children alone – as women
become increasingly financially independent, they don’t need to be in a
relationship with the father of the child.
 Motherhood no longer considered solely in terms of caregiver/Less
stigma attached to them having to fulfil traditional domestic duties
 Some women see motherhood as an oppressive ideology/actively avoid
motherhood.
 Mothers increasingly adopting roles/activities traditionally viewed as that
of the father/blurring distinction between motherhood and fatherhood.
 Increase in female same sex families with children – motherhood could
be carried out by ‘two mothers’.
 Motherhood on average occurs later in the woman’s life – women are
prioritising education/career before starting a family/having children.
 Traditional expressive role of motherhood increasingly adopted by the
father/ Increased sharing of childcare with fathers.
 Less stigma attached to having to be married to have children.
 Mothers are increasingly holding down their career alongside
performing duties traditionally expected of a mother.
 Technological advances mean motherhood can be achieved through
non-traditional man/woman conception
 Women increasingly in control of whether to become mothers - greater
accessibility of contraception means they have more control over their
bodies.
 Any other appropriate way.

Reward a maximum of two ways. For each way, up to 2 marks are

available:
1 mark for identifying a way.
1 mark for describing how the way shows motherhood has changed.

(2  2 marks)

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Question Answer Marks

2(a) Explain two ways the role of women in the family supports capitalism. 8

Indicative content
 Act as a sponge/safety valve - absorbs the man's frustration of
powerlessness in the workplace ensuring he is fit for work.
 Socialise children into future obedient workers.
 Reproduce next generation to replace dead/retired workers.
 Wives/mothers in employment/dual earner families/reserve army of
labour - becomes an additional worker for the capitalists/cheap
temporary workers in the absence of husband/fathers in the workplace.
 Contributes economically through consumerism/buying goods to meet
family's needs.
 Provides unpaid domestic labour/childcare enabling the men to stay at
work longer/can focus their energy on the workplace.
 Any other appropriate way.

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

through references to Marxist feminist sociologists, e.g. Benston, Ansley
and concepts such ruling class ideology, ISA 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. women in the family act as a
sponge).

1 mark for explaining that point (e.g. women absorb the man's anger and
frustration brought home from their day at work).

1 mark for selecting relevant sociological material (e.g. Ansley).

1 mark for explaining how the material supports the point (e.g. sees women
as absorbing the anger that would otherwise be directed at capitalism due to
the male worker suffering a sense of alienation and exploitation at work).

(2  4 marks)

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Question Answer Marks

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

Indicative content
Limitations
 Outdated/less relevant today - traditional gender roles are becoming
less common/many women are taking on the role of breadwinner and
men are taking a more active role in childcare.
 Too deterministic - Ignores the diversity of women's experiences within
the family/assumes all women’s lives within the family are determined
capitalism and patriarchy.
 Assumes women are passive victims of capitalism – women can be
active agents in rejecting expectations placed on them by
capitalism/some women actively embrace capitalism and pursue
materialism, improved class status etc.
 Patriarchy is common in non-capitalist societies.
 Ignores the many benefits women gain from the family/ignores the
satisfaction some women get from performing the caring/domestic
roles.
 Any other appropriate limitation.

Reward a maximum of two limitations. For each limitation, up to 3 marks

are available:

1 mark for identifying a limitation of Marxist feminism (e.g. less relevant

today).

1 mark for describing why Marxist feminism has this limitation (e.g. focuses
on the traditional nuclear family type consisting of male worker and female
carer).

1 mark for explaining why it is a limitation (e.g. due to changing expectations

of women and social policies, women are less likely to be taking on the
traditional family role of caregiver/home carer assumed by Marxist
feminism).

(2  3 marks)

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Question Answer Marks

3(a) ‘Changes in social policy are the main reason for an increase in 10
divorce.’

Explain this view.

Indicative content
 Divorce legislation, e.g. 1969 Divorce Reform act – making divorce
more accessible to women – led to more women seeking divorce.
 Equality legislation, e.g. Equal Pay act sex discrimination act/equality
act 2010 – women have increasingly created their own financial
independence to survive leaving a marriage/divorcing their husband.
 Welfare legislation – New Right argue lone mothers don’t need to rely
on financial support of men as the state will support them and their
children upon divorcing / family tax credit made financial sense for
couples to divorce (could claim more welfare as single claimant).
 Any other appropriate point.

Levels of response

Level 3: 8–10 marks

 Good knowledge and understanding of the view that changes in social
policy are the main reason for an increase in divorce. 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 changes in social
policy are the main reason for an increase in divorce. 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 clearly focused on the question or its
relevance is not made clear.

Level 1: 1–3 marks

 Limited knowledge and understanding of the view that changes in social
policy are the main reason for an increase in divorce. The response
contains one relevant but underdeveloped point and one (or more)
point/s related to the general topic rather than the specific question.
 Any supporting material lacks focus on the specific question.

Level 0: 0 marks
No response worthy of credit.

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Question Answer Marks

3(b) ‘Changes in social policy are the main reason for an increase in 6
divorce.’

Using sociological material, give one argument against this view.

Indicative content
Arguments might include:
 Social policies are not always effective in bringing about intended
changes, e.g. It can still be difficult/costly to divorce, equal pay act has
not led to equal pay.
 Higher expectations of marriage – will end marriage if it does not meet
expectations (Thomas and Collard/Giddens).
 Working women still taking on majority share of domestic chores (Hart)
– may lead to resentment and therefore divorce.
 Secularisation - marriage less sacred now in some societies and
therefore ending a marriage via divorce is not considered sinful.
 Changing social attitudes – divorce less of a social taboo particularly for
women.
 Declining influence of extended family to maintain marriage.
 Longer life expectancy - people have more time together to grow apart.
 Changes in social policy are a response to wider changes which are the
real cause of the increase in divorce e.g. loss of religious
traditions/changes in values regarding divorce.
 Wider economic factors e.g. recession – added financial stresses
placed on couples could lead to increased divorce.
 In some countries where divorce is legal, social/religious stigmas
pressure people into not divorcing.
 Any other appropriate point.

Levels of response

Level 3: 5–6 marks

 One clear and developed argument against the view that changes in
social policy are the main reason for an increase in divorce.
 Sociological material, such as concepts, theories and evidence, is 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 against the view that changes
in social policy are the main reason for an increase in divorce.
 The material selected is appropriate but not clearly focused on the
question or its relevance to the argument is not made clear.

Level 1: 1–2 marks

 One point disagreeing with the view that changes in social policy are
the main reason for an increase in divorce, which is undeveloped or
lacking clarity.
 Any supporting material lacks 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 roles in the family are no longer fixed. 26

Indicative content
In support Against the view
Points  Changing status of  Functionalists would
women in relation to the argue that gender roles
workforce and the impact are fixed by
upon family roles. biology/naturally
 Postmodernism - determined.
increased choice and  Domestic division of
greater freedom to labour tends to still be
decide role/s. fixed within working class
 Decline in stigma and families/adopt traditional
change in attitudes gender roles.
towards family roles  Housework still tends to
means traditional roles be dominated by
are no longer the women/expected to
expected norm. undertake traditional role
 Role of grandparents in on top of paid
childcare means greater employment.
opportunity for women to  Cultural significance of
pursue own career. patriarchy in the family
 Social construction of resulting in traditional
childhood and changes gendered norms and
in roles of children. values/gendered roles.
 Changes in motherhood  There is large cross-
and fatherhood. cultural variation in how
 Increase in same sex much roles have become
families that don’t adopt less fixed.
gender ascribed roles.  Children are still seen as
 Family experiencing a dependents, with laws
loss of functions to ‘fit’ preventing them from
industrialised society, working.
shows roles are not  Any other appropriate
fixed. point.
 Any other appropriate
point.
Research Liberal feminism, Radical and Marxist
evidence postmodernism, difference feminism, Functionalism,
feminism, Willmott and Murdock and Parsons, Craig
Young, Hakim, Parsons,
Additional Symmetrical family, Patriarchy, capitalism, triple
concepts negotiated family, primary shift/dual burden,
socialisation, child instrumental and expressive
centeredness, gender scripts, roles, gender role
new man/husband, socialisation, partnership
secularisation, genderquake, penalty, motherhood penalty,
fit theory,

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Question Answer Marks

4 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 family benefits all its members equally. 26

Indicative content
In support In evaluation
Points  Economic function –  Benefits males whilst
pool resources to make oppressing and
sure everyone’s basic exploiting females. e.g.
needs are met. women provide the
 Primary socialisation – majority of unpaid
children are taught childcare and
society’s norms and housework.
values to be a useful  Nobody in proletariat
member of society. families benefit due to
 Stabilises adult the exploitation they
personalities – family face due to capitalism.
relieves the stresses  Children experience
and strains of daily controls placed upon
life/provides emotional their freedoms/actions.
support for each other.  Family relationships
 Increased diversity and today are based more
choice in family types upon satisfying
means that family forms individuals' needs (not
are adapted to suit the collective members’
needs of all members. needs).
 Any other appropriate  In some cultures the
point. elderly are seen as a
burden and face
neglect.
 Evidence to show men
contain the power of
decision making in
families.
 Any other appropriate
point.
Research Functionalism, Murdock, Marxism, Marxist and
evidence Parsons, family functions, radical feminism,
New Right, Wilmott and postmodernism, Barrett and
Young, McIntosh,
Additional Consensus, organic Capitalism, Bourgeoisie,
concepts analogy, warm bath, fit proletariat, patriarchy,
thesis, child- centredness, ideology, dual/triple shift,
expressive and instrumental class inequality, domestic
roles, symmetrical family, division of labour, anti-social
family, age patriarchy,
individualism

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 roles in the family 7–8
are no longer fixed.
 The response contains a range of detailed points with good use of
concepts and theory/research evidence.

3  Reasonable knowledge and understanding of the view that roles in the 5–6
family are no longer fixed.
 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 roles in the family 3–4
are no longer fixed.
 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 roles in the 1–2
family are no longer fixed.
 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  The material selected will be accurately interpreted, well developed and 7–8
consistently applied to answering the question.

3  The material selected will be accurate and relevant but lacks either 5–6
some development or clear application to the question.

2  The material selected is relevant to the question but is not applied 3–4
accurately or has limited development.

1  There is some attempt to apply sociological material but this lacks focus 1–2
on or 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 roles in the family are no 9–10
longer fixed.
 The evaluation is clear, explicit and sustained.

4  Good analysis/evaluation of the view that roles in the family are no 7–8
longer fixed.
 The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting that roles in
the family remain fixed.

3  Some analysis/evaluation of the view that roles in the family are no 5–6
longer fixed.
 There is juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points suggesting that
roles in the family remain fixed.

2  Basic analysis/evaluation of the view that roles in the family are no 3–4
longer fixed.
 There is an attempt to consider more than one side of the debate or one
simple point suggesting that roles in the family remain fixed.

1  Limited analysis/evaluation of the view that roles in the family are no 1–2
longer fixed.
 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 family benefit 7–8
all members equally.
 The response contains a range of detailed points with good use of
concepts and theory/research evidence.

3  Reasonable knowledge and understanding of the view that the family 5–6
benefits all members equally.
 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 family benefits 3–4
all members equally.
 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 family 1–2
benefits all members equally.
 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  The material selected will be accurately interpreted, well developed and 7–8
consistently applied to answering the question.

3  The material selected will be accurate and relevant but lacks either 5–6
some development or clear application to the question.

2  The material selected is relevant to the question but is not applied 3–4
accurately or has limited development.

1  There is some attempt to apply sociological material but this lacks focus 1–2
on or 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 family benefits all 9–10
members equally.
 The evaluation is clear, explicit and sustained.

4  Good analysis/evaluation of the view that the family benefits all 7–8
members equally.
 The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting that some
members benefit more than others.

3  Some analysis/evaluation of the view that the family benefits all 5–6
members equally.
 There is juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points suggesting that
some members benefit more than others.

2  Basic analysis/evaluation of the view that the family benefits all 3–4
members equally.
 There is an attempt to consider more than one side of the debate or one
simple point suggesting that some members benefit more than others.

1  Limited analysis/evaluation of the view that the family benefits all 1–2
members equally.
 Any analysis or evaluation is incidental, confused or simply assertive.

0  No analysis and evaluation worthy of credit. 0

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