Cambridge International AS & A Level

SOCIOLOGY 9699/12
Paper 1 Socialisation, Identity and Methods of Research October/November 2024
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 October/November 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

This document consists of 18 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
descriptions 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.

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 using level of response. For these, the level description represents
performance at the top of the level.

For levels of response marking you should:

• award a mark at the top of the level if all criteria in the level are met
• consider the level descriptions across the full range, bearing in mind that it is not
• necessary for a candidate to give a faultless performance for maximum marks to be
• awarded within any single category
• award marks on a ‘best-fit’ basis; thus, compensation between higher and lower
• achievement for different criteria is acceptable.

For Question 4 and Question 5, award a mark for each assessment objective separately, using the
level descriptions mark scheme.
In some cases, candidates may provide a response which the mark scheme has not predicted. These
answers should nevertheless be credited according to their quality.

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Annotation Meaning

Benefit of the doubt given / the point is just about worthy of credit

E1
Explanation of the point

E2 Explanation of why it is a strength/ limitation

Development / description of the point.

Evaluation point

Developed point

General point using sociological material but applied to the question

GEN

Point is irrelevant to the question

Juxtaposition of point

Material used to support the point

M

Not answered question

Repetition

This material receives no credit, additional points not required

Too vague

Point that has been credited

Incorrect response

Irrelevant material

On page comment

Identification of a point

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Question Answer Marks

1 Describe two social values. 4

Indicative content

• Helping others
• Respect
• Dignity
• Education
• Fairness
• Honesty
• Humanity
• Individual rights
• Any other appropriate response

Reward a maximum of two social values. For each social value, up to 2

marks are available:

1 mark for identifying a social value.

1 mark for describing a social value.

(2  2 marks)

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Question Answer Marks

2(a) Explain two ways an interviewer may influence answers when carrying 8
out sociological interviews.

Indicative content

• The researcher indicates that they approve/disapprove of the responses

(interviewer bias).
• Respondents may be influenced by characteristics of the researcher such
as their age, class, ethnicity and gender,
• The effect of the researcher on the respondent - respondents may give
the answers they think the researcher wants to hear (social
desirability/demand characteristics).
• Leading questions.
• Interviewer may lack the skills/personal attributes required to help the
respondents to relax and give uninhibited responses.
• The interviewer can give further clarification of a question in a structured
interview so the interviewee can give a more valid response.
• Any other appropriate response.

Reward a maximum of two ways. Up to 4 marks are available for each

reason:

1 mark for making a point / giving a way (e.g. when the researcher indicates
that they approve/disapprove of the responses).

1 mark for explaining that point (e.g. through tone of voice or facial
expression).

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

1 mark for explaining how the material supports the point (e.g. this decreases
the validity of the answers provided by the respondent)

(2  4 marks)

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Question Answer Marks

2(b) Explain one strength and one limitation of using an overt approach to 6
participant observation.

Indicative content

Strengths:
• Averts the possibility of 'going native'.
• Low personal involvement.
• Ethical reasons: safeguards the consent of those being observed.
• Easier to avoid being drawn into any illegal/unethical behaviour of the
group.
• Easier to make notes while observing.
• Allows observer the opportunity to ask questions.
• Makes withdrawal from the group easier.
• Any other appropriate strength.

Note: Strengths/limitations need to specifically relate to the overt aspect and

not participant observation in general.

Reward a maximum of one strength. For this strength, up to 3 marks are

available:

1 mark for identifying a strength of an overt approach to participant

observation (averts the possibility of ‘going native’).

1 mark for explaining why the method has this strength (e.g. the observer’s
roll is clearly identified to the participants).

1 mark for explaining why it is a strength (e.g. the observer maintains some
detachment from the group being studied as opposed to becoming one of
them).

Limitations:
• Hawthorne effect may influence respondent behaviour.
• Some may refuse to participate if they know they are being studied.
• Group may not accept your involvement in certain activities.
• Group members may not relax in the presence of the researcher.
• May be harder to achieve verstehen if not fully participating in group
activities.
• Any other appropriate limitation

Reward a maximum of one limitation. For this limitation, up to 3 marks are

available:

1 mark for identifying a limitation of an overt approach to participant

observation (e.g. Hawthorne effect).

1 mark for explaining why the method has this limitation (e.g. because
participants know they are being studied they may not act naturally).

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Question Answer Marks

2(b) 1 mark for explaining why it is a limitation (e.g. this reduces the validity of the
data).

(2  3 marks)

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Question Answer Marks

3(a) ‘Religion is the most important influence in shaping an individual’s 10

identity.’

Explain this view.

Indicative content

• Many ethnic minority groups have higher religiosity than the majority
group - reflect the stronger beliefs of their originating countries (Bird).
• Young people from Muslim backgrounds still more likely to be religious.
• Growing evangelical Christian movement, some young people regard
consumerism etc. as vacuous and look for more meaning to life.
• Can act as a basis for community solidarity following migration, helps
maintains cultural identity for minority groups (‘cultural transition’).
• Help groups cope with disadvantage/oppression – ‘cultural defence’ -
religious identity becomes a way of asserting ethnic pride, as a means of
resisting racism and/or building a positive identity (Pryce/black Caribbean
community).
• In a global context, the major belief systems such as Islam, Hinduism and
Buddhism continue to be the major influence on socialisation practices -
less the case in western societies, but there are exceptions e.g. US.
• Evidence of religious revival / resacrilisation in western societies
• Any other appropriate point.

Levels of response

Level 3: 8–10 marks

• The response contains two clear and developed points.
• Good knowledge and understanding of the view that religion is the most
important influence shaping an individual’s identity.
• 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

• The response contains one clear and developed point and one relevant
but underdeveloped point.
• Some knowledge and understanding of the view that religion is the most
important influence shaping an individual’s identity.
• 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

• The response contains one relevant but underdeveloped point and one
(or more) points related to the general topic rather than the specific
question.
• Limited knowledge and understanding of the view that religion is the most
important influence shaping an individual’s identity.
• Any supporting material lacks focus on the specific question.

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Question Answer Marks

3(a) Level 0: 0 marks

• No response worthy of credit.

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Question Answer Marks

3(b) ‘Religion is the most important influence shaping an individual’s 6

identity.’

Using sociological material, give one argument against this view.

Indicative content

• Younger people from white backgrounds are less likely to be religious –

religion might be seen as ‘conformist’ and uncool.
• Society in general is less religious (e.g. Sunday trading); less religious
teaching in some schools; there are competing demands e.g.
consumerism is the new religion.
• The influence of religion on identity may be exaggerated e.g. many
individuals do not necessarily conform.
• The role of religion in influencing identity may be stronger for some age
groups (e.g. older people, women) than it is for others.
• Science education may introduce countervailing ideas and experiences.
• The role of other agents of socialisation relative to the influence of the
religion.*
• Any other relevant argument.

*Note: With these arguments responses need to explain why an agent is a

more important influence than religion e.g. peer group may be a more
important influence as children form influential subcultures; the media may be
more important as children are exposed to influence that may not be subject
to parental/community monitoring.

Levels of response

Level 3: 5–6 marks

• One clear and developed argument against the view that religion is the
most important influence shaping an individual’s identity.
• 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 religion is
the most important influence shaping an individual’s identity.
• The material selected is appropriate but not fully focused on the question.
Sociological evidence is used but its relevance to the argument is not
made clear.

Level 1: 1–2 marks

• One point disagreeing with the view that religion is the most important
influence shaping an individual’s identity, which is undeveloped or lacking
clarity.
• Any material selected 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 use of longitudinal studies in sociological research. 26

Indicative content

In support of the view Against the view

Points • Enables comparisons • Cost/money– an

to be made with other expensive technique; few
studies over time agencies willing to
revealing trends that commit; this can affect
might not be otherwise the type of groups
easily obtained or researched and the
remain hidden. nature of the study.
• Changes in attitude can • Sample attrition – likely
be tracked across time to reduce
– reverse of the representativeness.
‘snapshot’ effect of • Hawthorne effect –
conventional methods. knowledge that
• It may be possible to respondents are to be
discover the causes of repeatedly reviewed may
change. affect behaviour; this can
• Correlations more affect the study’s validity.
readily made e.g. • Possibility that
between class and researchers ‘go native’
health/crime/education and become too involved
etc. with their study group (a
• Useful tool in respect of criticism levelled at
policy making and Skeggs).
planning. • Maintaining the research
• Approach allows for a team over time can
range of methods, present practical
quantitative and problems.
qualitative leading to • Suitable only for a limited
increasingly valid data. range of topics.
• Less reliance on • Any other relevant
respondent’s memory argument.
of past events which
may be faulty –
longitudinal studies
overcome this problem
because there are
previous studies to
refer to.
• Researchers are able
to build trusting
relationships with
respondents over time
generating more valid
data.
• Any other relevant
argument.

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Question Answer Marks

4
In support of the view Against the view

Research National Child Development Parker, ‘7up’(sample attrition)

evidence/ Study; Douglas
theory '7 up'

Relevant Valid, reliable Attrition rate, Hawthorne

concepts effect, social desirability

References to sociological theories such as functionalism, feminism, or

interactionism may be present but are not necessary even for full marks.

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

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

• Good knowledge and understanding of the use of longitudinal studies in

sociological research.
4 7–8
• The response contains a range of detailed points with good use of
concepts and theory/research evidence.

• Reasonable knowledge and understanding of the use of longitudinal

studies in sociological research.
3 • The response contains a narrow range of detailed points or a wider range 5–6
of underdeveloped points, with some use of concepts or theory or
research evidence.

• Basic knowledge and understanding of the use of longitudinal studies in

sociological research.
2 • The response contains a narrow range of underdeveloped points and 3–4
may include basic references to concepts or theories or research
evidence.

• Limited knowledge and understanding of the use of longitudinal studies in

sociological research.
1 1–2
• The response contains only assertive points or common sense
observations.

0 • No knowledge and understanding worthy of credit. 0

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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 some 5–6
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

Level AO3: Analysis and Evaluation Marks

• Very good analysis/evaluation of the use of longitudinal studies in

5 sociological research. 9–10
• The evaluation is clear, explicit and sustained.

• Good analysis/evaluation of the use of longitudinal studies in sociological

research today.
4 • The evaluation is explicit and direct but not sustained or a more 7–8
descriptive account of evidence and arguments against the use of
longitudinal studies in sociological research.

• Some analysis/evaluation of the use of longitudinal studies in sociological

research.
• There is a juxtaposition of different arguments and theories which are not
3 5–6
clearly focused on the question or a few simple points suggesting
arguments against the use of longitudinal studies in sociological
research.

• Basic analysis/evaluation of the use of longitudinal studies in sociological

research.
2 • There is an attempt to consider more than one side of the debate or one 3–4
simple point suggesting arguments against the use of longitudinal
studies in sociological research

• Limited analysis/evaluation of the use of longitudinal studies in

1 sociological research. 1–2
• Any analysis or evaluation is incidental, confused or simply assertive.

0 • No analysis and evaluation worthy of credit. 0

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Question Answer Marks

5 Evaluate the view that sociologists exaggerate the extent to which 26

human behaviour is shaped by socialisation.

Indicative content

In support of the view Against the view

Points • Biological arguments • Human behaviour is
that people are born overwhelmingly learned
with uncontrollable via the process of
instincts and desires. socialisation e.g.
• e.g. maternal instinct, language.
male aggression etc. • Accounts of examples of
• These are often. feral children raised in
expressed in strong the absence of human
(fixed traits) and weak socialisation.
(capabilities that are • Studies that demonstrate
realised through the impact of social
environmental forces on human
experience) terms. behaviour e.g. Durkheim
• Socio-biology – Wilson on suicide.
on the strong influence • Functionalist theory of
of ‘biogrammers’. socialisation being a
• Parsons’ view of family fundamental part of
roles as strongly linked learning how to behave
to biology and function within
• Interactionist accounts society e.g. Parsons
of socialisation, which children learning gender
appear to allow some roles within the family
role for free will and from their parents.
agency in how • Interactionist accounts
meanings are e.g. Mead’s concept of
negotiated in the the ‘social self’ as
socialisation process. created through social
• Difficult to measure the interaction.
extent to which a • Structural functionalist
single factor, such as emphasis on societal
socialisation, affect determinism.
behaviour. • Cross-cultural variations
• Any other relevant in gender roles implies a
argument. strong influence of
socialisation.
• Any other relevant
argument.
Research Wilson, Parsons, Wrong Podder & Bergvall,
evidence/ Durkheim, Mead
theory
Relevant ‘over-socialised man’ Looking glass self, social
concepts self, voluntarism

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

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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 sociologists 7–8

exaggerate the extent to which human behaviour is shaped by
socialisation.
• 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 sociologists 5–6

exaggerate the extent to which human behaviour is shaped by
socialisation.
• 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 sociologists 3–4

exaggerate the extent to which human behaviour is shaped by
socialisation.
• 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 sociologists 1–2

exaggerate the extent to which human behaviour is shaped by
socialisation.
• 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

• The material selected will be accurately interpreted, well developed and

4 7–8
consistently applied to answering the question.

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

• The material selected is relevant to the question but is not applied

2 3–4
accurately or has limited development.

• There is some attempt to apply sociological material but this lacks focus
1 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

• Very good analysis/evaluation of the view that sociologists exaggerate

5 the extent to which human behaviour is shaped by socialisation. 9–10
• The evaluation is clear, explicit and sustained.

• Good analysis/evaluation of the view that sociologists exaggerate the

extent to which human behaviour is shaped by socialisation.
• The evaluation is explicit and direct but not sustained or a more
4 7–8
descriptive account of
• evidence and arguments against the view that sociologists exaggerate
the extent to which human behaviour is shaped by socialisation.

• Some analysis/evaluation of the view that sociologists exaggerate the

extent to which human behaviour is shaped by socialisation.
• There is a juxtaposition of different arguments and theories which are not
3 5–6
clearly focused on the question or a few simple points against the view
that sociologists exaggerate the extent to which human behaviour is
shaped by socialisation.

• Basic analysis/evaluation of the view that sociologists exaggerate the

extent to which human behaviour is shaped by socialisation.
2 • There is an attempt to consider more than one side of the debate or one 3–4
simple point against the view that sociologists exaggerate the extent to
which human behaviour is shaped by socialisation.

• Limited analysis/evaluation of the view that sociologists exaggerate the

1 extent to which human behaviour is shaped by socialisation. 1–2
• Any analysis or evaluation is incidental, confused or simply assertive.

0 • No analysis and evaluation worthy of credit. 0

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