Cambridge International AS & A Level

SOCIOLOGY 9699/12
Paper 1 Socialisation, Identity and Methods of Research May/June 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 May/June 2024 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 17 printed pages.

© Cambridge University Press & Assessment 2024 [Turn over

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

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.

© Cambridge University Press & Assessment 2024 Page 2 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

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.

© Cambridge University Press & Assessment 2024 Page 3 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

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.

© Cambridge University Press & Assessment 2024 Page 4 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Annotations

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

GEN question

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

© Cambridge University Press & Assessment 2024 Page 5 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Off page comment

Identification of a point

© Cambridge University Press & Assessment 2024 Page 6 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

1 Describe two social characteristics associated with the elderly. 4

Indicative content

 Physically/mentally slow
 Dependent/vulnerability/burden
 Less competent, especially in workplace
 Retired/independent
 Unaware of modern technology
 That they will want to be carers (of the young)
 Poor health
 Wisdom/experience/high status
 Any other appropriate response

Reward a maximum of two examples of social characteristics associated with

the elderly. For each social characteristic, up to 2 marks are available:

1 mark for identifying an example of social characteristics associated with the

elderly.

1 mark for describing an example of social characteristics associated with the

elderly.

(2  2 marks)

© Cambridge University Press & Assessment 2024 Page 7 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

2(a) Explain two reasons why positivists favour the use of questionnaires. 8

Indicative content

 Positivists regard questionnaires as reliable research method

 Generate quantitative data because they usually have closed
questions/fixed responses
 Sampling more likely to be systematic
 Avoids researcher effect – minimal/no involvement of the researcher
 Consistent with the scientific method
 Objective
 Representative/large enough to generalise
 Any other appropriate reason

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

through reference to methodological concepts or use of examples related to
specific research methods.

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

reason:

1 mark for making a point / giving a reason (e.g. replicable)

1 mark for explaining that point (e.g. same questions, same order)

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

1 mark for explaining how the material supports the point (e.g. questionnaires
can be repeated by other researchers doing research at a different time with
the same results)

(2  4 marks)

© Cambridge University Press & Assessment 2024 Page 8 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

2(b) Explain two limitations of field experiments as a research method. 6

Indicative content

Limitations
 Difficult to control variables.
 Difficult to replicate – difficult to create the same conditions for the
research again which reduces its reliability.
 Hawthorne effect – awareness of being observed may reduce validity.
 Practical: difficult to record data accurately.
 Practical: access may be a problem with institutions such as schools or
workplaces reluctant to permit entry.
 Difficult to compare with other research (for example, as compared with a
laboratory experiment).
 Ethical problems e.g. may involve deceit, lack of consent, harm.
 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 field experiments (e.g. difficult to control

variables).

1 mark for explaining why this method has this limitation (e.g. because the
experiment takes place in a natural setting it may not be possible to observe
respondents all the time/rule out the role of extraneous variables).

1 mark for explaining why it is a limitation (e.g. this may decrease the validity
of the data obtained).

(2  3 marks)

© Cambridge University Press & Assessment 2024 Page 9 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

3(a) ‘Cultural deprivation is the main cause of deviant behaviour.’ 10

Explain this view.

Indicative content

 Cultural deprivation is the idea that some social groups experience.

inadequate socialisation which can negatively impact on their behaviour.
 Failings in early socialisation and family background ill-equip individuals
in terms of failings in pre-school learning, language skills and appropriate
norms, values and attitudes (most often linked to social class).
 This explanation accounts for the likelihood that such groups/individuals
will transgress and act in deviant ways.
 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 cultural deprivation
is the main cause of deviant behaviour.
 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 cultural deprivation
is the main cause of deviant behaviour.
 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

 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 cultural
deprivation is the main cause of deviant behaviour.
 Any supporting material lacks focus on the specific question.

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

© Cambridge University Press & Assessment 2024 Page 10 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

3(b) ‘Cultural deprivation is the main cause of deviant behaviour.’ 6

Using sociological material, give one argument against this view.

Indicative content

 Critique of the explanation in terms of differences in culture rather than

deprivation (subcultural).
 Social resistance – challenging existing power structures.
 Marginalisation – approaches that view the relationships between
different groups as shaped by power leads to some
marginalised/resistant groups (e.g. the young) being ‘labelled’ as deviant
etc.
 Biological / psychological explanations for deviant behaviour.
 focusing on deficient personalities more prone to deviance.
 Evidence of the persistence of social pressure promoting conformity
(social exchange theory).
 Structural approaches that focus on socio-economic factors that give rise
to deviant/ criminal behaviour.
 Media influence – encourages imitation of deviance or copycat behaviour.
 Any other appropriate response

Levels of response

Level 3: 5–6 marks

 One clear and developed argument against the view that cultural
deprivation is the main cause of deviant behaviour.
 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 cultural
deprivation is the main cause of deviant behaviour.
 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 cultural deprivation is the main
cause of deviant behaviour which is undeveloped or lacking clarity.
 Any supporting material lacks focus on the specific question.

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

© Cambridge University Press & Assessment 2024 Page 11 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

4 Evaluate the view that peers are the most important agent shaping an 26
individual’s identity.

Indicative content

In support of the view Against the view

Points  The role of ‘peer  The role of the peer
pressure’ with suitable group in influencing
examples and/or identity is stronger for
references to some age groups (e.g.
subcultures. youth) than it is for
 Examples of informal others.
social sanctions in  The influence of the peer
respect of style, taste, group may be
attitude (e.g. towards exaggerated, e.g. many
education) and individuals do not
appearance. necessarily conform.
 Individuals may  The extent to which
downplay identities (such family and community
as ethnicity) to fit in with ties have become
a peer group. weakened is
 Evidence that peer exaggerated.
groups may reinforce  The role of other agents
particular identities (such of socialisation relative to
as gender, ethnicity and the influence of the peer
class), supported by group, e.g. others may
reference to studies such be more or less
as Willis, Lees, Hughes, influential or that it is too
Sewell, etc. simplistic to isolate the
 People in ‘young power of one agent as
adulthood’ (in their 20s) the most significant.
might live with friends  Any other relevant
and see their peer group argument.
as a second family
(Heath).
 The weakening of family,
community and religious
ties may have allowed
more scope for peer
group influence.
 Any other relevant
argument.
Research Willis, Lees, Hughes, Sewell,
evidence Cote
/ theory
Relevant Anti-school subcultures, old-
concepts boy network, social sanctions
The above content is indicative and other relevant approaches to the question
should be rewarded appropriately.
References to sociological theories such as functionalism, feminism, or
interactionism may be present but are not necessary even for full marks.

© Cambridge University Press & Assessment 2024 Page 12 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

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 peers are the most 7–8
influential agent of socialisation in shaping an individual’s identity.
 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 peers are the 5–6
most influential agent of socialisation in shaping an individual’s identity.
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 peers are the most 3–4
influential agent of socialisation in shaping an individual’s identity.
 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 peers are the most 1–2
influential agent of socialisation in shaping an individual’s identity.
 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 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

© Cambridge University Press & Assessment 2024 Page 13 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Level AO3: Analysis and Evaluation Marks

5  Very good analysis/evaluation of the view that peers are the most 9–10
influential agent of socialisation in shaping an individual’s identity.
 The evaluation is clear, explicit and sustained.

4  Good analysis/evaluation of the view that peers are the most influential 7–8
agent of socialisation in shaping an individual’s identity.
 The evaluation is explicit and direct but not sustained or a more
descriptive account of the view that peers are not the most influential
agent of socialisation in shaping an individual’s identity.

3  Some analysis/evaluation of the view that peers are the most influential 5–6
agent of socialisation in shaping an individual’s identity.
 There is a juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points suggesting an
understanding of the view that peers are not the most influential agent of
socialisation in shaping an individual’s identity.

2  Basic analysis/evaluation of the view that peers are the most influential 3–4
agent of socialisation in shaping an individual’s identity.
 There is an attempt to consider more than one side of the debate or one
simple point of a contrary explanation of the view that peers are not the
most influential agent of socialisation in shaping an individual’s identity.

1  Limited analysis/evaluation of the view that peers are the most influential 1–2
agent of socialisation in shaping an individual’s identity.
 Any analysis or evaluation is incidental, confused or simply assertive.

0  No analysis and evaluation worthy of credit. 0

© Cambridge University Press & Assessment 2024 Page 14 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

5 Evaluate the view that scientific methods have no value in sociological 26

research.

Indicative content

In support of the view Against the view

Points  Interpretivist view:  Positivist view: objective,

methods unsuitable for value-free and reliable.
study of human  Produce numerical data
behaviour. enabling identification of
 Humans have free will, patterns/ trends/
act unpredictably on comparisons.
unobserved meanings  Large scale and
which cannot be representative samples.
measured.  Generalisable.
 Scientific methods not as  Examples of the use of
objective/value free as scientific methods used
claimed. in sociology:
 Resulting data lacks experiments,
validity. surveys/questionnaire,
 Variables in the social structured interviews,
world cannot be content analysis, official
controlled. statistics.
 Practical problems.  Any limitations of
 Issue may depend on scientific methods can be
how you define a offset by using
scientific subject. methodological
 Some scientific methods pluralism/triangulation.
may particular ethical  The difference between
implications, e.g. scientific methods and
experiments. other sociological
 Any other appropriate methods (e.g. those
point. used by interpretivists)
has been exaggerated.
 Any other appropriate
point.

Research Gouldner, Weber, Kuhn, Durkheim, Popper

evidence Kaplan
/ theory

Relevant Agency, paradigms, realism, Positivism, scientific

concepts approach; replicable, social
facts; hypothesis

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

© Cambridge University Press & Assessment 2024 Page 15 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

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 scientific methods 7–8
are not suitable for sociological research.
 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 scientific 5–6

methods are not suitable for sociological research.
 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 view that scientific methods are 3–4
not suitable for sociological research.
 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 scientific methods 1–2
are not suitable for sociological research.
 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 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

© Cambridge University Press & Assessment 2024 Page 16 of 17

9699/12 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Level AO3: Analysis and Evaluation Marks

5  Very good analysis/evaluation of the view that scientific methods are not 9–10
suitable for sociological research.
 The evaluation is clear, explicit and sustained.

4  Good analysis/evaluation of the view that scientific methods are not 7–8
suitable for sociological research.
 The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments against the view that
scientific methods are not suitable for sociological research.

3  Some analysis/evaluation of the view that scientific methods are not 5–6
suitable for sociological research.
 There is a juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points against the view
that scientific methods are not suitable for sociological research.

2  Basic analysis/evaluation of the view that scientific methods are not 3–4
suitable for sociological research.
 There is an attempt to consider more than one side of the debate or one
simple point against the view that scientific methods are not suitable for
sociological research.

1  Limited analysis/evaluation of the view that scientific methods are not 1–2
suitable for sociological research.
 Any analysis or evaluation is incidental, confused or simply assertive.

0  No analysis and evaluation worthy of credit. 0

© Cambridge University Press & Assessment 2024 Page 17 of 17