Sociology Past Paper Questions

Education key specification topics:

Functionalism and Education:
- Item B: Sociologists agree that education transmits ideas and values. However, they disagree about the nature of these ideas
and values, and who benefits from this process. For example, feminists argue that education transmits patriarchal ideology,
and that this benefits men. Other sociologists argue that the education system has become fragmented and transmits a diverse
range of ideas and values.
Applying material from Item B and your knowledge, evaluate sociological explanations of role of in transmitting ideas
and values. [30 marks]
- Outline box three functions that the education system performs for society. [6 marks]
- Item B: Some sociologists, such as functionalists, claim that the education system is based on meritocratic principles and
provides all pupils with the opportunity to succeed. Pupils, whatever their background, are objectively assessed through the
examination process. Other sociologists claim that meritocracy is a myth. The education system ensures that existing social
inequalities are reproduced in each generation.
Applying material from Item B and your knowledge, evaluate the view that the education systems is meritocratic.
[30 marks]

Marxism and Education:

- Item B: Sociologists agree that education transmits ideas and values. However, they disagree about the nature of these ideas
and values, and who benefits from this process. For example, feminists argue that education transmits patriarchal ideology,
and that this benefits men. Other sociologists argue that the education system has become fragmented and transmits a diverse
range of ideas and values.
Applying material from Item B and your knowledge, evaluate sociological explanations of role of in transmitting ideas
and values. [30 marks]
- Item A: According to Marx, capitalism is based on the ownership of the means of production by a wealthy minority. Capitalism
continues to exist because each new generation of workers is forced to undertake low-paid, alienating work to survive. This
makes capitalism potentially unstable, since it depends on the proletariat not seeking to overthrow this unequal system.
Applying material from Item A, analyse two ways in which the education system might serve the needs of capitalism.
[10 marks]

- Outline three ways in which the characteristics of schools may be similar to the box characteristics of workplaces. [6 marks]
- Item B: Some sociologists, such as functionalists, claim that the education system is based on meritocratic principles and
provides all pupils with the opportunity to succeed. Pupils, whatever their background, are objectively assessed through the
examination process. Other sociologists claim that meritocracy is a myth. The education system ensures that existing social
inequalities are reproduced in each generation.
Applying material from Item B and your knowledge, evaluate the view that the systems is meritocratic. [30 marks]

Feminism and Education:

- Item B: Sociologists agree that education transmits ideas and values. However, they disagree about the nature of these ideas
and values, and who benefits from this process. For example, feminists argue that education transmits patriarchal ideology,
and that this benefits men. Other sociologists argue that the education system has become fragmented and transmits a diverse
range of ideas and values.
Applying material from Item B and your knowledge, evaluate sociological explanations of role of in transmitting ideas
and values. [30 marks]
- Outline three ways in which the education system may be seen as patriarchal [6 marks]

Differential achievement: Social class

- Item B: Social class differences in achievement are found at all stages of the education system and sociologists have put
forward several explanations for these differences. Some sociologists focus on factors outside school, such as the material
circumstances of pupils’ families or the ways in which parents socialise their children. Other sociologists see factors
internal to the education system itself as responsible. However, it can be argued that it is the interaction between these
external and internal factors that produces class differences in educational achievement.
Applying material from Item B and your knowledge, evaluate sociological explanations of social class differences in
educational achievement. [30 marks]
- Item B: The patterns of educational achievement by gender have changed over time. Some sociologists explain these patterns
through factors external to schools, such as socialisation and parental attitudes towards education. Changes in wider society,
such as employment opportunities, may also contribute to these patterns. However, the way schools are organised and the social
interactions that take place within schools are also likely to affect gender differences in educational achievement.
Applying material from Item B and your knowledge, evaluate sociological explanations of gender differences in
educational achievement. [30 marks]

Differential achievement: Gender

- Outline three ways in which factors within schools may shape gender differences in subject choice. [ 6 marks]
- Outline three reasons for gender differences in educational achievement. [6 marks]
- Item B: The patterns of educational achievement by gender have changed over time. Some sociologists explain these patterns
through factors external to schools, such as socialisation and parental attitudes towards education. Changes in wider society,
such as employment opportunities, may also contribute to these patterns. However, the way schools are organised and the social
interactions that take place within schools are also likely to affect gender differences in educational achievement.
Applying material from Item B and your knowledge, evaluate sociological explanations of gender differences in
educational achievement. [30 marks]

Differential achievement: Ethnicity

- Outline two cultural factors that may affect ethnic differences in educational achievement. [4 marks]
- Item B: All levels of the education system show differences in achievement between ethnic groups. When explaining these
patterns, some sociologists focus on the role of the home and family life in promoting educational achievement for some ethnic
groups. However, other sociologists suggest that factors within schools are more important explaining differences in
achievement between ethnic groups.
Applying material from Item B and your knowledge, evaluate sociological explanations of differences in educational achievement
between ethnic groups. [30 marks]
 - Item A: Some sociologists claim that the curriculum taught in schools today prioritises some cultures over others. Research
also suggests that teacher expectations can be based on stereotypes. Teaching and learning in schools may affect the
educational experiences of minority ethnic groups.
Applying material from Item A, analyse two ways in which teaching and learning in schools may affect the educational
experiences of minority ethnic groups. [10 marks]

Pupil identities and subcultures:

- Item C: Investigating the effects of teachers’ labelling of pupils Labelling is the process of defining a group or person
positively or negatively, based on perceived characteristics. For example, in the course of their classroom interactions,
teachers make judgements based on stereotypical assumptions about pupils’ social class, gender or ethnicity. However, teachers
may be unaware that they are doing so. Teachers label pupils in different ways, and this may lead to a variety of responses,
such as misbehaviour or truancy. One way of studying the effects of teachers’ labelling of pupils is to use field experiments.
One advantage is that these can be conducted in a natural setting.
However, field experiments tend to be small in scale. Furthermore, for a variety of reasons, some pupils, teachers
and parents may refuse to participate in a field experiment.
Applying material from Item C and your knowledge of research methods, evaluate the strengths and limitations of using
field experiments to investigate the effects of teachers’ labelling of pupils. [20 marks]
- Item A: Some sociologists suggest that pupils of different social classes have different experiences in schools. The
curriculum may place a higher value on middle-class cultural capital and place some pupils at a disadvantage. Both teacher-
pupil relationships and interactions within peer groups are likely to affect how pupils of different social classes see
themselves.
Applying material from Item A, analyse two ways in which processes within schools may affect pupils’ identities.
[10 marks]

- Outline three reasons why some working-class boys join anti-school subcultures. box [6 marks]

Organisation of teaching/ learning

- Item C: Investigating pupil exclusions. Pupil exclusions take many forms. Permanent exclusions from school are rare, but about
1 pupil in 20 is excluded for a fixed period, often for physical assaults against staff. There are no reliable figures for
pupils sent out of individual lessons. Pupils may also self-exclude by truanting or simply by ‘switching off’ in class. Boys,
pupils with special educational needs, poorer pupils and Gypsy, Roma and Traveller pupils are much more likely to be excluded.
One way of studying pupil exclusions is to use participant observation. By adopting an appropriate role, the researcher may be
able to get close to pupils. However, participant observers usually can only study fairly small groups. Furthermore, success
greatly depends on the researcher’s ability to establish a good relationship with those being studied.
Applying material from Item C and your knowledge of research methods, evaluate the strengths and limitations of using
participant to investigate pupil exclusions. [20 marks]
- Item A: Some sociologists claim that the curriculum taught in schools today prioritises some cultures over others. Research
also suggests that teacher expectations can be based on stereotypes. Teaching and learning in schools may affect the
educational experiences of minority ethnic groups.
Applying material from Item A, analyse two ways in which teaching and learning in schools may affect the
educational experiences of minority ethnic groups. [10 marks]

Education policies: Equality

- Outline two criticisms of schools selecting pupils by ability. [4 marks]

Education policies: Marketisation

- Item A: Since the 1980s, a major aim of government policy has been to increase parental choice in education. There is now a
wider range of school types, and league tables on school performance are also publicly available. Increased parental choice
has had many effects on pupils’ experience of education.
Applying material from Item A, analyse two effects of increased parental choice on pupils’ experience education.
[10 marks]
- Outline two reasons why marketisation policies may produce inequality of educational achievement between social classes.
[4 marks]
- Item A Businesses compete with each other to attract customers. Another route to success for businesses is to provide unique
products for their customers. The introduction of marketisation policies into the state education system means that schools
are run like businesses.
Applying material from Item A, analyse two ways in which marketisation policies have led to schools being run like
businesses. [10 marks]

Education policies: Globalisation

- Outline two ways in which globalisation may have had an influence on educational policies in the UK. [4 marks]
Theory and methods key specification topics:
Types and sources of data:
- Outline and explain two disadvantages of using laboratory experiments in sociological research. [10 marks]
- Item C: Investigating the academic progress of pupils in schools. There are differences in educational achievement between
groups of pupils in schools. Sociologists seek to identify patterns of differential achievement and the reasons for these
patterns. Academic progress is influenced by a range of factors, both external and internal to schools. One way of studying
the reasons for differences in academic progress between groups of pupils is to use secondary data. Schools collect and
produce a range of quantitative secondary data, such as exam statistics, as well as qualitative secondary data, such as
progress reports and pupils’ work. One practical advantage of using secondary data is that it is often available in the public
domain. However, access to some secondary data may be restricted. Data on pupil progress may also be presented in a selective
way.
Applying material from Item C and your knowledge of research methods, evaluate the strengths and limitations of using
secondary data to investigate the academic progress of pupils in schools. [20 marks]

Questionnaires:
- Outline and explain two disadvantages of using personal documents in sociological research. [10 marks]

Interviews:
- Item C: Structured interviews are a relatively cheap way of studying a sample. Positivist sociologists favour structured
interviews because they produce reliable data that can be used to test hypotheses. However, critics argue that structured
interviews are inflexible and that their results lack validity.
Applying material from Item C and your knowledge, evaluate the advantages of using structured interviews in sociological
research. [20 marks]

Observations
- Outline and explain two advantages of choosing overt participant observation as a source of data compared with covert
participant observation. [10 marks]
- Item C: Investigating pupil exclusions. Pupil exclusions take many forms. Permanent exclusions from school are rare, but about
1 pupil in 20 is excluded for a fixed period, often for physical assaults against staff. There are no reliable figures for
pupils sent out of individual lessons. Pupils may also self-exclude by truanting or simply by ‘switching off’ in class. Boys,
pupils with special educational needs, poorer pupils and Gypsy, Roma and Traveller pupils are much more likely to be excluded.
One way of studying pupil exclusions is to use participant observation. By adopting an appropriate role, the researcher may be
able to get close to pupils. However, participant observers usually can only study fairly small groups. Furthermore, success
greatly depends on the researcher’s ability to establish a good relationship with those being studied.
Applying material from Item C and your knowledge of research methods, evaluate the strengths and limitations of using
participant observation to investigate pupil exclusions. [20 marks]
- Item C Pupils behave in many different ways in schools. Some pupils conform to school rules, for example by wearing the
correct uniform and completing tasks set, whilst others break school rules. Interactions between teachers and pupils, and
between peers, are likely to influence behaviour. Sociologists are interested in researching patterns of pupil behaviour,
particularly disruptive behaviour. One way of studying pupil behaviour in schools is to use non-participant observation.
Pupils are often observed during the course of a school day. One advantage of nonparticipant observation is that the
sociologist can observe behaviour both inside and outside classrooms. Non-participant observation allows behaviour categories
to be decided before the observation begins. However, behaviour may not be classified in the same way by different
researchers.
Applying material from Item C and your knowledge of research methods, evaluate the strengths and limitations of using
non-participant observation to investigate pupil behaviour in schools. [20 marks]

Experiments
- Item C: Investigating the effects of teachers’ labelling of pupils. Labelling is the process of defining a group or person
positively or negatively, based on perceived characteristics. For example, in the course of their classroom interactions,
teachers make judgements based on stereotypical assumptions about pupils’ social class, gender or ethnicity. However, teachers
may be unaware that they are doing so. Teachers label pupils in different ways, and this may lead to a variety of responses,
such as misbehaviour or truancy. One way of studying the effects of teachers’ labelling of pupils is to use field experiments.
One advantage is that these can be conducted in a natural setting. However, field experiments tend to be small in scale.
Furthermore, for a variety of reasons, some pupils, teachers and parents may refuse to participate in a field experiment.
Applying material from Item C and your knowledge of research methods, evaluate the strengths and limitations of using
field experiments to investigate the effects of teachers’ labelling of pupils. [20 marks]
- Outline and explain two disadvantages of using laboratory experiments in sociological research. [10 marks]

Documents:
- Outline and explain two disadvantages of using personal documents in sociological research. [10 marks]
- Outline and explain two practical disadvantages of using documents in sociological research. [10 marks]

Official statistics- 2022 unavailable

Positivism vs interpretivism
- Outline and explain two arguments against the positivist view that sociology can be scientific. [10 marks]
- Item C: Before they begin research, sociologists have to make choices about which research methods to use. Positivists favour
methods that are more likely to generate quantitative data as they want to discover laws of human behaviour. Others prefer
methods that enable a sociologist to gain a deeper understanding of why people behave in certain ways. Alternatively, it could
be argued that practical and ethical factors are more important influences on a sociologist’s choice of research method.
Applying material from Item C and your knowledge, evaluate the view that theoretical factors are the most important
influence on a sociologist’s choice of research method. [20 marks]

Qualitative bs Quantitative
- Outline and explain two problems of using primary qualitative methods in sociological research. [10 marks]
- Outline and explain two ethical issues that sociologists using primary quantitative methods would have to consider when
carrying out their research. [10 marks]

Choice of method, topic and conduct of research

- Item C: Before they begin research, sociologists have to make choices about which research methods to use. Positivists favour
methods that are more likely to generate quantitative data as they want to discover laws of human behaviour. Others prefer
methods that enable a sociologist to gain a deeper understanding of why people behave in certain ways. Alternatively, it could
be argued that practical and ethical factors are more important influences on a sociologist’s choice of research method.
Applying material from Item C and your knowledge, evaluate the view that theoretical factors are the most important
influence on a sociologist’s choice of research method. [20 marks]
Functionalism
- Outline and explain two problems of using the functionalist perspective to study today’s society. [10 marks]

Marxism
- Item C: Marxist sociologists see capitalism as based on class inequality and the exploitation of the proletariat. They argue
that all social institutions help to maintain capitalist society. However, in the Marxist view, the proletariat will
ultimately overthrow capitalism and create a classless society. Critics argue that the traditional Marxist view of society is
outdated.
Applying material from Item C and your knowledge, evaluate the contribution of Marxist approaches to understanding
today’s society. [20 marks]

Feminism- 2022 not available

Interactionalism - 2022 not available

Consensus vs conflict
- Applying material from Item C and your knowledge, evaluate the view that conflict approaches are more useful than consensus
approaches to our understanding of society. [20 marks]

Structure vs action
- Item C: Postmodernists believe we have entered a new type of society, which is characterised by consumption, diversity, choice
and globalisation. Furthermore, postmodernists argue that metanarratives are less useful for explaining how society works
today. However, Marxists and others are particularly critical of the view that we have entered a new type of society.
Applying material from Item C and your knowledge, evaluate the view that society today should be described as
postmodern. [20 marks]

Sociology as a science
- Item C: Structured interviews are a relatively cheap way of studying a sample. Positivist sociologists favour structured
interviews because they produce reliable data that can be used to test hypotheses. However, critics argue that structured
interviews are inflexible and that their results lack validity.
Applying material from Item C and your knowledge, evaluate the advantages of using structured interviews in
sociological research. [20 marks]
- Outline and explain two arguments against the positivist view that sociology can be scientific. [10 marks]

Objectivity and value freedom

- Outline and explain two reasons why sociologists’ research may not always be objective. [10 marks]

Social policy
- Outline and explain two sociological perspectives on the purpose of social policy in society. [10 marks]
Families and households' key specification topics:
Role of the family: Functionalism:
- Item D: Functionalists believe the family has its own important role to play in helping society to function effectively. In
each type of society, one particular type of family will be the norm. This family type will fit the needs both of its
individual members and of society as a whole. Other sociologists believe that functionalists fail to consider ways in which
families are dysfunctional.
Applying material from Item D and your knowledge, evaluate functionalist explanations of the role of the family in
society. [20 marks]
- Outline and explain two ways in which the functions of the family may have been affected by changes to its structure. [10
marks]

Role of the family: Marxism- 2022 not available

Role of the family: Feminism:
- Item D: Feminist sociologists emphasise the harmful effects of the conventional nuclear family on women. They see it as
playing a role in the continuing oppression of women. This is evident in areas such as domestic violence, paid employment and
power. Other sociologists reject this negative view of the family and argue that it is essential for society.
Applying material from Item D and your knowledge, evaluate feminist explanations of the role of the family in society
today. [20 marks]

Role of the family: New Right – No questions available

Industrialisation of the family – No questions available

Globalisation of the family:

- Item C: Globalisation involves the growing inter-connectedness between countries through increased travel opportunities. It
enables more freedom of choice in terms of lifestyles and personal relationships. Globalisation may influence families and
households.
Applying material from Item C, analyse two ways in which globalisation may influence families and households. [10 marks]

Social policy and the family:

- Outline and explain two ways in which government policies may affect family structure. [10 marks]
- Outline and explain two ways in which an ageing population may have led to policies that affect families and households today.
[10 marks]
- Item C In the UK, there has been an increase in divorce since the 1960s. There are also more same sex couples than in the
past. Family diversity in the UK has been influenced by government policies.
Applying material from Item C, analyse two ways in which family diversity in the UK has been influenced by government
policies. [10 marks]

Marriage and cohabitation:

- Item D: Postmodernist sociologists argue that individual choice is now more important to people than their responsibilities to
their family. As a result, people are choosing to live in a variety of different ways and the idea of family is more difficult
to define. However, other sociologists argue that postmodernists overestimate the extent of change in family life.
Applying material from Item D and your knowledge, evaluate the view that individual choice in personal relationships
has made family life less important in the United Kingdom today. [20 marks]
- Item A Agencies of socialisation contribute to people’s identities in various ways. The media have given people greater access
to other cultures. At the same time, workplaces are changing as people become less likely to have jobs for life.
Applying material from Item A, analyse two ways in which agencies of socialisation have contributed to growing
uncertainty about identities. [10 marks]

Divorce and Separation:

- Item C: Many marriages now end in divorce. This often creates lone-parent families and single person households. Serial
monogamy has also become a common pattern, with many divorced people remarrying.
Applying material from Item C, analyse two ways in which changing patterns of marriage and divorce have affected the
experience of childhood. [10 marks]

Childbearing and Childrearing:

- Outline and explain two ways in which changing childbearing patterns may have influenced gender roles and relationships within
families and households. [10 marks]

Personal Life Perspective:

- Item D: Postmodernist sociologists argue that individual choice is now more important to people than their responsibilities to
their family. As a result, people are choosing to live in a variety of different ways and the idea of family is more difficult
to define. However, other sociologists argue that postmodernists overestimate the extent of change in family life.
Applying material from Item D and your knowledge, evaluate the view that individual choice in personal relationships
has made family life less important in the United Kingdom today. [20 marks]

Family diversity: Household structures:

- Item C: In the 1950s, most immigrants into the United Kingdom came from Commonwealth countries such as India and Jamaica. More
recently, many immigrants have come from European Union countries such as Poland. Many immigrants are young adults seeking
work. These migration patterns have affected household structures.
Applying material from Item C, analyse two ways in which migration patterns have affected household structures in the
United Kingdom. [10 marks]
- Outline and explain two ways in which government policies may affect family structure. [10 marks]
- Outline and explain two ways in which government policies may affect family structure. [10 marks]
- Item D: Postmodernist sociologists argue that individual choice is now more important to people than their responsibilities to
their family. As a result, people are choosing to live in a variety of different ways and the idea of family is more difficult
to define. However, other sociologists argue that postmodernists overestimate the extent of change in family life.
Applying material from Item D and your knowledge, evaluate the view that individual choice in personal relationships
has made family life less important in the United Kingdom today. [20 marks]
- Outline and explain two ways in which the functions of the family may have been affected by changes to its structure.
[10 marks]
- Item C In the UK, there has been an increase in divorce since the 1960s. There are also more same sex couples than in the
past. Family diversity in the UK has been influenced by government policies.
Applying material from Item C, analyse two ways in which family diversity in the UK has been influenced by government
policies. [10 marks]
Gender roles: Housework/ Division of Labour:
- Item A: In the last 60 years or so, patterns of work in the United Kingdom have changed. One reason for this is the
development of new technologies. The nature of many workplaces has also changed and new types of job have appeared. Changes in
patterns of work have influenced gender identities during this period.
Applying material from Item A, analyse two ways in which changes in patterns of work may have influenced gender
identities in the last 60 years or so. [10 marks]
- Outline and explain two ways in which changing childbearing patterns may have influenced gender roles and relationships within
families and households. [10 marks]
- Item D Despite many changes in society, some feminist sociologists argue that gender roles and relationships within the family
remain unequal. Women still take responsibility for housework and childcare, and men still dominate in terms of power and
financial control. However, other sociologists argue that there is evidence that gender roles and relationships are becoming
more equal. For example, men now take on a more domestic role.
Applying material from Item D and your knowledge, evaluate the view that gender roles and relationships within the
family are still unequal in society today. [20 marks]

Gender roles: Decision-making:

- Outline and explain two ways in which changing gender roles within the family may have affected children’s experience of
childhood. [10 marks]
- Item D Despite many changes in society, some feminist sociologists argue that gender roles and relationships within the family
remain unequal. Women still take responsibility for housework and childcare, and men still dominate in terms of power and
financial control. However, other sociologists argue that there is evidence that gender roles and relationships are becoming
more equal. For example, men now take on a more domestic role.
Applying material from Item D and your knowledge, evaluate the view that gender roles and relationships within the
family are still unequal in society today. [20 marks]

Gender roles: Domestic violence:

- Outline and explain two ways in which changing gender roles within the family may have affected children’s experience of
childhood. [10 marks]

Gender roles: Social construction:

- Item C There have been a number of demographic changes since 1900. Life expectancy has increased and therefore several
generations of a family may be alive at the same time. Also, people now have fewer children.
Applying material from Item C, analyse two ways in which demographic trends since 1900 may have affected the nature
of childhood in the United Kingdom today. [10 marks]

The experience of childhood:

- Outline and explain two ways in which changing gender roles within the family may have affected children’s experience of
childhood. [10 marks]
- Item C: There have been a number of demographic changes since 1900. Life expectancy has increased and therefore several
generations of a family may be alive at the same time. Also, people now have fewer children.
Applying material from Item C, analyse two ways in which demographic trends since 1900 may have affected the nature
of childhood in the United Kingdom today. [10 marks]
- Item C Many marriages now end in divorce. This often creates lone-parent families and single person households. Serial
monogamy has also become a common pattern, with many divorced people remarrying.
Applying material from Item C, analyse two ways in which changing patterns of marriage and divorce have affected the
experience of childhood. [10 marks]
- Item D Some sociologists argue that UK society has become more child-centred. Children today are more privileged than they
have ever been. There are a large range of laws and policies in place to protect them and there is an increasing emphasis now
placed on children’s rights. However, other sociologists argue that the extent of child-centredness is exaggerated, and that
childhood can be a negative experience for some children.
Applying material from Item D and your knowledge, evaluate the view that UK society has become more child-centred.
[20 marks]

Demographic change: Migration:

- Item C: In the 1950s, most immigrants into the United Kingdom came from Commonwealth countries such as India and Jamaica. More
recently, many immigrants have come from European Union countries such as Poland. Many immigrants are young adults seeking
work. These migration patterns have affected household structures.
Applying material from Item C, analyse two ways in which migration patterns have affected household structures in the
United Kingdom. [10 marks]
- Item C There have been a number of demographic changes since 1900. Life expectancy has increased and therefore several
generations of a family may be alive at the same time. Also, people now have fewer children.
Applying material from Item C, analyse two ways in which demographic trends since 1900 may have affected the nature
of childhood in the United Kingdom today. [10 marks]

Demographic change: Birth rate, etc:

- Item C There have been a number of demographic changes since 1900. Life expectancy has increased and therefore several
generations of a family may be alive at the same time. Also, people now have fewer children.
Applying material from Item C, analyse two ways in which demographic trends since 1900 may have affected the nature
of childhood in the United Kingdom today. [10 marks]
- Item C Many marriages now end in divorce. This often creates lone-parent families and single person households. Serial
monogamy has also become a common pattern, with many divorced people remarrying.
Applying material from Item C, analyse two ways in which changing patterns of marriage and divorce have affected the
experience of childhood. [10 marks]

Demographic change: Ageing population:

- Item C Many marriages now end in divorce. This often creates lone-parent families and single person households. Serial
monogamy has also become a common pattern, with many divorced people remarrying.
Applying material from Item C, analyse two ways in which changing patterns of marriage and divorce have affected the
experience of childhood. [10 marks]
- Outline and explain two ways in which changing childbearing patterns may have influenced gender roles and relationships within
families and households. [10 marks]