Cambridge International AS & A Level

SOCIOLOGY 9699/22
Paper 2 The Family October/November 2023
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 2023 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 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.

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 levels of response mark schemes. For these, the level
descriptor 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 descriptors 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.

In some cases, candidates may make some responses 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
GEN
question

Point is irrelevant to the question

Juxtaposition of point

M Material used to support the point

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

Off page comment

Identification of a point

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Question Answer Marks

1 Describe two functions of the family. 4

Indicative content

• Socialisation/education of children/teach norms and values.

• Stabilisation of adult personalities.
• Emotional/physical care of children.
• Maintenance of breadwinner/act as a warm bath.
• Reproduction of next generation/of workforce.
• Economic support for dependents/provision of food, shelter, clothes, etc.
• Sexual regulation – prevent familial/social disharmony.
• Perpetuate capitalism through for example, consumerism, socialisation of
children into accepting hierarchy.
• Maintain social control.
• To teach skills – train for future employment e.g. fishing, farming.
• Any other appropriate function.

Reward a maximum of two functions. For each function, up to 2 marks are

available:
1 mark for identifying a function.
1 mark for describing that function.

(2  2 marks)

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Question Answer Marks

2(a) Explain two reasons for an increase in divorce. 8

Indicative content

• Changes in laws\policy have made divorce more accessible.

• Influence of feminist movements on women’s expectations of
marriage/growth of individualism and personal fulfilment – not prepared to
stay in an unhappy marriage if it does not satisfy them.
• Higher value placed on marriage – people will go through several
marriages to find 'the one'.
• Increased financial independence of women – they can be self-sufficient
and afford to leave an unhappy marriage.
• Secularisation – declining religious influence means less
pressure/judgement over leaving a marriage.
• Less stigma attached/changes in social attitudes to divorce -normalised
due to high level of/highly publicised celebrity divorce.
• Over generous welfare system – New Right argue this allows women to
afford to raise a family and not need to stay in a marriage.
• Isolation of nuclear family – less interference from extended kin networks
to stay married.
• Increased life expectancy – more time for marriage to go wrong and
choose to start again in a new relationship.
• More childless couples – less need to stay together for the sake of the
children.
• Wife’s greater participation in the workforce and focus on own ambitions
– can cause resentment from the husband leading to collapse of
relationship and divorce.
• Any other appropriate reason.

Note: A response which simply discusses why people get divorced, with no
explanation of why/how this significant change that has led to an increase in
divorce is too vague.

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

through references to feminist, postmodernist and New Right theorists
e.g. Sharpe, Giddens, Murray and concepts such as Divorce Reform Act,
Equal Pay Act, individualisation, empty-shell marriage, etc.

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

1 mark for making a point/giving a reason (e.g. divorce is more accessible).

1 mark for explaining that point (e.g. changes in law have made seeking
divorce easier and cheaper).

1 mark for selecting relevant sociological material (e.g. Divorce Reform Act/s).

1 mark for explaining how the material supports the point (e.g. no longer have
to prove fault in order to get a divorce)

(2  4 marks)

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Question Answer Marks

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

Indicative content

Limitations
• Fails to address social class-based inequalities of capitalism in
perpetuating women's inequality in the family.
• Fails to address patriarchy as the main cause of women's oppression in
the family – changes in laws will therefore not lead to greater equality for
women in the family.
• Focuses only on the values of white, heterosexual middle-class women –
their experiences of the family are not universal.
• Fails to recognise personal choice in women being more home orientated
– see this as a form of inequality rather than a positive choice.
• Scope of influence is limited – in some conservative/patriarchal countries
laws/social attitudes towards equality for women in the family are difficult
to change.
• Exaggerates the extent of gender equality now seen in the family – still
largely considered the experience of white middle class families.
• Does not pay enough attention to the abuse/violence that takes place
against women in the family.
• Ignores biological determinism in conjugal roles – assumes gender roles
are socially constructed and learnt via socialisation.
• Fails to acknowledge the negative consequences on children of mothers
pursuing career over fulfilling traditional expressive role (possible New
Right argument)
• 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 liberal feminism (e.g. fails to address

social class-based inequalities of capitalism in perpetuating women's
inequality in the family).

1 mark for describing why liberal feminism has this limitation (e.g. focuses on
how cultural attitudes and policies contribute to gender inequalities).

1 mark for explaining why it is a limitation (e.g. women are oppressed and
exploited due to the relationship the family has with the economy, therefore
limiting our understanding of gender inequality).

(2  3 marks)

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Question Answer Marks

3(a) 'The nuclear family has lost its social importance.' 10

Explain this view.

Indicative content

• Changes in social attitudes – less social expectancy for people to form

traditional nuclear family e.g. secularisation has meant other family forms
have become increasingly tolerated.
• Social policies – made access to divorce/breaking up of nuclear family
easier/supporting alternative family forms e.g. Divorce Reform Act,
welfare system enabling young women in particular to not need to be in a
nuclear family to raise children.
• Growth in family diversity – nuclear family no longer dominant.
• Cereal packet family imagery in the media no longer dominant
• Impact of increase in female independence – prioritise career over
starting a nuclear family.
• Loss of functions – state/external institutions have taken over functions
normally required of the nuclear family meaning less need for it e.g.
socialisation of children.
• Growth in individualism – people pursuing personal dreams/ambitions.
• Any other appropriate point.

Levels of response

Levels 3: 8–10 marks

• Good knowledge and understanding of the view that the nuclear family
has lost its social importance.
• The response contains two clear and developed points.
• Sociological material 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 the nuclear family
has lost its social importance.
• 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 the nuclear family
has lost its social importance.
• 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) 'The nuclear family has lost its social importance.' 6

Using sociological material, give one argument against this view.

Indicative content

• Continues to perform irreducible functions that benefit society e.g.

primary socialisation of children and stabilisation of adult personalities
(functionalist argument).
• Best family type for raising children effectively to become functional
citizens (New Right argument).
• Most effective family type at serving promoting capitalism/wider
patriarchal ideology (Marxist/radical feminist argument).
• Most people form part of a nuclear family at some point/nuclear family still
considered ‘desirable’ by most people.
• Nuclear family forms the basis of most other family types.
• Nuclear family’s continued numerical dominance in some societies/simply
adapting e.g. neo-conventional/dual earner.
• Often shown in the media as the ‘ideal’ family type.
• Remains socially important as it is ‘functionally fit’ for industrial society’s
needs (Parsons).
• Any other appropriate point.

Levels of response

Level 3: 5–6 marks

• One clear and developed argument against the view that the nuclear
family has lost its social importance.
• 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 the nuclear
family has lost its social importance.
• 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 the nuclear family has lost its
importance, 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 power is shared equally in the family. 26

Indicative content.

Note: This response requires a discussion of power in the family

relationships.

In support of the view Against the view

Points • Professional women • Men still tend to make the

tend to take on greater important financial
financial decision decisions as they are
making where the man primarily the
is unemployed. breadwinner/women
• Official statistics show primarily are left with
high incidences of decision making over trivial
domestic violence issues e.g. food shopping.
against both men and • Patriarchy in wider society
women. filters through to the family
• Increase in women’s – this perpetuates male
economic domination/power/exploitati
independence has on of women.
improved their status in • Patriarchal expectation of
the family – led to wife/mother to fulfill
greater power sharing traditional roles, limiting her
in family relationships. opportunities e.g. made to
• Relationships are feel guilty for neglecting
becoming more children if she pursues work
negotiated, meaning – perpetuates male financial
there is less power power as the breadwinner.
imbalance as roles are • Link between cultural
not imposed. diversity and gender
• Changing social inequality influencing power
attitudes mean families distribution within the family.
are becoming less • Middle-class women
patriarchal. generally defer to husbands
• Children increasingly on major decisions.
have a voice in family • Most reported domestic
decisions. violence is conducted by
• Women exercise choice males against their female
in adopting domestic partners.
role – it is not imposed • Females will always be
upon them. biologically disadvantaged
• Any other appropriate due to their ability to have
point. babies – therefore will
always be oppressed by
men in a relationship.
• Some cultures view boys as
more important/of a priority
– as such have greater
power.

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Question Answer Marks

4
In support of the view Against the view

Points • Parents have control of

children's time and space,
etc.
• Power of elderly relatives
reduced as seen as a
burden in some societies.
• Any other appropriate
point.

Supporting Leighton, Willmott & Young, Edgell, Pahl & Vogler, Hardhill
evidence/ Beck, liberal feminism, et al, Dobash & Dobash,
theory Kaufman radical feminsm, Delphy,
post-modernism, Giddens functionalism, Marxist-
feminism, Oakley, rational
choice theory,

Relevant New man/father, Biological determinism,

concepts joint/intergrated conjugal capitalism, gendered
roles, symmetrical family, socialisation, segregated
pester-power, conjugal roles, gender scripts,

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

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Levels of response
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 & Understanding Marks

4 • Good knowledge and understanding of the view that power is 7–8

shared equally in the family.
• 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 power 5–6

is shared equally in the family.
• 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 power is 3–4

shared equally in the family.
• 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 power is 1–2

shared equally in the family.
• The response contains only assertive points or common-sense
observations.

0 • No knowledge & understanding worthy of credit. 0

Level AO2: Interpretation and Application Marks

4 • The material selected will be accurately interpreted, well developed 7–8

and 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 1–2
focus 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 power is shared 9–10

equally in the family.
• The evaluation is clear, explicit and sustained.

4 • Good analysis/evaluation of the view that power is shared equally 7–8

in the family.
• The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting there is
an unequal power distribution in the family.

3 • Some analysis/evaluation of the view that power is shared equally 5–6

in the family.
• There is juxtaposition of different arguments and theories which are
not clearly focused on the question or a few simple points
suggesting there is an unequal power distribution in the family.

2 • Basic analysis/evaluation of the view that power is shared equally 3–4

in the family.
• There is an attempt to consider more than one side of the debate or
one simple point suggesting there is an unequal power distribution
in the family.

1 • Limited analysis/evaluation of the view that power is shared equally 1–2

in the family.
• Any analysis or evaluation is incidental, confused or simply
assertive.

0 • No analysis or evaluation worthy of credit. 0

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Question Answer Marks

5 Evaluate the view that the distinction between childhood and adulthood 26
is becoming less clear.

Indicative content.

In support of the view Against the view

Points • Children can now • Families have become

access adult content increasingly child-centered
through – childhood is protected as
television/internet. something special/children
• Traditional children's seen as needing protection
games are from elements that would
disappearing - now play damage their innocence.
same games as adults. • Childhood is a period
• Children increasingly increasingly safeguarded by
gaining same rights as laws/policies distinguishing
adults. it from adulthood e.g.
• Children dress and protected from employment,
speak more like adults age restrictions.
today. • Inequalities in power
• Children increasingly between adults and children
engaging in adult still exist.
activities e.g. drinking • Control of a child’s space
alcohol, drug taking, and body by adults
sexual activity. • Girls still experience greater
• Many adults are restrictions on their
increasingly dressing freedoms than boys – limits
and behaving younger. what activities they can
• Children and adults undertake.
spend more leisure • Cultural/ethnic examples
time following the same demonstrating restrictions
pursuits together. placed on children’s abilities
• Children increasingly to engage in adult activities
have a voice in family e.g. sex, smoking, alcohol
decisions. consumption.
• Cross cultural • Childhood is socially
examples of children constructed/not a universal
performing adult roles process so generalisations
e.g. carer/earner/soldier cannot be made.
relevant to recent times. • Any other appropriate point.
• Children increasingly
exposed to problems
and stresses of the
adult world.
• Children becoming
increasingly
autonomous,
particularly boys.
• Children increasingly
targeted as consumers.

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Question Answer Marks

5
In support of the view Against the view

Points • Adults increasingly

accessing education for
longer – remain
dependent on parents for
economic support.
• Any other appropriate
point.

Supporting Postman, Palmer, Hecht, Brooks, Jenks, Aries, Hillman,

evidence/ Robertson, Phillips, Margo, Gittens,
theory postmodernism, New Right,
Marxism,

Relevant Infantilisation, toxic March of progress, child-

concepts childhood, kidults, centeredness, age patriarchy,
sexualisation of childhood, concerted cultivation,
consumer culture, boomerang helicopter parenting, Child
generation, Labour laws,

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

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Levels of response
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 & Understanding Marks

4 • Good knowledge and understanding of the view that the distinction 7–8
between childhood and adulthood is becoming less clear.
• 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 5–6

distinction between childhood and adulthood is becoming less
clear.
• 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 distinction 3–4
between childhood and adulthood is becoming less clear.
• 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 1–2

distinction between childhood and adulthood is becoming less
clear.
• The response contains only assertive points or common-sense
observations.

0 • No knowledge & understanding worthy of credit. 0

Level AO2: Interpretation and Application Marks

4 • The material selected will be accurately interpreted, well developed 7–8

and 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 1–2
focus 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 distinction 9–10

between childhood and adulthood is becoming less clear.
• The evaluation is clear, explicit and sustained.

4 • Good analysis/evaluation of the view that the distinction between 7–8

childhood and adulthood is becoming less clear.
• The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting
childhood is a distinct period from adulthood.

3 • Some analysis/evaluation of the view that the distinction between 5–6

childhood and adulthood is becoming less clear.
• There is juxtaposition of different arguments and theories which are
not clearly focused on the question or a few simple points
suggesting childhood is a distinct period from adulthood.

2 • Basic analysis/evaluation of the view that the distinction between 3–4

childhood and adulthood is becoming less clear.
• There is an attempt to consider more than one side of the debate or
one simple point suggesting childhood is a distinct period from
adulthood.

1 • Limited analysis/evaluation of the view that the distinction between 1–2

childhood and adulthood is becoming less clear.
• Any analysis or evaluation is incidental, confused or simply
assertive.

0 • No analysis or evaluation worthy of credit. 0

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