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| Series | Paper | Q | Marks | Title |
|---|---|---|---|---|
| June 2023 | Paper 2 | 3 | 20 | Applying material from Item B and your knowledge, evaluate the extent to which the self is socially constructed. |
| November 2020 | AS Paper 2 | 7 | 20 | Applying material from Item A and your knowledge, evaluate the view that interactions with others is the key factor in shaping identity. |
| June 2019 | AS Paper 2 | 7 | 20 | Applying material from Item A and your knowledge, evaluate sociological explanations of the ways in which age may shape social identity. |
| June 2017 | Paper 2 | 3 | 20 | Applying material from Item B and your knowledge, evaluate interactionist explanations of how an individual’s sense of self is socially constructed. |
| June 2017 | AS Paper 2 | 7 | 20 | Applying material from Item A and your knowledge, evaluate sociological explanations of the ways in which ethnicity may shape identity. |
| Specimen set 1 | Paper 2 | 3 | 20 | Applying material from Item B and your knowledge, evaluate the view that our leisure and consumption choices are the most important factors in shaping our identity. |
![0 4
Using one example, briefly explain how the perceptions of others may affect an
individual’s sense of identity.
[2 marks]](/img/JUN25_71912/JUN25_71912_04.webp)
This question was successfully answered by most students. Popular approaches involved using aspects of interactionist theory labelling or the looking glass self to gain credit.
![0 2
Read Item A below and answer the question that follows.
Item A
Popular culture is easily accessible and enjoyed by many people. Popular culture
broadly reflects mainstream norms and values of society, which some people may
reject.
Popular culture may affect an individual’s sense of self.
Applying material from Item A, analyse two ways that popular culture may affect an
individual’s sense of self.
[10 marks]](/img/JUN24_71922/JUN24_71922_02.webp)
The nature of these questions means that students cannot rely on reciting knowledge. Questions will ask them to bring together aspects of their sociological knowledge in ways they will not have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes . There are different marks available for the assessment objectives. A breakdown of the marks awarded by assessment objective can be found in the mark scheme. The items for 10 mark “analyse” questions are written to give prompts or “hooks” for student answers. These have to be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording ( eg “As the item says…”). Items end with a sentence restating the question; the hooks are in the preceding part of the item. Students should avoid writing all they know about a “hook”, and focus on applying the idea to the question. Introductions and conclusions are not required for 10 mark questions; they take up time and rarely improve the mark. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way/reason is…”, or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Q2: Many students were able to suggest two ways derived from the “hooks” in the item. Not all suggestions were fully developed in relation to the individual’s sense of self. Many students discussed how people reject popular culture through youth subcultures and drew on concepts like hegemony. Answers that included Marxist and postmodernist perspectives provided more comprehensive analyses and evaluations.
![0 4
Using one example, briefly explain how an individual may attempt to manage the
impression others have of them.
[2 marks]](/img/JUN24_71912/JUN24_71912_04.webp)
This question was successfully answered by most students. Popular approaches involved using aspects of interactionist theory backstage / frontstage for example. Choice of leisure activities and clothes / fashion were also popular and successful approaches.
![0 3
Define the term ‘stereotype’.
[2 marks]](/img/JUN23_71912/JUN23_71912_03.webp)
The majority of answers were able to manage the notion of a stereotype as applying to a group and being generalised. Labelling of a group was one common way this was done. If only the group or the generalised aspect was featured in the answer a partial mark was given.
![0 3
Read Item B below and answer the question that follows.
Item B
Interactionists argue that an individual’s sense of self develops through social
interaction. The self is socially constructed through individuals actively interpreting the
social world around them and seeing themselves from the point of view of others.
Other sociologists argue that agencies of socialisation provide individuals with an
identity. For example, functionalists say that socialisation makes sure that people
internalise shared cultural values, leading to consensus and conformity.
Applying material from Item B and your knowledge, evaluate the extent to which the self
is socially constructed.
[20 marks]](/img/JUN23_71922/JUN23_71922_03.webp)
The purpose of the items for these questions is to suggest a few starting points for students, including ways into evaluation. Students are expected to also bring in further ideas (“and your knowledge” in the instruction). A wide range of material can be relevant to these questions, so students need to be selective. It is more effective to cover a limited number of views/theories in depth rather than to include every possible theory. Students who made essay plans appeared to benefit by having more structured and coherent responses. Question 3: This produced some good answers. Most were aware of sociological ideas about the self and interpretivism. They were also able to evaluate using Marxism and other theories.
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Outline three features of the postmodernist view of identity.
[6 marks]](/img/JUN23_71912/JUN23_71912_05.webp)
The ‘outline three’ 6 mark question (the third question in every topic area). Students could easily improve outcomes on this question by realising the need to briefly (eg a line or so) expand upon the criticism / feature etc being outlined. Many students struggled with this question, with the discriminating factor being whether the students had any knowledge of postmodernism or not. Those that did were able to use a wide variety of features such as pick and mix / increased choice / hybridity etc to gain credit – the mark scheme was quite generous here. It is worth noting that the students who did this and did not receive full marks mostly did not add a line or so to explain the meaning of the feature so leaving the point undeveloped. If this was the case they received a partial mark.
![0 2
Read Item A below and answer the question that follows.
Item A
The choices people make about their identities are constrained by how others see
them and interpret their behaviour. However, they can also choose to reject how
others see them.
An individual’s identity may be affected by being labelled as disabled.
Applying material from Item A, analyse two ways an individual’s identity may be affected
by being labelled as disabled.
[10 marks]](/img/NOV21_71922/NOV21_71922_02.webp)
![0 4
Using one example, briefly explain how having a disability may shape an individual’s
experience of society.
[2 marks]](/img/NOV20_71912/NOV20_71912_04.webp)
![0 7
Read Item A below and answer the question that follows.
Item A
Social action or symbolic interactionist sociologists argue that individuals develop a
self-concept which has an important influence on the way they behave. This self-
concept or sense of identity is developed through interactions with other people.
These approaches recognise that individuals have some choice and control over their
identity.
However, other sociologists emphasise the importance of social institutions, rather than
interactions with others, as the key factor in shaping identity.
Applying material from Item A and your knowledge, evaluate the view that interactions
with others is the key factor in shaping identity.
[20 marks]](/img/NOV20_71912/NOV20_71912_07.webp)
![0 2
Read Item A below and answer the question that follows.
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]](/img/JUN19_71922/JUN19_71922_02.webp)
Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks; they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for. The word ‘two’ is put in bold in the question to try and draw students’ attention to this. Sometimes it was not clear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Notably, some students wrote far more than was needed for a 10-mark response. The two types of 10-mark question, “outline and explain” and “analysis” types, are marked differently as the assessment objectives have different weightings. It is important that students are aware of this. For 10 mark “analyse” questions, the parts of the item being used should be clearly indicated, preferably by exact words being quoted. It is acceptable for two different points to be drawn from one part of the item, but answers which do not use the item cannot access the application marks. The best answers to 10-mark questions were focused, clearly stating a point and then developing it, and used sociological concepts, studies, evidence and theory as appropriate. Most students were able to give two ways in which agencies of socialisation have contributed to growing uncertainty about identities. To be successful, answers needed to discuss the role played in this by the agencies named in the item: the media, and the workplace. A small number of answers focused instead on other agencies, and could not get application marks. Popular responses included ‘pick and mix’ or ‘hybrid identities’ and ‘masculinity’ in workplaces.
![0 3
Define the term ‘labelling’.
[2 marks]](/img/JUN19_71912/JUN19_71912_03.webp)
The majority of answers were able to explain labelling with reference to stereotyping based on some characteristic of an individual or group. A minority of students explained labelling in terms of being labelled and subsequently failed to score any marks.
![0 7
Read Item A below and answer the question that follows.
Item A
Biology clearly influences the way that society divides people of all ages. Different age
groups also experience many aspects of life in different ways, such as work, leisure
and personal relationships.
However, some sociologists argue that other factors, such as gender and ethnicity, are
more important in shaping our identity.
Applying material from Item A and your knowledge, evaluate sociological explanations of
the ways in which age may shape social identity.
[20 marks]](/img/JUN19_71912/JUN19_71912_07.webp)
The majority of students seemed unprepared for this question. The most common response was to outline some stereotypical statements about old people and leisure activities, and then move on to gender and ethnicity. Very few students were able to provide a theoretical structure to their answer in relation to age and identity. Many students assumed that age meant old age and limited their responses accordingly. Relatively few answers covered more than one age group. Successful answers often discussed age and identity in relation to work and retirement, as well as notions of status and dependence. Some excellent responses were able to explore the significance of age for identity at different stages of people’s life cycle.
![0 2
Read Item A below and answer the question that follows.
Item A
Individuals have a sense of their own identity. This sense of identity is partly a result of
the way in which individuals interpret their own experience. However, it may also be
affected by the expectations and reactions of the rest of the society they live in.
Applying material from Item A, analyse two ways an individual’s sense of self may be
affected by their sexuality.
[10 marks]](/img/JUN18_71922/JUN18_71922_02.webp)
Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. Most students were able to give two ways in which an individual’s sense of self may be affected by their sexuality. Most focused on homosexuality with only a minority considering, for example, the connection between heterosexuality and hegemonic masculinities. There was some overlap between the ‘ways’ suggested by the item. For example, labelling and stigmatised identity, although different (and so two different ‘ways’), can be part of a reflexive process. Evaluation using these ideas featured in some of the best answers.
![0 3
Define the term ‘master status’.
[2 marks]](/img/JUN18_71912/JUN18_71912_03.webp)
The majority of answers were able to explain master status with reference to an aspect of a person’s identity that dominates other people’s perception of that person. Some students were unfamiliar with the concept and thought it was something to do with social hierarchy.
![0 3
Read Item B below and answer the question that follows.
Item B
Many sociologists separate the self into two parts: how individuals see themselves,
and how others see them. Interactionists argue that these two parts are closely
connected, and that our sense of self is influenced by the reactions of people that we
interact with in our everyday lives.
Other sociologists believe that we can only understand the individual’s sense of self if
we consider the influence of social structures such as class.
Applying material from Item B and your knowledge, evaluate interactionist explanations of
how an individual’s sense of self is socially constructed.
[20 marks]](/img/JUN17_71922/JUN17_71922_03.webp)
Many scripts had one substantial, well developed answer to a 20 mark question and one significantly briefer one, again suggesting problems with time management. It is often the case that a wide range of material can be relevant to these questions, and students will need to be selective. For example, it may be more effective to cover a limited number of views or theories in some depth, rather than to include every possible theory. There was a tendency for answers to progressively lose sight of the question and to become a list of different views. The best answers will address all aspects of the question and will draw on theories, concepts and empirical examples or evidence. Evaluation which meets the demands of the questions is better than points of criticism which have been learned and included, regardless of the specific question that has been set. Students should also be aware that evaluation includes awareness of the strengths, as well as the weaknesses, of an argument or theory. Some answers showed an impressive understanding of interactionism, often through the ideas of Mead, Cooley and Goffman, and were able to compare the approach with structural and other perspectives. A minority of students showed very limited knowledge or relied on what they knew of interactionism from studying other topics.
![0 7
Read Item A below and answer the question that follows.
Item A
The United Kingdom is a multicultural society with a range of different ethnic groups.
Some of these ethnic groups have their own distinctive identity and culture.
However, individuals may adopt more than one identity, depending on the social
situation in which they find themselves.
Applying material from Item A and your knowledge, evaluate sociological explanations
of the ways in which ethnicity may shape identity.
[20 marks]](/img/JUN17_71912/JUN17_71912_07.webp)
The best answers made reference to different ethnic minorities as well as the ethnic majority. Some of these answers made good use of material from the education topic to discuss the relevance of experiences of education on ethnicity and identity. Good answers retained the focus on identity and were able to discuss ideas of cultural navigation and cultural defence in relation to ethnicity and identity. These answers often referred to studies by Modood, Johal and Ballard. Weaker responses tended to drift into life chances rather than identity or simply described some experiences of different ethnic minorities, often in a fairly stereotyped way.
![0 4
Using one example, briefly explain how labelling can affect an individual’s sense of
self.
[2 marks]](/img/JUN16_71912/JUN16_71912_04.webp)
The key to this question was to link the idea of labelling to the individual as opposed to linking it to the general impact of labelling on society. Most successful answers tended to discuss the self- fulfilling prophecy and the idea that an individual may internalise their label.
![0 3
Read Item B below and answer the question that follows.
Item B
The postmodern view is that we have freedom of choice over our leisure activities.
We are free to choose who we want to be and our choice of leisure helps to create
our identity. Whatever our class, age, gender or ethnicity, we can become
whoever we want to be through our leisure and consumption choices.
Applying material from Item B and your knowledge, evaluate the view that our leisure
and consumption choices are the most important factors in shaping our identity.
[20 marks]](/img/SP1_71922/SP1_71922_03.webp)
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