Cambridge International AS & A Level

SOCIOLOGY 9699/22
Paper 2 The Family May/June 2021
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 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 14 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)

1 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).

2 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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3 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.

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Question Answer Marks

1 Describe two ways increased life expectancy has impacted on the 4

family.

Indicative content

• Increase in one person households over state pension age

• Women over 65 more likely to live alone
• Grandparents increasingly a source of quality socialisation / finance
• Growth of the pivot / sandwich generation – adult parents take on caring
role of their elderly parents / family members / Increased the domestic
burden on women
• Financial strain for the family taking care of elderly relatives / Elderly are
an economic burden / increased dependency ratio
• Growth in vertically extended family types e.g. beanpole
• Increased involvement of grandparents in child caring to support dual
earner families
• Changes in marriage and divorce (increased remarriage, marrying later,
increased divorce)
• Any other appropriate way

Reward a maximum of two ways. For each way, up to 2 marks are available:

1 mark for identifying a way

1 mark for describing how increased life expectancy impacts upon the family

(2 × 2 marks)

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Question Answer Marks

2(a) Explain two reasons why there may be greater gender equality in the 8
family today than in the past.

Indicative content

• More women in full time employment / increase in dual earner families

• More women having equal access to education – more aware of rights /
freedoms
• Changes in the socialisation of children that promote gender equality
• Changes in traditional male/female identities
• Increased choice of women to decide lifestyle
• Changes in power relationships in families due to greater economic
power of women
• Changes in social policy e.g. changes in education for boys & girls /
maternity & paternity rights / Greater legal rights for women
• Any other appropriate reason

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

through references to liberal feminist sociologists e.g. Somerville, concepts
e.g. ‘new man’ and social policies such as maternity / paternity leave etc.

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. more women are in paid full
time employment).

1 mark for explaining that point (e.g. more women in paid employment means
a greater need for the male to undertake domestic and child caring duties,
compared to the past)

1 mark for selecting relevant / accurate sociological material (e.g. Somerville)

1 mark for explaining how the material supports the point (e.g. Somerville
argues more men are now voluntarily committed to sharing in these duties
necessary for family survival as shown by the concept of ‘new man’)

(2 × 4 marks)

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Question Answer Marks

2(b) Explain one strength and one limitation of liberal feminist views of the 6
family.

Indicative content

Strengths
• Liberal feminist ideas have had a positive impact on policy by passing
laws e.g. Divorce laws, equal pay legislation, maternity / paternity leave,
recognising domestic violence etc.
• Recognises the impact of gender socialisation on children in creating
inequalities
• Contributed to greater equality being achieved within the family through
changing social attitudes
• Unlike other forms of feminism, liberal feminists recognise that men are
taking a more active role in the domestic sphere
• Offers practical strategies for improving gender equality
• Any other appropriate strength

Limitations
• Fails to address main cause of women’s oppression within the family, i.e.
patriarchal ideologies (radical feminist criticism)
• Fails to address the power and influence of capitalism in perpetuating
women’s inequality in the family (Marxist feminist criticism)
• Only focuses on the values of white, heterosexual middle-class women
(black feminist criticism)
• Some women may choose to be more home orientated and some liberal
feminists see this as a form of inequality rather than a positive choice
• Fails to consider the negative consequences the impact of women’s
greater equality is having on the family (New Right e.g. dysfunctional
families)
• Any other appropriate limitation

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

available:

1 mark for identifying a strength of liberal feminism (e.g. liberal feminist ideas
have had a positive impact on policy)

1 mark for describing why liberal feminism has this strength (e.g. their ideas
have led to policies such as the equal pay act and sex discrimination act)

1 mark for explaining why it is a strength (e.g. this has had a positive impact
on women’s lives and improved gender equality)

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Question Answer Marks

2(b) Reward a maximum of one limitation. For this limitation, up to 3 marks are
available:

1 mark for identifying a limitation of liberal feminism (e.g. it fails to address the
root cause of female oppression, patriarchy)

1 mark for describing why liberal feminism has this limitation (e.g. liberal
feminism focuses on how gender inequality is a result of cultural attitudes and
insufficient laws/policies)

1 mark for explaining why it is a limitation (e.g. it fails to recognise that such
cultural norms and policies are bound up within a patriarchal structures and
culture and therefore women will always be oppressed)

(2 × 3 marks)

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Question Answer Marks

3(a) ‘Cohabitation is replacing marriage’ 10

Explain this view.

Indicative content

• Growth in cohabitation levels

• Decline in marriage levels
• Conscious attempt amongst young people to create a more negotiated
and equal relationship than conventional marriage (Bejin)
• Easier to leave a cohabitating relationship than a marriage (Smart and
Stevens)
• Increased financial independence of women – no longer need marriage
for financial security
• Impact of secularisation – less pressure to marry
• Less social stigma attached to living together unmarried
• Any other appropriate point

Levels of response

Level 3: 8–10 marks

• Good knowledge and understanding of the view that cohabitation is
replacing marriage. The response contains two clear and developed
points.
• 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

• Some knowledge and understanding of the view that cohabitation is
replacing marriage. 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 cohabitation is
replacing marriage. The response contains one relevant but
underdeveloped point and one (or more) points 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) ‘Cohabitation is replacing marriage’ 6

Using sociological material, give one argument against this view.

Indicative content
• Difficult to make generalisations about the motivations of cohabitating
couples (Kiernan)
• Cohabitation is part of the process of getting married / trial period
(Chester)
• 75% of cohabitating couples plan to marry (Coast)
• Importance of religious values to certain cultures continues to place
emphasis on marriage
• Life for many cohabiting couples is very similar to marriage so it is not
radically different
• Any other appropriate point

Levels of response

Level 3: 5–6 marks

• One clear and developed argument against the view that cohabitation is
replacing marriage.
• 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
cohabitation is replacing marriage.
• 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 cohabitation is replacing
marriage, 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 functionalist perspective on the role of the family. 26

Indicative content

In support of functionalism Against functionalism

Points • Organic analogy – family • Marxist criticisms of

as the heart of society functionalist views e.g.
• Functional fit/fit thesis ignore role of family in
• Essential functions the supporting capitalism /
family carries out e.g. reinforcing class
core / peripheral inequalities
• Act as a bridge between • Radical feminist
the individual and society criticisms of functionalist
• The expressive and views e.g. fail to
instrumental leader and recognise role of the
how these roles support family in reinforcing
family and society. patriarchy
• Any other appropriate • Postmodernist criticisms
supporting point of functionalism as a
grand-narrative
• Fails to recognise the
diversity in family set up
and how this affects the
role/s carried out
• Other institutions are
now carrying roles the
family used to
• Any other appropriate
evaluative point

Research Durkheim, Parsons, Murdock, Leach, Cooper/Althusser,

evidence Willmott and Young, Ansley, Greer, Oakley, Beck-
Horowitz, Fletcher, loss of Gernshein and Stacey,
functions,

Additional Structuralist theory, Dark side of the family,

concepts Consensus, primary patriarchy, oppression and
socialisation, gender roles, exploitation, capitalism,
irreducible functions, warm ideology, Ideological state
bath, apparatus, agency of social
control, reproduction of
labour power, family diversity

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

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Question Answer Marks

4 Levels of response

Level 5: 22–26 marks

• Very good knowledge and understanding of the functionalist perspective
on the role of the family. The response contains a wide range of detailed
points with very good use of concepts and theory/research evidence.
• The material selected will be accurately interpreted, well developed and
consistently applied to answering the question.
Clear, explicit and sustained analysis/evaluation of the functionalist
perspective on the role of the family.

Level 4: 17–21 marks

• Good knowledge and understanding of the functionalist perspective on
the role of the family. The response contains a range of detailed points
with good use of concepts and theory/research evidence.
• The material selected will be accurate and relevant but not always
consistently applied to answering the question.
• Good analysis/evaluation of the functionalist perspective on the role of the
family. The evaluation may be explicit and direct but not sustained or a
more descriptive account of evidence and arguments that contradict the
functionalist perspective.

Level 3: 11–16 marks

• Reasonable knowledge and understanding of the functionalist perspective
on the role of 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.
• The material selected will be largely appropriate but its relevance to the
question may be unclear or confused at times.
• Some analysis/evaluation of the functionalist perspective on the role of
the family. The evaluation may be a simple juxtaposition of different
perspectives on the family which are not clearly focused on the question
or a few simple points contradicting the functionalist approach.

Level 2: 6–10 marks

• Basic knowledge and understanding of the functionalist perspective on
the role of the family. The response contains a narrow range of
underdeveloped points and may include basic references to concepts or
theories or research evidence.
• The material selected is relevant to the topic but lacks focus on or
relevance to the specific question.
• Any analysis or evaluation is likely to be incidental, confused or simply
assertive.

Level 1: 1–5 marks

• Limited knowledge and understanding of the functionalist perspective on
the role of the family. The response contains only assertive points or
common-sense observations.
• There is little or no application of sociological material.
• Little or no relevant analysis or evaluation.

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

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Question Answer Marks

5 Evaluate the view that social policies have had a positive impact upon 26
the family.

Indicative content

In support Against the view

Points • Help families perform • Promote diversity /

functions more erosion of nuclear family
effectively (New Right)
• Improve bond between • Break up families
parent and new born (Divorce Acts)
child (e.g. • Promote welfare
Maternity/Paternity Acts) dependency (New Right)
• Promoting gender • Limit family size e.g.
equality (Divorce China’s Child policy
Reform) • Policing the family
• Improved child welfare • Undermines parental
(The Children Act) authority (New Right)
• Support diverse family • Reinforces gender
forms (e.g. Civil inequality/patriarchal
Partnership / Marriage family
Act) / (postmodernism) • Policies failing women –
• Welfare provision Women still burdened
• Any other appropriate within the family e.g. dual
point burden / triple shift
• Any other appropriate
point

Research Functionalism/Fletcher, New Right, Murray/Almond,

evidence liberal feminism, Donzelot,

Additional Consensus, march of Underclass, lone parent

concepts progress, symmetrical family, families, dual burden/triple
new man/father shift,

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

Levels of response

Level 5: 22–26 marks

• Very good knowledge and understanding of the view that social policies
have had a positive impact upon the family. The response contains a wide
range of detailed points with very good use of concepts and
theory/research evidence.
• The material selected will be accurately interpreted, well developed and
consistently applied to answering the question.
• Clear, explicit and sustained analysis/evaluation of the view that social
policies have had a positive impact upon the family.

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Question Answer Marks

5 Level 4: 17–21 marks

• Good knowledge and understanding of the view that social policies have
had a positive impact upon the family. The response contains a range of
detailed points with good use of concepts and theory/research evidence.
• The material selected will be accurate and relevant but not always
consistently applied to answering the question.
• Good analysis/evaluation of the view that social policies have had a
positive impact upon the family. The evaluation may be explicit and direct
but not sustained or a more descriptive account of evidence and
arguments suggesting that social policies have not had a positive impact
upon the family.

Level 3: 11–16 marks

• Reasonable knowledge and understanding of the view that social policies
have had a positive impact upon 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.
• The material selected will be largely appropriate but its relevance to the
question may be unclear or confused at times.
• Some analysis/evaluation of the view that social policies have had a
positive impact upon the family. The evaluation may be a simple
juxtaposition of different arguments and theories which are not clearly
focused on the question or a few simple points suggesting that social
policies have not had a positive impact upon the family.

Level 2: 6–10 marks

• Basic knowledge and understanding of the view that social policies have
had a positive impact upon the family. The response contains a narrow
range of underdeveloped points and may include basic references to
concepts or theories or research evidence.
• The material selected is relevant to the topic but lacks focus on or
relevance to the specific question.
• Any analysis or evaluation is likely to be incidental, confused or simply
assertive.

Level 1: 1–5 marks

• Limited knowledge and understanding of the view that social policies have
had a positive impact upon the family. The response contains only
assertive points or common-sense observations.
• There is little or no application of sociological material.
• Little or no relevant analysis or evaluation.

Level 0: 0 marks
No response worthy of credit.

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