Cambridge International AS & A Level

SOCIOLOGY 9699/42
Paper 4 Globalisation, Media, Religion February/March 2023
MARK SCHEME
Maximum Mark: 70

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 February/March 2023 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 19 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.

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Using the mark scheme

The questions are marked using a generic analytic mark scheme, which separates the marks for the
different assessment objectives (AO). The work is marked for each AO using generic levels of
response mark schemes. The marks awarded are usually based on a judgement of the overall quality
of the response for that AO, rather than on awarding marks for specific points and accumulating a
total mark by adding points.

Indicative content is provided as a guide. Inevitably, the mark scheme cannot cover all responses that
candidates may make for all of the questions. 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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Question Answer Marks

1 ‘Globalisation has resulted in greater inequality between countries.’ 35

Evaluate this view.

Key focus of the question

The question invites candidates to demonstrate knowledge of what is meant

by globalisation and whether it has resulted in greater inequality between
countries. Candidates might distinguish between different aspects of
globalisation, including economic, political, and social dimensions. However,
it would be equally acceptable to focus on one particular form of
globalisation, such as the spread of global capitalism. Arguments supporting
the view on which the question is based have been advanced by Marxist
sociologists who claim that globalisation is a form of neo-colonialism that
benefits the rich and powerful in developed countries at the expense of
poorer people in less developed parts of the world. Globalisation might also
be seen as a form of creeping westernisation that threatens the culture,
national identity and political autonomy of developing countries. Good
evaluative responses will consider alternative views about the impact of
globalisation. This might include references to modernisation theorists and
neoliberals who view globalisation as beneficial for all societies and as a
force that is helping to reduce inequalities between countries.

Indicative content

For:
• Globalisation is seen by Marxist sociologists as westernisation (or
Americanisation); as such, it benefits western capitalist elites at the
expense of underprivileged groups in less economically developed
countries which effectively become satellite states for western multi-
national corporations to exploit.
• It is not clear that globalisation has led to a spread of democracy and
liberal values in developing societies; in many countries, there has been
a backlash against globalisation that, in some cases, has strengthened
the hand of oppressive regimes and led to violent clashes and abuse of
human rights. In that sense, globalisation may have led to greater
political and social inequality in some countries.
• Global migration has arguably led to a brain drain of the most talented
and best qualified workers from developing countries who move to
developed countries in search of improved life chances. This may have
left developing countries poorer in social and economic terms.
• The western model of capitalism that is promoted through globalisation
is not necessarily appropriate for meeting the economic and social
needs of the less economically developed countries in other parts of the
world. It may actually hinder development rather than help, adding to
the problems of inequality.
• Local cultures in developing societies may be weakened by the impact
of globalisation, leading to problems such as increasing crime,
breakdown of traditional authority structures, anomie, and social
fragmentation. This in turn increase the difficulties these countries face
in overcoming poverty and inequality.

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Question Answer Marks

1 Against:
• Neoliberals argue that free markets and global trade contribute to
economic growth in all countries and from which everyone benefits.
• Some less developed countries have successfully modernised; for
example, Taiwan, Singapore, South Korea.
• Globalisation has been associated with the spread of democracy and
liberal values, helping to free people from oppressive political regimes
and exploitative social practices; it gives hope to others that liberation
from intolerable social and political circumstances is possible.
• Increasing contact and exchange between people in different countries
is helping to break down barriers that in the past might have led to
conflict and wars; a cosmopolitan society of global citizens is viewed by
some as the best antidote to the inward- looking nationalism that has so
often led to bloody conflicts in the past, particularly in less developed
countries. The resulting increasing in social and political stability
arguably allows these countries to prosper economically and reduce the
inequality they would otherwise experience.
• Modernisation theorists argue that globalisation helps spread the
cultural values that they believe are essential for successful economic
development, including the values of democracy, entrepreneurship,
individual freedom, and meritocracy.

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Question Answer Marks

2 ‘Governments are powerless to prevent the growth of global crime.’ 35

Evaluate this view.

Key focus of the question

The question invites consideration of global crime and why it may be difficult
to police and prosecute. Examples of different types of global crime may be
used to illustrate the problems that national governments face in detecting
and deterring law breaking that extends beyond national frontiers. Marxist
arguments that global crime is encouraged by the criminogenic conditions
and values of capitalism might be used to explain the difficulties that
governments face in dealing with criminality on a global scale. Marxists
would argue that the nation state is controlled by, or subordinate to,
capitalist interests and that is why some global crimes in particular
(corporate crime, for example) are rarely punished. The view that
governments are powerless to prevent the growth of global crime may be
challenged, however, by considering examples of successful policing and
prosecution. Internationally coordinated efforts between governments to
combat global crime might also be discussed as a way of extending the
evaluative content of the answer.

Indicative content

For:
• Global crimes are crimes that occur across the borders of two or more
countries, making it harder for individual nation-states to police and
prosecute.
• Organised criminal groups can run their illegal operations from
countries where they are least likely to be detected/prosecuted. They
can also switch between countries to avoid arrest.
• Some global crime is organised with the same efficiency and methods
as that which characterises the modern capitalist corporation; this
makes global crime highly profitable and leads to the creation of
powerful networks that wealthy criminals can use to evade detection.
• Castells argues that globalisation has led to the development of
physical, digital and financial networks that cut across national borders
and which allow knowledge, goods and people to move quickly, easily
and cheaply across the world. This has made possible the development
of a global criminal or ‘shadow’ economy in which there exist complex
interconnections between a range of criminal networks in a variety of
countries,
• Global crime is often organised along national or ethnic lines, assisted
by the process of global migration. For example, there are close links
between triads based in China and the Chinese diaspora. The
national/ethnic dimension makes it harder for law enforcement agencies
to penetrate these groups and detect their illegal activities.
• Global crime in developed countries is often linked to poverty in
developing countries. The desperation of poor people in developing
countries to earn a living means they are especially vulnerable to
exploitation by criminals. People trafficking has become a lucrative
activity for criminals against this background of poverty; and many poor
farmers can readily be persuaded to grow drugs to supply the global
trade in illicit substances.

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Question Answer Marks

2 • Digital technology has created new opportunities for criminals to

operate globally without detection. For example, criminal organisations
and terrorist groups are evading security services and intelligence
agencies by hiding in the shadows of the dark net, using encrypted
messaging services to communicate and anonymous cryptocurrencies
such as bitcoin to generate funds.
• Crimes committed by transnational corporations are difficult to police. In
developing countries, TNCs can threaten to withdraw their much-
needed investment if the authorities threaten them with prosecution.
TNCs and wealthy individuals can avoid detection/prosecution by using
bribes to corrupt local officials in the police and government.

Against:
• Franco argues that although organised crime groups may operate on a
global scale, they are still heavily embedded in local contexts and are
therefore subject to local policing and justice.
• Individual nation states are increasingly working together to combat
global crime; for example, UK police forces have worked with their
counterparts in Eastern Europe in efforts to control the migration
associated with sex trafficking.
• Some supra-national organisations have been established to coordinate
the fight against global crime, with examples including Interpol and
Europol.
• Law enforcement agencies in many countries have been strengthened
(given more powers and resources) as a result of the perceived threat
from global crime.
• Growth in global crime has led governments to increase efforts to
control the financial networks through which criminals operate. For
example, there has been some success in closing loop holes that allow
money laundering through identity fraud and the use of offshore bank
accounts.
• Governments potentially could do more to combat global crime, but for
various reasons some governments choose not to intervene. The
Russian and Chinese governments have been reluctant to cooperate
with some international proposals for fighting global crime, for example.
The US government has allowed banks in the US to maintain secrecy in
a way that makes international money laundering investigations difficult.

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Question Answer Marks

3 ‘There is no clear evidence that the media influences social behaviour.’ 35

Evaluate this view.

Key focus of the question

The question invites consideration of how far the media influences social
behaviour and the evidence on this subject. Good answers will respond to
the invitation to consider evidence about the influence of the media. This
might include a review of relevant studies, such as those investigating the
possible relationship between violence in the media and violent social
behaviour. Answers might also consider different models of media effects.
The hypodermic syringe model, for example, suggests that the media have
a substantial and direct effect in influencing the thoughts and behaviour of
audiences. By contrast, the uses and gratifications model suggests that
people are not passive consumers of the media; on the contrary, in order to
satisfy their personal needs people actually make choices about how to use
the media. Other models of media effects (reception analysis model and
cultural effects model) suggest that the influence of the media varies
between groups and may be subtle and indirect.

Indicative content

For:
• Studies of whether exposure to violence in the media leads people to
behave violently have been largely inconclusive. Other studies of media
influence, such as those focusing on the impact of advertising and on
voting behaviour, have also failed to produce definitive results;
• People are not passive consumers of the media, rather they choose
how they use the media in order to satisfy their own personal needs.
• Fears prevalent in the 1930s that people would be brainwashed by the
media have proved unfounded.
• Media messages can be interpreted in different ways; how individual
and groups interpret those messages is influenced by factors which the
media have little control over, such as gender, class, age, ethnicity, and
community.
• Isolating the influence of the media in order to study effects on the way
people think and behave is very difficult to achieve. There are other
methodological difficulties in investigating media influence and this also
adds to the difficulty of securing conclusive evidence about media
effects.

Against:
• Some studies have claimed to show that the media influences human
behaviour. This includes the studies by Bandura, Newson, and
Charlton.
• Studies suggest that the media play a pivotal role in the creation of
moral panics and in deviancy amplification. This shows that under
certain circumstances the media can have a significant impact on
audiences.
• Companies and governments would be unlikely to spend so much
money on media advertisements if they believed audiences were
unaffected by exposure to media content.

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Question Answer Marks

3 • The hypodermic syringe model sees media content as acting like a drug
that is injected into audiences who are then directly influenced in the
way they think and behave.
• Marxist sociologists believe that the media play a part in promoting
ruling class ideology. Through this ideology people are encouraged to
think that the capitalist economic system is fair and acceptable. They
would not think in this way without being influenced by ideological
agencies such as the media.
• Neo-Marxist sociologists claim that the influence of the media is subtle
and indirect; long-term exposure to the media results in people
unconsciously absorbing certain ways of thinking and behaving that are
contained within media representations.

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Question Answer Marks

4 ‘Media representations of women reflect gender stereotypes.’ Evaluate 35

this view.

Key focus of the question

The question invites discussion of how far media representations of women

are based on gender stereotypes. Answers might discuss examples of the
use of gender stereotypes in the media and the objectification of women for
the purposes of attracting male audiences. Gender disparity in the roles
assigned to males and females within the media might also be examined.
The role of the media in promoting idealised images of femininity would be
another relevant line of analysis. Evaluation of the view expressed in the
question might focus on changes in the media in recent years and how this
has affected media representations of women. For example, some blatant
forms of sexism have largely been expunged from the media in the UK.
Some media today try to directly challenge gender stereotypes and to
expose the injustices associated with patriarchy. However, other media
outlets continue to present women in ways that are stereotyped and sexist.
Overall, researchers disagree about the extent to which gender inequality is
reflected in media representations of women.

Indicative content

For:
• The media often use gender stereotypes that present women in a
negative light and reflect patriarchal ideas about the appropriate role of
women in society.
• Some media outlets use objectified and sexualised images of women to
advertise products and attract interest from male audiences.
• Men dominate positions of power within the media and women are often
employed within the media in support roles to men.
• Studies have shown that media content often defines key concerns for
women as beauty, appearance, family, relationships, and childcare.
This fits with a patriarchal view of women as conforming to traditional
female roles.
• Although media representations of women may have changed in recent
years (to reflect a wider range of roles and identities for women, for
example), it is still possible to detect patriarchal and sexist values in
these new forms of representation, including in some new media
platforms.

Against:
• There have been changes in the way women are presented in the
media in recent years to reflect opposition to sexism and gender
stereotyping.
• It depends on the type of media; some media are more progressive in
their representations of women than other media. For example, formerly
broadsheet newspapers versus tabloid newspapers.
• Some media outlets are committed to combatting gender inequality in
the media.

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Question Answer Marks

4 • Women working within the media have been effective in confronting

some elements of gender inequality within the media industry.
• The new media have provided opportunities for more women to create
media content (Facebook and YouTube, for example) and to challenge
gender stereotypes and sexist representations of women in the media.

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Question Answer Marks

5 ‘Religion serves the interests of the rich and powerful.’ Evaluate this 35
view.

Key focus of the question

This question invites consideration of sociological theories that view religion

as a form of social control that favours the interests of the rich and powerful.
Marxist sociologists, for example, argue that religion contributes to the
maintenance of the capitalist economic system by creating false
consciousness among the working class. Feminist view religion as
supporting patriarchal values and therefore adding to the power which
males hold over females. Good answers will demonstrate a sound
understanding of the possible links between religion and the interests of the
rich and powerful. Evaluation of the view on which the question is based is
likely to draw on contrasting theories of religion, such as the functionalist
view that religion contributes to value consensus and social harmony, or the
postmodernist questioning of what religion means for people today.
Examples may be used to question how far religious organisations promote
ideas that are favourable to the status quo (liberation theology, for example,
is an example of religion being used to challenge entrenched economic
interests and support the dispossessed in Latin America). Contrast between
different religions might be explored in order to established whether all
religions are equally supportive of the interests of rich and powerful groups.

Indicative content

For:
• Religious teachings often encourage acceptance of the existing social
order.
• Religion provides a form of spiritual solace (opiate) for the poor, making
them less likely to resist the material deprivation they experience and
thereby supporting the interests of the capitalist ruling class.
• Religious organisations are often reliant on donations from rich
benefactors and so tend to support the interests of such groups rather
than encourage radicalism among followers.
• Established religions are often closely linked with the dominant
institutions of society, helping to support the interests of the rich and
powerful.
• Feminist sociologists argue that religion expresses patriarchal values,
supporting the power of males over females.

Against:
• Some religions have been quite radical in their opposition to poverty
and exploitation, speaking out against perceived deficiencies in the
capitalist economic system and seeking to raise consciousness about
issues of inequality and exploitation.
• Labour movements in western Europe historically had a close
connection with non-conformist religions and were influenced by
religious teachings and values.
• Liberation Theology in Latin America is an example of where religion
has been used directly to oppose capitalist interests and to side with
those who are socially deprived.

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Question Answer Marks

5 • Supporters of the secularisation thesis would argue that the declining

power of religion means that any role it has in promoting false
consciousness among the working class has been equally diminished.
• Some religions have introduced changes to address inequality between
males and females within the religious organisation.

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Question Answer Marks

6 ‘There has been a clear decline in religious belief in all societies.’ 35

Evaluate this view.

Key focus of the question

This question invites candidates to consider the extent to which there has
been a decline in religiosity. It is western societies primarily where the
declining in religious belief has occurred. The extent of the decline in
religious belief and practice can, however, be debated and arguments
against the secularisation thesis are likely to feature in good evaluative
responses to the question. Another line of analysis a candidate might take
would be to consider whether the view expressed in the question is true of
all religions today. Catholicism, for example, remains a powerful influence in
some European countries and this might be contrasted with the arguably
weaker position of the Church of England in the UK today. Likewise, the
Evangelical movement is proving a powerful force in many parts of the world
presently, attracting many adherents. The growth of new religious
movements and new age thinking might also be explored as a way of
questioning the idea that people no longer believe in religion. Answers might
also consider declining membership of religious organisation, competition
from alternative belief systems and the challenges to spiritual belief posed
by science as further examples of the possible decline in religious belief, or
loss of position within the community.

Indicative content

For:
• Falling membership of religious organisations and competition from
other belief systems.
• Surveys showing a decline in religious belief.
• In western societies particularly, religious organisations are less
involved in public life and in the institutions of the state today.
• The social and cultural significance of religion has declined in many
countries.
• Consumerism is a stronger influence in people’s lives today than
religion.
• Science and rationalisation have undermined belief in religion.
• Alternative forms of spirituality have emerged to challenge the appeal of
religion.

Against:
• There is some evidence of religious revival in western societies.
• Religious organisations remain a powerful influence in some societies.
• Some religions appear to be gaining followers (Evangelism in the US,
for example).
• For some communities, religion remains a central part of social and
cultural life.
• Claims that people are less religious than in the past can be
questioned. For example, there is a lack of evidence about how
religious people were in previous periods. The concept of religiosity is
also difficult to define and operationalise.

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Question Answer Marks

6 • Many religious organisations are seeking to rejuvenate themselves by,

for example, renewing their involvement in the community and engaging
more in social and political issues.
• Evidence of growth in privatised forms of religion and believing without
belonging.

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Generic levels of response

Level AO1: Knowledge and Understanding Marks

3 • Good knowledge and understanding of the view on which the question 7–9
is based.
• The response contains a range of detailed points with good use of
concepts and theory/research evidence.

2 • Reasonable knowledge and understanding of the view on which the 4–6

question is based.
• The response contains either a narrow range of detailed points or a
wider range of underdeveloped points, with some use of concepts and
references to theory or research evidence

1 • Basic knowledge and understanding of the view on which the question 1–3
is based.
• The response contains a narrow range of underdeveloped points with
some references to concepts or theory or research evidence.

0 • No knowledge and understanding worthy of credit. 0

Level AO2: Interpretation and Application Marks

4 • Very good interpretation and application of relevant sociological 10–11

material.
• The material selected will be accurately interpreted and consistently
applied to the question in a logical and well-informed way.

3 • Good interpretation and application of sociological material. 7–9

• The material selected will be accurate and relevant but not always
consistently applied to the question in a way that is logical and clear

2 • Reasonable interpretation and application of sociological material. 4–6

• The material selected will be mainly accurate but its relevance to the
question may be confused or unclear at times.

1 • Limited interpretation and application of sociological material. 1–3

• The material selected is relevant to the topic but lacks 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

4 • Very good analysis and evaluation. 12–15

• Clear and sustained analysis of the view on which the question is
based, with detailed and explicit evaluation.
• There is also likely to be a range of contrasting views and/or evidence
discussed, demonstrating good understanding of the complexity of the
issues raised by the question.

3 • Good analysis and evaluation. 8–11

• The evaluation may be explicit and direct but not sustained, or it will rely
on a good outline of contrasting views and/or evidence, clearly focused
on evaluating the view in the question.
• The response demonstrates some understanding of the complexity of
the issues raised by the question.

2 • Reasonable analysis and evaluation. 4–7

• There is a description of some relevant contrasting views and/or
evidence but these are only implicitly focused on evaluating the view in
the question.
• The response demonstrates some awareness of the complexity of the
issues raised by the question.

1 • Limited analysis and evaluation. 1–3

• There are a few simple points of implicit or tangential evaluation.
• The response demonstrates little awareness of the complexity of the
issues raised by the question.

0 • No analysis and evaluation worthy of credit. 0

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