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Section A: Culture and Identity

Total for this section: 60 marks

Read 1A and 1B below and answer questions 1 to 5 that follow.

Item 1A
Individual choices help to form a person’s identity, but that identity is also shaped by society. Factors such as an individual’s social class, age and sexuality may influence how others see them. Sometimes an aspect of a person’s identity may be stigmatised by society.

Item 1B
Functionalists see the socialisation process as beneficial for all of society. Social institutions shape individuals and transmit the culture of society. From a functionalist perspective, the role of the socialisation process is to integrate individuals into society as a whole. It is important that members of a society see themselves not just as individuals, but also as part of a wider group.

Other sociologists are critical of this view of socialisation. For example, social action approaches place more emphasis on the way in which individuals create their own identity through interaction with others.

1. Explain what is meant by the ‘culture’ of society (Item 1B). [2 marks]

2. Suggest two ways in which an individual’s social experience is affected by their sexuality, apart from being stigmatised by society (Item 1A).[4 marks]

3. Suggest three characteristics of the post-modernist view of culture and/or identity. [6 marks]

4. Examine sociological explanations of the ways in which ethnicity may shape social identity. [24 marks]

5. Using material from Item 1B and elsewhere, assess the functionalist view of the role of the socialisation process. [24 marks]

Mark scheme

1. Two marks for a satisfactory explanation and/or definition of ‘culture’, such as: shared norms and/or values. One mark for a partially satisfactory answer, e.g. norms.

2. (4 marks) Two marks for each of two appropriate ways identified, such as: • may be subject to discrimination/stereotyping • may be subject to physical/verbal abuse • different leisure activities• lack of representation in the media • society makes the presumption of heterosexuality.

One mark for each of two partially appropriate answers, e.g. an example of stereotyping.

NB: No marks for stigmatised or similar.

3. (6 marks) Two marks for each of three appropriate characteristics suggested, such as: • importance of consumption • globalisation • choice • diversity • media saturation • hyper-reality • consumers are active and creative people • no meta-narratives.

One mark for each of three partially appropriate answers, e.g. answers that give an example such as 24-hour media.

4. (24 marks) 0 marks —No relevant points.

1-9 marks — Answers in this band will show only limited knowledge and understanding and show very limited interpretation, application, analysis or evaluation.

Lower in the band there may be one or two very insubstantial points, for example about ethnicity, with little understanding of relevant issues.

Higher in the band answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about aspects of ethnicity.

Interpretation of material may be simplistic, or at a tangent to the question. Analysis and/or evaluation will be very limited or non-existent.

10-18 marks — Answers in this band will show reasonable knowledge and understanding and will show limited interpretation, application, analysis and/or evaluation.

Lower in the band, this may be confined to a competent if basic account, for example of a way in which ethnicity may shape social identity.

Interpretation may be limited and may not be applied explicitly to the demands of the question, for instance, answers may indiscriminately describe the experiences of different ethnic groups without focusing on the issue of social identity.

Higher in the band, knowledge will be broader and/or deeper, and students will apply this to the ways in which ethnicity may shape social identity.

Material will be interpreted accurately, though its relevance may not always be made explicit.

There may be some limited analysis and/or evaluation, for example of how the relationship between ethnicity and social identity is changing.

However, this is not a requirement to reach the top of this band.

19-24 marks — Answers in this band will show sound, conceptually detailed knowledge and understanding of material on sociological explanations of how ethnicity may shape identity.

This will be accurately and sensitively interpreted and applied to meet the demands of the question.

The student will show the ability to organise material and to analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer.

Concepts and issues such as the following may appear: hybrid cultures; assimilation; discrimination; life chances; racism; multiculturalism; diaspora; dual identity; cultural navigation; cultural defence; mixed identities; globalisation; grammar of race.

Analysis and evaluation may be developed, for instance via a debate about the importance of ethnicity as a source of identity, or through a discussion of the contrast between functionalist, Marxist, interactionist, feminist and/or postmodernist views.

Lower in the band, answers may examine a more limited range of material.

Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include: Back; Ballard; Bradley; Butler; Ghumann; Gilroy; Hall; Hennink; Johal; Mirza; Modood; Pilkington; Tizardand Phoenix; Sewell

5. (24 marks) — 0 Marks no relevant points.

1-9 marks — Answers in this band will show only limited interpretation, application, analysis and evaluation and show only limited knowledge and understanding.

Lower in the band, there may be one or two very insubstantial points about socialisation or material ineffectually recycled from the Item with little understanding of relevant issues.

Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about some aspect of socialisation.

Interpretation of material may be simplistic or at a tangent to the question.

10-18 marks Answers in this band will show some reasonable interpretation, application, analysis and evaluation and will show reasonable knowledge and understanding.

Lower in the band, some potentially relevant material will be presented and a broadly accurate if basic account offered, for example of the functionalist view of socialisation, though interpretation and application to the demands of the question may remain implicit.

Higher in the band, knowledge and understanding of material will be broader and/or deeper.

The answer will deal with the functionalist view of the role of socialisation and may make limited use of the Item (e.g. to discuss the role of socialisation in integrating members of society).

Material will be accurately interpreted but its relevance may not always be made explicit.

There will be some limited analysis and/or evaluation, for instance of functionalist views.

19-24 marks — In this band, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of sociological material on the functionalist view of the role of the socialisation process drawn from the item and elsewhere.

This will be accurately and sensitively interpreted and applied to the demands of the question.

Students will consider the issue of the role of socialisation from different perspectives (e.g. social action theory, functionalist, feminist, Marxist).

Concepts and issues such as the following may appear: primary and secondary socialisation; agencies of socialisation; social order; social solidarity; organic analogy; gender roles; norms; values; role models; collective conscience; ruling class ideology; patriarchal society; hyper reality; male gaze; beauty myth; gender regime; secularisation; spiritual shopping; pick and mix; structure and action; self; consensus and conflict; cultural capital; social control.

Analysis and evaluation may be developed, for instance by discussing the role of socialisation in society.

Lower in the band, interpretation and application may be less selective and/or analysis and evaluation less developed and more list — like.

Higher in the band, interpretation and application will be more f ocused and analysis and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include: Beck; Blumer; Durkheim; Goffman; Macionis and Plummer; Mac an Ghaill; Mirza; Marx; Mead; Oakley; Parsons; Weber

— filestore.aqa.org.uk