Cambridge International AS & A Level: Sociology 9699/13

Cambridge International AS & A Level
SOCIOLOGY 9699/13
Paper 1 Socialisation, Identity and Methods of Research 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 16 printed pages.
© UCLES 2023 [Turn over

9699/13 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2023
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2023 Page 2 of 16

PUBLISHED 2023
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.

PUBLISHED 2023
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.

PUBLISHED 2023
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
Material used to support the point

M
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

PUBLISHED 2023
Question Answer Marks
1 Describe two features of a laboratory experiment. 4
Indicative content
• Used to test a hypothesis.

• Follow the principles of the scientific method.
• Used to find cause and effect relationships / identify correlations.
• Takes place in an artificial environment.
• Researcher manipulates variables – control and experimental groups.
• Experiments are designed to be replicated – repeated by other
researchers.
• They typically collect quantitative data.
• Any other relevant point
Reward a maximum of two features. For each feature, up to 2 marks are

available:
1 mark for identifying a feature of a laboratory experiment.

1 mark for describing the feature of a laboratory experiment.
(2  2 marks)

PUBLISHED 2023
2(a) Explain two reasons questionnaires are considered high in reliability. 8
Indicative content
• Can be completed without a researcher present / likely to get similar

results if repeated by a different researcher.
• Respondents asked same questions in the same order / easily repeated.
• Usually have closed questions / fixed responses / generate quantitative
data / easier to analyse.
• Can be used to collect data from a large sample / less likely the findings
are the result of an untypical sample.
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. can be completed without the
researcher present)
1 mark for explaining that point (e.g. because they are filled in by the
respondent themselves)
1 mark for selecting relevant sociological material (e.g. there is less likely to
be researcher bias)
1 mark for explaining how the material supports the point (e.g. so if a different
researcher completed the study they are likely to get similar results)
(2  4 marks)

PUBLISHED 2023
2(b) Explain two strengths of using an overt approach to participant 6

observation.
Indicative content
Strengths
• low personal involvement.
• Research carried out in a ‘natural environment’ – high in ecological
validity.
• Ethical reasons: safeguards the consent of those being observed.
• Avert the possibility of ‘going native’.
• Easier to avoid being drawn into any illegal / unethical behaviour of the
group.
• Practical reasons: easier for researcher to make notes while observing.
• Allows researcher the opportunity to ask questions.
• Makes withdrawal from the group straightforward.
Strengths need to specifically relate to the overt aspect and not participant
observation in general.
Reward a maximum of two strengths. For each strength, up to 3 marks are

available:
1 mark for identifying a strength of overt participant observation

(e.g. low personal involvement)
1 mark for explaining why this method has this strength
(e.g. overt observers do participate, they view behaviour in a detached way)
1 mark for explaining why it is a strength
(e.g. likely to lead to a more objective understanding)
(2  3 marks)

PUBLISHED 2023
3(a) 'Education is the most important influence on class identity.' 10

Explain this view.
Indicative content
• The role played by the formal and informal (hidden) curriculum in the
transmission of class-based norms, values and roles.
• Use of cultural and / or social capital (Bourdieu) within schools (ways of
acting, attitudes and lifestyle) and social capital (networks of influence).
• Failure / success at school can shape a person’s perception of their social
class identity.
• Private education, especially public schools followed by Oxbridge –
contributes to membership of elite occupational groups in society
(judiciary, military, politics) and sense of leadership and
self-confidence.
• Exclusive social networks – peer groups formed in schools / university
(‘old boys’ network’) that provide self-help contacts in later life.
• Any other reasonable point.
Levels of response
Level 3: 8–10 marks

• The response contains two clear and developed points.
• Good knowledge and understanding of the view that education is the
most important influence on class identity.
• 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.

• The response contains one clear and developed point and one relevant
but underdeveloped point.
• Some knowledge and understanding of the view that education is the
• 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 be made clear.

• The response contains one relevant but underdeveloped point and one
(or more) points related to the general topic rather than the specific
question.
• Limited knowledge and understanding of the view that education is the
• Any supporting material lacks focus on the specific question.
Level 0: 0 marks
• No response worthy of credit.

PUBLISHED 2023
3(b) 'Education is the most important influence on class identity.' 6

Using sociological material, give one argument against this view.
Indicative content
• Deterministic explanation i.e. the role of education in socialising children

may be exaggerated. Children are able to exercise agency in the
formation of their identity, class based or otherwise.
• Socialisation practices into norms and values of class culture e.g. working
class culture might be family orientated and children might enjoy leisure
activities such as watching TV etc.
• Use of cultural and / or social capital (Bourdieu) cultural capital inherited
from parents (ways of acting, attitudes and lifestyle) and social capital
[networks of influence]
• The view that class identity itself has fragmented and declined overall.
• Class identity in adulthood – work environment and social status may be
more important influences than education on social class identity of
adults.
• Too simplistic to isolate the power of one agent as the most significant.
• The role of other agents of socialisation relative to the influence of
education on class identity e.g. peer group may be a more important
influence as children form subcultures within school e.g. Willis (though
these may be class based); working class attitudes towards education –
instant gratification, fatalism, ascribed status – may be shaped by the
family (though these may be reinforced in schools). Likewise, middle
class attitudes. Note: these responses need to explain why the agent is
more important than education e.g. parents exert control on children’s
access to schooling so family can be seen as more important. Peers may
encourage young people to adopt a critical approach to their participation
in education.
• Any other relevant point.
Levels of response

• One clear and developed argument against the view that education is the
• 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.

• One clear but underdeveloped argument against the view that education
is the most important influence on class identity.
• The material selected is appropriate but not clearly focused on the
question or its relevance to the argument is not made clear.

• One point disagreeing with the view that education is the most important
influence on class identity, which is undeveloped or lacking clarity.
• Any supporting material lacks focus on the specific question.
Level 0: 0 marks
• No response worthy of credit.

PUBLISHED 2023
4 Evaluate the view that the extent to which ethnic identities are changing 26
has been exaggerated.
Indicative content:
In support Against the view
Points • Emergence of hybrid • Ethnic identity is becoming
identities (mix of two or harder to identify i.e. the
more identities.) has traditional markers of
been overstated – ethnicity (traditions,
cultural differences language, diet, dress,
between groups remain religion etc.) that give
and, in many cases, may cultural groups a sense of
be hardening.(Jacobson) identity are breaking
• Rejection of the idea that down.
identity is simply a matter • Globalisation, diaspora,
of personal choice: it is assimilation and inter-
as likely to be a ethnic relationships as
response to racism / factors driving change.
’fitting in’ / playing down • New / hybrid forms
their own ethnicity and emerging – the option to
culture to gain adopt multiple identities
acceptance rather than depending on the social
as a preferred option. context e.g. ‘Brasian’,
• Examples of ethnicity ‘white mask’, code
being asserted as a switching etc. (Johal,
statement of difference Butler, Hall)
e.g. Mirza on female • Music, clothing, language
British Muslims wearing and diet as cultural
the hijab to distinguish elements that are subject
their identity and being to a ‘pick and mix’
generally more religious approach. White youth are
than their parents. Black also subject to this.
youth more inclined to • Concept of hybridity as a
use Patois as a way to counterpoint to the
actively assert their simplistic idea of ‘caught
ethnic identity in between two cultures’ –
opposition to others. fusion not confusion.
(Modood) • Potential links to
• Awareness of the role supporting theory e.g.
played by structure and postmodernism.
agency in relation to
identity.
Research Jacobson, Mirza, Modood Johal, Butler, Hall,
evidence postmodernism
Additional
concepts
The above content is indicative and other relevant approaches to the question
should be rewarded appropriately.

PUBLISHED 2023
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 and Understanding Marks
4 • Good knowledge and understanding of the view that the extent to which 7–8
ethnic identities are changing has been exaggerated.
• 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 extent to 5–6
which ethnic identities are changing has been exaggerated.
• 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 extent to which 3–4
• 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 extent to which 1–2
• The response contains only assertive points or common sense
observations.
0 • No knowledge and understanding worthy of credit. 0
Level AO2: Interpretation and Application Marks
4 • The material selected will be accurately interpreted, well developed and 7–8
consistently applied to answering the question.
3 • The material selected will be accurate and relevant but lacks either some 5–6
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 focus 1–2
on or relevance to the specific question.
0 • No interpretation and application worthy of credit. 0

PUBLISHED 2023
Level AO3: Analysis and Evaluation Marks
5 • Very good analysis / evaluation of the view that the extent to which ethnic 9–10
identities are changing has been exaggerated.
• The evaluation is clear, explicit and sustained.
4 • Good analysis / evaluation of the view that the extent to which ethnic 7–8
• The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting that the extent
to which ethnic identities are changing has not been exaggerated.
3 • Some analysis / evaluation of the view that the extent to which ethnic 5–6
• There is a juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points suggesting that the
extent to which ethnic identities are changing has not been exaggerated.
2 • Basic analysis / evaluation of the view that the extent to which ethnic 3–4
• There is an attempt to consider more than one side of the debate or one
simple point suggesting that there is little evidence to support the
emergence of new hybrid ethnic identities.
1 • Limited analysis / evaluation of the view that the extent to which ethnic 1–2
• Any analysis or evaluation is incidental, confused or simply assertive.
0 • No analysis and evaluation worthy of credit. 0

PUBLISHED 2023
5 Evaluate the view that the main influence on choice of research method 26
is the theoretical perspective of the sociologist.
Indicative content
In support Against the view
Points • The theoretical stance of • Time – often linked to

the researcher in shaping money. Many methods /
choice of method may be approaches can take
decisive. considerable time e.g.
• Positivists choose methods longitudinal studies.
that produce quantitative • Money – often linked to
data (e.g. questionnaires funding source; some
and official statistics), as methods are cheap.
they consider such methods • Location.
to be more scientific and • Sample issues: size,
reliable. access, cooperation.
• Interpretivist choose • Nature of the study
methods that produce group / topic e.g. if they
qualitative data, such as are easier to access
interviews or observations such as poor /
as they consider such powerless groups.
methods more likely to be in • Researcher’s skill set
depth and valid. e.g. the difficulties
• Feminist methodology involved in conducting
focuses on the failure of different types of
traditional theories to take observation.
account of the position of • Ethical considerations.
women in how research is • Researcher’s /
conducted. sponsor’s values and
• Research that is instigated ideological perspectives
by the sociologist on their may be a key influence
own account, without direct on research methods.
sponsorship from outside
bodies is more likely to be
influenced by the theoretical
concerns of the sociologist
in terms of choice of
research method.
Research Feminist sociologists; positivism, National statistics, British

evidence interpretivism Crime Survey
Additional Reliability, validity, objectivity, Ethics, access, sample size

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

PUBLISHED 2023
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 and Understanding Marks
4 • Good knowledge and understanding of the view that the main influence 7–8
on choice of research method is the theoretical perspective of the
sociologist.
• 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 main 5–6
influence on choice of research method is the theoretical perspective of
the sociologist.
• 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 main influence 3–4
sociologist.
• 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 main influence 1–2
sociologist.
• The response contains only assertive points or common sense
observations.
0 • No knowledge and understanding worthy of credit. 0
Level AO2: Interpretation and Application Marks
4 • The material selected will be accurately interpreted, well developed and 7–8
consistently applied to answering the question.
3 • The material selected will be accurate and relevant but lacks either some 5–6
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 focus 1–2
on or relevance to the specific question.
0 • No interpretation and application worthy of credit. 0

PUBLISHED 2023
Level AO3: Analysis and Evaluation Marks
5 • Very good analysis / evaluation of the view that the main influence on 9–10
choice of research method is the theoretical perspective of the
sociologist.
• The evaluation is clear, explicit and sustained.
4 • Good analysis / evaluation of the view that the main influence on choice 7–8
of research method is the theoretical perspective of the sociologist.
• The evaluation is explicit and direct but not sustained or relies on a more
descriptive account of evidence and arguments suggesting that choice of
research method may be shaped by other factors such as practical or
ethical issues.
3 • Some analysis / evaluation of the view that the main influence on choice 5–6
• There is a juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points suggesting that the
main influence on choice of research method is the theoretical
perspective of the sociologist.
2 • Basic analysis / evaluation of the view that the main influence on choice 3–4
• There is an attempt to consider more than one side of the debate or one
simple point, the choice of method may be shaped by other factors.
1 • Limited analysis / evaluation of the view that the main influence on choice 1–2
of research method is not the theoretical perspective of the sociologist.
• Any analysis or evaluation is incidental, confused or simply assertive.
0 • No analysis and evaluation worthy of credit. 0

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Cambridge International AS & A Level

This document consists of 16 printed pages.

© UCLES 2023 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2023 Page 2 of 16

Social Science-Specific Marking Principles

1 Components using point-based marking:

From this it follows that we:

2 Presentation of mark scheme:

© UCLES 2023 Page 3 of 16

Using the mark scheme

© UCLES 2023 Page 4 of 16

Development / description of the point.

General point using sociological material but applied to the

Point is irrelevant to the question

Material used to support the point

Not answered question

This material receives no credit, additional points not

Point that has been credited

Off page comment

© UCLES 2023 Page 5 of 16

Question Answer Marks

1 Describe two features of a laboratory experiment. 4

• Used to test a hypothesis.

Reward a maximum of two features. For each feature, up to 2 marks are

1 mark for identifying a feature of a laboratory experiment.

© UCLES 2023 Page 6 of 16

Question Answer Marks

2(a) Explain two reasons questionnaires are considered high in reliability. 8

• Can be completed without a researcher present / likely to get similar

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

© UCLES 2023 Page 7 of 16

Question Answer Marks

2(b) Explain two strengths of using an overt approach to participant 6

Reward a maximum of two strengths. For each strength, up to 3 marks are

1 mark for identifying a strength of overt participant observation

© UCLES 2023 Page 8 of 16

Question Answer Marks

3(a) 'Education is the most important influence on class identity.' 10

Level 3: 8–10 marks

Level 2: 4–7 marks

Level 1: 1–3 marks

© UCLES 2023 Page 9 of 16

3(b) 'Education is the most important influence on class identity.' 6

• Deterministic explanation i.e. the role of education in socialising children

Level 3: 5–6 marks

Level 2: 3–4 marks

Level 1: 1–2 marks

© UCLES 2023 Page 10 of 16

Question Answer Marks

© UCLES 2023 Page 11 of 16