Cambridge International AS & A Level: Sociology 9699/22

Cambridge International AS & A Level
SOCIOLOGY 9699/22
Paper 2 The Family February/March 2024
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 f or
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes f or the February/March 2024 series f or most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.
This document consists of 18 printed pages.
© Cambridge University Press & Assessment 2024 [Turn over

9699/22 Cambridge International AS & A Level – Mark Scheme February/March 2024
PUBLISHED
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
descriptions 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.
© Cambridge University Press & Assessment 2024 Page 2 of 18

PUBLISHED
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 s hown.
• 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 an d any
exceptions to this general principle will be noted.

PUBLISHED
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 holistically using levels of response mark schemes. When marking
holistically, the marks awarded for an answer are usually based on a judgement of the overall quality
of the response.
For holistic marking, 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.

PUBLISHED
Annotations
Annotation Meaning
Benefit of the doubt given / the point is just about worthy of credit
Explanation of the point

E1
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 question

GEN
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

PUBLISHED
Annotation Meaning
Off page comment
Identification of a point

PUBLISHED
Question Answer Marks
1 Describe two ways the family can benefit its members. 4
Indicative content
• Primary socialisation – teach children norms/values/language skills to

enable them to fit into society.
• Stabilisation of the adult’s personality – provide emotional/psychological
care/comfort the breadwinner/act as a warm bath lifting the stresses and
strains of the day.
• Provide basic needs/economic function – keep family members
fed/sheltered/clothed.
• Satisfaction of adult sexual needs – prevent disharmony in the
relationship.
• Care for elderly relatives – rather than placing in care homes where they
may experience neglect/abuse.
• Grandparents can provide free childcare – save on childcare costs/can
encourage women to be in employment.
• Men benefit from women adopting a triple shift -frees them from the
burdens of childcare/housework leaving them more free time.
• 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 that way benefits members.
(2  2 marks)

PUBLISHED
2(a) Explain two reasons for the increase in cohabitation in some societies. 8
Indicative content
• Changing social attitudes – people no longer feel bound by traditional

ideas and expectations of marriage e.g. decline in religious beliefs and
values.
• Introduction of laws/social policies accepting of/promoting different family
forms – less stigma attached to those not conforming to the typical notion
of ‘family’.
• Increased economic independence of women – no longer need to rely on
a husband for economic support.
• Rising expectations of marriage – cohabitate as a trial period to see if the
person is the ‘one’.
• People adopting different lifestyles depending on their needs e.g.
cohabitation gives greater freedom to leave the relationship with fewer
ties, move for career etc.
• Liberated sexual attitudes – women less likely to view romantic love and
marriage as their primary goal.
• Fear of divorce/marriage failing – deters people from getting married
preferring to cohabit.
• Increased cost of lavish weddings – couples may cohabit whilst they save
up to pay for it.
• Globalisation of western culture can normalise diversity.
• Any other appropriate response.
For this question, use of sociological material is likely to be demonstrated

through references to sociologists e.g. Giddens, Wilkinson, Beck and
concepts such as individualism, secularisation 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. changing social attitudes).
1 mark for explaining that point (e.g. societies are increasingly becoming more
accepting of relationships outside of the traditional marriage).
1 mark for selecting relevant sociological material (e.g. secularisation).
1 mark for explaining how the material supports the point (e.g. as people
become less influenced by religious traditions, social attitudes towards living
together unmarried is less likely considered sinful).
(2  4 marks)

PUBLISHED
2(b) Explain two limitations of postmodernist views of family diversity. 6
Indicative content
Limitations:
• Over-estimates the amount of people abandoning marriage.
• Exaggerates the extent of family diversity – the basic features of family
life are still modelled on the nuclear family.
• By focusing too much on individualism, it underestimates the importance
common norms & values have in family life.
• Exaggerates the role of choice in family diversity – some societies
actively prevent diversity through laws and religion/many types of
diversity may not have been a choice e.g. divorce, death of a partner,
migration.
• Fails to recognise the persistence of patriarchy/female oppression in
families (radical feminism criticism).
• Does not consider social structures e.g. social class, gender etc. in
shaping family form.
• Choice is often limited to affluent, more liberal western societies.
• Any other appropriate limitation.
Reward a maximum of two limitations. For each limitation, up to 3 marks are

available:
1 mark for identifying a limitation of (e.g. over-estimates the amount of people

abandoning marriage).
1 mark for explaining why postmodernism has this limitation (e.g. assumes
people are no longer bound by traditional values and expectations).
1 mark for explaining why it is a limitation (e.g. Sommerville argues that only
5% of people will never marry in their lives).
• (2  3 marks)

PUBLISHED
3(a) 'Women continue to perform the majority of tasks in the family.' Explain 10
this view.
Indicative content
• Evidence of women taking on a greater burden in the home/evidence of

inequality in housework/childcare/emotion work.
• Some cultures/religions encourage/enforce traditional gender roles that
place greater burden on women in the family.
• Working class tend to still have unequal distribution of conjugal roles due
to patriarchy/toxic masculinity, with the burden of housework and
childcare falling on women.
• Men may be taking a more active role in the home, but this remains
considerably less than women who experience a ‘partnership penalty’.
• Increased men's participation in housework during Covid pandemic,
returned to traditional unequal gendered division amongst couples with
children, once schools and nurseries closed (Harkness et al.).
• During Covid pandemic lockdown, it tended to be women who took on the
homeschooling of children (ONS data in UK).
• Women as mothers are unequally burdened by expectations of
motherhood – experience ‘motherhood penalty’ based on their biology.
• Women overwhelmingly take on the caring role of elderly
relatives/become sandwich carers.
• Joint conjugal roles considered a western notion – limited change in more
traditional societies.
• Women overwhelmingly take on the emotional care of other family
members e.g. act as a ‘warm bath’ for the husband.
• Majority of ‘hidden work’ e.g. shopping for birthday presents, making
shopping lists etc. falls to women (Devault).
• Men consider certain household technology too difficult to use e.g.
washing machine, therefore leave laundry tasks to women (Silva)
• Any other relevant point.
Levels of response
Level 3: 8–10 marks

• Good knowledge and understanding of the view that women continue to
perform the majority of tasks in the family. The response contains two
clear and developed points.
• Sociological material 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.

• Some knowledge and understanding of the view women continue to
perform the majority of tasks in the family. 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 fully focused on the question or its
relevance may not be made clear.

PUBLISHED
3(a) Level 1: 1–3 marks

• Limited knowledge and understanding of the view that women continue to
perform the majority of tasks in the family. The response contains one
relevant but underdeveloped point and one (or more) point/s 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.
3(b) 'Women continue to perform the majority of tasks in the family.' Using 6
sociological material, give one argument against this view.
Indicative content
• Changes in attitudes towards fatherhood mean men more actively

involved with day-to-day care of their children e.g. growth of superdad/
new father.
• During the covid pandemic, childless couples witnessed a rebalancing of
the domestic chores between men and women (Harkness et al.).
• Evidence of a move to more equal roles in the family/symmetrical family.
• Impact of technology on housework – men now take on more of the
domestic role.
• As women's earning power increases relative to men's, men take more
responsibility for domestic labour/impact of 'march of progress'.
• Decline in traditional patriarchy/traditional male identities, has led to more
equality in conjugal roles.
• Any other relevant argument.
Levels of response

• One clear and developed argument against the view that women continue
to perform the majority of tasks in the family.
• 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 women
continue to perform the majority of tasks in the family.
• The material selected is appropriate but not fully focused on the question.
Sociological evidence is used but its relevance to the argument is not
made clear.

• One point disagreeing with the view that women continue to perform the
majority of tasks in the family, which is undeveloped or lacking clarity.
• Any material selected lacks focus on the specific question.
Level 0: 0 marks
• No response worthy of credit.

PUBLISHED
4 Evaluate the view that cultural factors are the main influence on family 26
structure.
Indicative content
In support of the view Against the view
Points • South Asian families • Middle class families

tend to be extended. more likely to be isolated
• African Caribbean have nuclear.
a high proportion of • Economic factors as
matrifocal lone-parent main influence e.g.
families/low marriage income differences likely
rates leading to lone- to affect structure such
parent mothers. as working class more
• Cultures with strong likely have modified
religious ties tend to extended family for
have fewer diverse support/underclass more
family structures e.g. likely lone parent.
lone-parent, same sex • Middle class tend to
etc. have fewer children
• Western cultures with meaning smaller family
less religious size.
traditionalism, more likely • First marriage has a
to experience diversity in higher probability of
family structure. ending in divorce for
• Chinese families tend to those of a lower
have fewer children. economic status,
• Cultures that value the creating lone
elderly tend to favour parent/singletons.
extended families as • Middle class less likely to
support for elderly be married then
relatives. working/lower class.
• Around three quarters of • State policy more
Pakistani & Bangladeshi influential e.g. decline of
women are married by extended family/increase
25. in lone-parent mothers in
• Any other appropriate the UK a result of welfare
point. state/same sex marriage
legalised.
• Demographic factors
such as childrearing later
in life due to increase in
working women
• Individualism – more
lone parenthood,
childless couples etc.

PUBLISHED
4
Points • Impact of liberation

movements e.g.
feminism, same sex etc.
• Impact of the spread of
inclusive Westernised
views of what constitutes
‘family’.
• Availability/attitudes
towards abortion
• Any other appropriate
point.
Research Rapoport & Rapoport, Mirza, Marxism, New Right, post

evidence/ Ballard, modernism, Murray, ONS
theory post-modernism, Berthoud, data, Gomm,
Self & Zealey,
Possible Globalisation, secularisation, Welfare dependency,

concepts One Child policy, geographic mobility,
individualism,
The above content is indicative and other relevant approaches to the question
should be rewarded appropriately.

PUBLISHED
Levels of response for Question 4
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
• Good knowledge and understanding of the view that cultural factors are
the main influence on family structure.
4 7–8
• The response contains a range of detailed points with good use of
concepts and theory/research evidence.
• Reasonable knowledge and understanding of the view that cultural

factors are the main influence on family structure.
3 • The response contains a narrow range of detailed points or a wider range 5–6
of underdeveloped points, with some use of concepts or theory or
research evidence.
• Basic knowledge and understanding of the view that cultural factors are
2 • The response contains a narrow range of underdeveloped points and 3–4
may include basic references to concepts or theories or research
evidence.
• Limited knowledge and understanding of the view that cultural factors are
1 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
• The material selected will be accurately interpreted, well developed and

4 7–8
consistently applied to answering the question.
• The material selected will be accurate and relevant but lacks either some
3 5–6
development or clear application to the question.
• The material selected is relevant to the question but is not applied

2 3–4
accurately or has limited development.
• There is some attempt to apply sociological material but this lacks focus
1 1–2
on or relevance to the specific question.
0 • No interpretation and application worthy of credit. 0

PUBLISHED
Level AO3: Analysis and Evaluation Marks
• Very good analysis/evaluation of the view that cultural factors are the
5 main influence on family structure. 9–10
• The evaluation is clear, explicit and sustained.
• Good analysis/evaluation of the view that the nuclear family is still

important in society today.
4 • The evaluation is explicit and direct but not sustained or a more 7–8
descriptive account of evidence and arguments against the view that
cultural factors are the main influence on family structure.
• Some analysis/evaluation of the view that cultural factors are the main
influence on family structure.
3 • There is a juxtaposition of different arguments and theories which are not 5–6
clearly focused on the question or a few simple points against that
cultural factors are the main influence on family structure
• Basic analysis/evaluation of the view that cultural factors are the main
influence on family structure.
2 • There is an attempt to consider more than one side of the debate or one 3–4
simple point against that cultural factors are the main influence on family
structure.
• Limited analysis/evaluation of the view cultural factors are the main

1 influence on family structure. 1–2
• Any analysis or evaluation is incidental, confused or simply assertive.
0 • No analysis and evaluation worthy of credit. 0

PUBLISHED
5 Evaluate the view that the main role of the family is to serve ruling class 26
interests.
Indicative content
Points • Socialises children into • Too deterministic – roles

subordination and cannot be simply
acceptance of authority – reduced to an economic
prepares them for joining relationship.
the workforce. • Ensures patriarchy/male
• Acts as a safety valve – interests are served
absorbs anger & through female
frustration of the oppression &
worker/prevents worker exploitation.
from rising up against • Performs functional
capitalism. prerequisites necessary
• Acts as an ideological to the smooth running of
state apparatus – results society.
in false class • Main role is to serve the
consciousness. needs of its members
• Acts as a unit of e.g. stabilisation of adult
consumption – buys personality, primary
goods and services socialisation etc.
creating profits for the • Post modernists reject
bourgeoisie. grand narratives that
• A form of social control – seek to explain the
tackles undesirable family/families are more
behaviour of children via complex & diverse than
sanctions. Marxism would suggest.
• Reproduces future • Some families may
workforce/replaces dead actively reject capitalism.
labour. • New Right perspective
• Family responsibilities argues that lone-parent
ensure an obedient families are dysfunctional
workforce unwilling to go and less likely to serve
on strike/leave job. ruling class interests
• Monogamous marriage effectively.
ensures the wealth of • Any other appropriate
bourgeois is passed to point.
rightful heir – keeps
wealth in the hands of
the ruling class.
• Any other appropriate
point.

PUBLISHED
5
Research Marxism, Cooper, Althusser, Radical feminism,

evidence/ Marxist feminism, Zaretsky, functionalism, Parsons,
theory Ansley, Murdock, Greer, Fletcher,
Possible Ideological conditioning Individualism, structuralism,

Concepts device/state apparatus, organic analogy
proletariat, exploitation,
oppression, alienation, safety
valve, conspicuous
consumption,
The above content is indicative and other relevant approaches to the question
should be rewarded appropriately.
Levels of response for Question 5
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 role of the 7–8
family is to serve ruling class interests.
• 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 role 5–6
of the family is to serve ruling class interests.
• 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 role of the 3–4
family is to serve ruling class interests.
• 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 role of 1–2
the family is to serve ruling class interests.
• The response contains only assertive points or common-sense
observations.
0 • No knowledge and understanding worthy of credit. 0

PUBLISHED
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
Level AO3: Analysis and Evaluation Marks
5 • Very good analysis/evaluation of the view that the main role of the family 9–10
is to serve ruling class interests.
• The evaluation is clear, explicit and sustained.
4 • Good analysis/evaluation of the view that the main role of the family is to 7–8
serve ruling class interests.
• The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting that the main
role of the family is not necessarily to serve ruling class interests.
3 • Some analysis/evaluation of the view that the main role of the family is to 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 role of the family is not necessarily to serve ruling class interests.
2 • Basic analysis/evaluation of the view that the main role of the family is to 3–4
• There is an attempt to consider more than one side of the debate or one
simple point suggesting that the main role of the family is not necessarily
to serve ruling class interests.
1 • Limited analysis/evaluation of the view that the main role of the family is 1–2
to serve ruling class interests.
• 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 18 printed pages.

© Cambridge University Press & Assessment 2024 [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:

© Cambridge University Press & Assessment 2024 Page 2 of 18

Social Science-Specific Marking Principles

1 Components using point-based marking:

From this it follows that we:

2 Presentation of mark scheme:

© Cambridge University Press & Assessment 2024 Page 3 of 18

Using the mark scheme

© Cambridge University Press & Assessment 2024 Page 4 of 18

Explanation of the point

Development / description of the point.

General point using sociological material but applied to the question

Point is irrelevant to the question

Material used to support the point

Not answered question

This material receives no credit, additional points not required

Point that has been credited

© Cambridge University Press & Assessment 2024 Page 5 of 18

Off page comment

© Cambridge University Press & Assessment 2024 Page 6 of 18

Question Answer Marks

1 Describe two ways the family can benefit its members. 4

• Primary socialisation – teach children norms/values/language skills to

1 mark for identifying a way.

1 mark for describing how that way benefits members.

© Cambridge University Press & Assessment 2024 Page 7 of 18

Question Answer Marks

• Changing social attitudes – people no longer feel bound by traditional

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

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

1 mark for selecting relevant sociological material (e.g. secularisation).

© Cambridge University Press & Assessment 2024 Page 8 of 18

Question Answer Marks

2(b) Explain two limitations of postmodernist views of family diversity. 6

Reward a maximum of two limitations. For each limitation, up to 3 marks are

1 mark for identifying a limitation of (e.g. over-estimates the amount of people

© Cambridge University Press & Assessment 2024 Page 9 of 18

Question Answer Marks

• Evidence of women taking on a greater burden in the home/evidence of

Level 3: 8–10 marks

Level 2: 4–7 marks

© Cambridge University Press & Assessment 2024 Page 10 of 18

Question Answer Marks

3(a) Level 1: 1–3 marks

• Changes in attitudes towards fatherhood mean men more actively

Level 3: 5–6 marks

Level 2: 3–4 marks

Level 1: 1–2 marks