9699_s24_ms_11

Cambridge International AS & A Level
SOCIOLOGY 9699/11
Paper 1 Socialisation, Identity and Methods of Research May/June 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 for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
This document consists of 19 printed pages.
© Cambridge University Press & Assessment 2024 [Turn over

9699/11 Cambridge International AS & A Level – Mark Scheme May/June 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 19

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 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
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 level of response. For these, the level description 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 descriptions 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.
For Question 4 and Question 5, award a mark for each assessment objective separately, using the
level descriptions mark scheme.
In some cases, candidates may provide a response 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
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

PUBLISHED
Annotation Meaning
Off page comment
Identification of a point

PUBLISHED
Question Answer Marks
1 Describe two quantitative research methods. 4
Indicative content
 questionnaires
 structured interviews
 experiments
 content analysis
 non-participant structured observations
 official statistics
 surveys
Reward a maximum of two examples of quantitative research methods. For

each method, up to 2 marks are available:
1 mark for identifying a quantitative research methods.
1 mark for describing a quantitative research methods.
(2  2 marks)

PUBLISHED
2(a) Explain two reasons why a researcher might use a non-representative 8

sampling technique
Indicative content
 Choice – not interested in making generalisations, interested in the

behaviour of a group itself
 Necessity – circumstances sometimes make it impossible to create a
representative sample (e.g. no sampling frame) and lead to the use of
opportunity, snowball or purposive samples
 Access – may be hard to reach groups that are under-represented in
society
 Theoretical – interpretivist view
 Use this type of sampling to indicate if a particular trait or characteristic
exists in a population
 Researchers widely use non-representative sampling techniques when
they aim at conducting qualitative research, pilot studies, or exploratory
research
 Researchers use it when they have limited time to conduct research or
have budget constraints
 Any other appropriate way
For this question, use of sociological material is likely to be demonstrated

through reference to methodological concepts or use of examples related to
specific research methods.
Reward a maximum of two reasons. Up to 4 marks are available for each

reason:
1 mark for making a point/giving a reason (Interested in studying a specific

group of people only with no need to generalise to others).
1 mark for explaining that point (e.g. not trying to identify patterns or trends,
looking to gather detail on their chosen group)
1 mark for selecting relevant sociological material (e.g. snowball sampling

used to find people to take part in study)
1 mark for explaining how the material supports the point (e.g. suitable
sample was found by getting recommendations from others that the first
person chosen knew of)
(2  4 marks)

PUBLISHED
2(b) Explain two strengths of group interviews as a research method. 6
Indicative content
Strengths
 The naturalistic setting allows respondents to feel more relaxed,
encouraging more valid responses.
 A group dynamic allows respondents to spark off discussions; this may
stimulate a greater range and depth of responses.
 The researcher can control the pace and scope of discussion as well as
ensuring that focus is retained.
 Group identity and shared meanings may emerge/be better understood.
 Discussion allows group members to rethink and develop their ideas
leading to more in-depth and valid responses.
 Empowers the respondent and reduces researcher imposition – less
chance of researcher bias.
 May be particularly suitable for certain groups e.g. young people may feel
safer in a group setting
 Reflects theoretical stance (interpretivism)
 Cheaper than comparable forms e.g. unstructured interviews,
observations
 Opportunity to observe group dynamics e.g. to see the influence of peer
pressure.
 Less time consuming than conducting several individual interviews.
 Any other appropriate strength.
Reward a maximum two strengths. For each strength, up to 3 marks are

available:
1 mark for identifying a strength of group interviews (e.g. natural setting)
1 mark for explaining why this method has this strength (e.g. group interviews
allow respondents to feel more relaxed and they more accurately reflect how
people share ideas)
1 mark for explaining why it is a strength (e.g. this is likely to increase the
validity of the data obtained)
(2  3 marks)

PUBLISHED
3(a) ‘Family is the most important influence on age identity.’ 10
Explain this view.
Indicative content
 Family teaches norms and values of age identity especially the young
(e.g. ‘be a big boy’, ‘don’t act like a baby’).
 A range of assumptions about how age groups should act which are
formed in the family e.g. in relation to work/non-work, family
responsibility.
 The social construction of child and youth identity, especially, are
modelled and shaped in the family context
 Families may expect older people to be a source of support for the family
– childcare and ‘bank of mum and dad’. Alternatively, family might label
elderly relatives as incapable (infantilise) and patronise.
 Leaving home often seen as a marker of adult identity – however, more
young people now living at home longer due to higher education and
difficulties in obtaining affordable accommodation may be delaying entry
into this age group.
 Family as context for age related rituals, e.g. bar/bat mitzvah, key
birthdays (18th, 21st)
 Any other relevant 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 family is the most
important influence on age 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 family is the most
 Sociological material is used to support at least one point. The material
selected is appropriate but not clearly focused on the question or its
relevance is not made clear.

 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 family is the most
 Any supporting material lacks focus on the specific question.
Level 0: 0 marks
 No response worthy of credit.

PUBLISHED
3(b) ‘Family is the most important influence on age identity.’ 6
Using sociological material, give one argument against this view.
Indicative content
 Role of other agents of socialisation relative to the influence of the family,

e.g. others may be more or less influential or that it is too simplistic to
isolate the power of one agent as the most significant.*
 Family might have less influence than the peer group, especially for
teenagers (Cote). Teenage pregnancies and the moral panic over deviant
youth provide evidence that the family may be less effective in socialising
us into our age identities.
 Peer group may be more influential than family in relation to attitudes
towards education, causing young people to adopt anti-school
subcultures in school to appear cool and fit in. (Willis).
 Education – compulsory schooling (now reaching up to 18 in many
countries) is powerful force in shaping notions of age identity, in particular
its role in extending the period of childhood and effectively excluding
young people from the workplace.
 The influence of family on age identity may be differentiated according to
ethnic and social class influences.
 Media – young people looking for role models outside of the family will
look to the media to define much of their attitude and expectations about
how to behave in the adult world that they are entering.
 Deterministic explanation i.e. the influence of the family may be
exaggerated, e.g. many individuals do not necessarily conform to family
norms.
 Occupation may have more influence on the identity of working age
groups.
 Any other relevant point.
*Note: With these arguments responses need to explain why an agent is a

more important influence than the family.
Levels of response

 One clear and developed argument against the view that family is the
most important influence on age identity.
 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 family is
the most important influence on age identity.
 The material selected is appropriate but not clearly focused on the
question or its relevance to the argument is not made clear.

PUBLISHED
3(b) Level 1: 1–2 marks

 One point disagreeing with the view that family is the most important
influence on age 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
4 Evaluate sociological explanations of deviance. 26
Indicative content
In support of the view Against the view
Points  Under-socialisation e.g.  Candidates are likely to

New Right view. use the supporting points
 Cultural deprivation as tools of evaluation to
theories that focus on argue against one
inadequate socialisation another.
practices.  Combined approaches
 Subcultural explanations may give the ‘best’
that focus on the non- explanation.
conformity of some  Distinctions between
groups (e.g. youth and structural and cultural
class-based explanations, arguing
subcultures). that one approach is
 Rise in anomie / stronger than the other.
deviance. Growth of  Biological/genetic
industrial / urban explanations for deviant
societies that promote behaviour e.g.
self-interest and Lombroso, neural
individualism leading to explanations.
greater challenges to  Psychological
traditional certainties. explanations for deviant
 Social resistance – behaviour focusing on
challenging existing deficient personalities
power structures. more prone to deviance
 Marginalisation – e.g. Eysenck personality
approaches that view the theory, childhood
relationships between experiences (Freud),
different groups as learnt behaviour (Social
shaped by power leads Learning Theory –
to some marginalised / Bandura).
resistant groups (e.g. the  Biological/psychological
young) being ‘labelled’ accounts provides
as deviant etc. empirical
 Evidence of the data/measurable/reliable.
persistence of social  Economic crime
pressure promoting explanations through
conformity (social game theory – that crime
exchange theory). pays.
 Structural approaches  Any other relevant
that focus on socio- argument.
economic factors that
give rise to deviant/
criminal behaviour.
 Any other relevant
argument.

PUBLISHED
4
Research BSA, Savage, Durkheim Lombroso, Freud, Bandura,

evidence/ Eysenck, Fine
theory
Relevant Anomie, normlessness; Game theory, social learning

concepts organic/mechanical solidarity, theory, voluntarism
positive/negative sanctions,
deterministic, dominant
ideology; social exchange,
Social control, conformity
The above content is indicative and other relevant approaches to the question
should be rewarded appropriately.
References to sociological theories such as functionalism, feminism, or

interactionism may be present but are not necessary even for full marks.

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
4  Good knowledge and understanding of sociological explanations 7–8

of deviant behaviour.
 The response contains a range of detailed points with good use of
concepts and theory/research evidence.
3  Reasonable knowledge and understanding of sociological 5–6

explanations of deviant behaviour. 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 sociological explanations 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 sociological explanations 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 7–8

developed and consistently applied to answering the question.
3  The material selected will be accurate and relevant but lacks 5–6
either some 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 1–2
focus on or relevance to the specific question.
0  No interpretation and application worthy of credit. 0

PUBLISHED
Level AO3: Analysis and Evaluation Marks
5  Very good analysis/evaluation of sociological explanations of 9–10

deviant behaviour.
 The evaluation is clear, explicit and sustained.
4  Good analysis/evaluation of sociological explanations of deviant 7–8

behaviour.
 The evaluation is explicit and direct but not sustained or a more
descriptive account of sociological explanations of deviant
behaviour.
3  Some analysis/evaluation of sociological explanations of deviant 5–6

behaviour.
 There is a juxtaposition of different arguments and theories which
are not clearly focused on the question or a few simple points
suggesting an understanding of sociological explanations of
deviant behaviour.
2  Basic analysis/evaluation of sociological explanations of deviant 3–4

behaviour.
 There is an attempt to consider more than one side of the debate
or one simple point of a contrary explanation of deviant behaviour.
1  Limited analysis/evaluation of sociological explanations of deviant 1–2

behaviour.
 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 using different research methods together is 26

more effective than using one method.
Indicative content
Points  To provide a check on the  Practical – the

findings of different types of expense and time
method/data. involved in using such
 Overcome/compensate for an approach.
the limitations of one  Theoretical –
method by the strengths of contradictory results
other methods. could emerge from
 The use of different the different methods
methods or data to check used.
the validity, reliability and  Researchers may
representativeness of the interpret the results of
approach taken (Bryman). methods used in
 To build up a fuller picture different ways.
of the study group.  Sociologists choose
 Methods that produce the methods on the basis
best fit (most suitable, of what is appropriate
practical) for the subject rather than what
being studied whether they perspective they
be quantitative or qualitative adhere to (‘fit for
i.e. methodological purpose’) i.e. they
pluralism. generally don’t adhere
 Theoretical position – to strict positions.
realists advocate the use of  Theoretical purity,
qualitative and quantitative positivist and
research to gain a deeper interpretivists adopt
understanding/higher particular methods
validity. that accord with their
 Any other relevant point theoretical position.
 Any other relevant
point.
Research Willis, Barker, O’Donnell & Durkheim

evidence/ Sharpe, MacDonald & Marsh,
theory Frosh et al
Relevant Triangulation, methodological Official Statistics,

concepts pluralism, mixed methods positivism, interpretivism
The above content is indicative and other relevant approaches to the question
should be rewarded appropriately.

PUBLISHED
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 all research 7–8
methods have strengths, but they are most effective when combined
together.
 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 all 5–6

research methods have strengths, but they are most effective when
combined together.
 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 view that all research 3–4

together.
 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 all research 1–2
together.
 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 7–8

and consistently applied to answering the question.
3  The material selected will be accurate and relevant but lacks either 5–6
some 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 1–2
focus on or relevance to the specific question.
0  No interpretation and application worthy of credit. 0

PUBLISHED
Level AO3: Analysis and Evaluation Marks
5  Very good analysis/evaluation of the view that all research methods 9–10
have strengths, but they are most effective when combined
together.
 The evaluation is clear, explicit and sustained.
4  Good analysis/evaluation of the view that all research methods have 7–8
strengths, but they are most effective when combined together.
 The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments against the view
that all research methods have strengths, but they are most
effective when combined together.
3  Some analysis/evaluation of the view that all research methods 5–6

together.
 There is a juxtaposition of different arguments and theories which
are not clearly focused on the question or a few simple points
against the view that all research methods have strengths, but they
are most effective when combined together.
2  Basic analysis/evaluation of the view that all research methods have 3–4
 There is an attempt to consider more than one side of the debate or
one simple point against the view that all research methods have
1  Limited analysis/evaluation of the view that all research methods 1–2

together.
 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 19 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 19

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 19

Using the mark scheme

For levels of response marking you should:

© Cambridge University Press & Assessment 2024 Page 4 of 19

Benefit of the doubt given / the point is just about worthy of

E2 Explanation of why it is a strength/ limitation

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

© Cambridge University Press & Assessment 2024 Page 5 of 19

Off page comment

© Cambridge University Press & Assessment 2024 Page 6 of 19

Question Answer Marks

1 Describe two quantitative research methods. 4

Reward a maximum of two examples of quantitative research methods. For

1 mark for identifying a quantitative research methods.

1 mark for describing a quantitative research methods.

© Cambridge University Press & Assessment 2024 Page 7 of 19

Question Answer Marks

2(a) Explain two reasons why a researcher might use a non-representative 8

 Choice – not interested in making generalisations, interested in the

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 making a point/giving a reason (Interested in studying a specific

1 mark for selecting relevant sociological material (e.g. snowball sampling

© Cambridge University Press & Assessment 2024 Page 8 of 19

Question Answer Marks

2(b) Explain two strengths of group interviews as a research method. 6

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

1 mark for identifying a strength of group interviews (e.g. natural setting)

© Cambridge University Press & Assessment 2024 Page 9 of 19

Question Answer Marks

3(a) ‘Family is the most important influence on age identity.’ 10

Explain this view.

Level 3: 8–10 marks

Level 2: 4–7 marks

Level 1: 1–3 marks

© Cambridge University Press & Assessment 2024 Page 10 of 19

Question Answer Marks