beliefs revision 1.notebook - wordpress.com · identify and briefly explain three reasons why...

Beliefs revision 1.notebook

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May 16, 2017

Functional Prerequisites: Things needed for society to function ‐ functionalist idea that society needs education, shared beliefs/values, economy, family etc to functionOpen & Closed Belief system: Open beliefs are beliefs open to change and new evidence + additions, closed belief systems believe that they already know the truth and are not open to change or evolution.Cultural imperialism: The idea that western culture is being spread across the world and is replacing other native cultures.Pluralism lots of different ideas or beliefs coexisting


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The BIG DEBATES:

Groups Secularisation

Religious Organisations

How does gender affect religion?

Are NAMs/NRMs growing?

Is Secularisation happening?

Is Secularisation happening globally?

Why do Sects/Cults grow?

IdeologyReligion VS Science

TheoryMarxistFunctionalistFeminist

How does ethnicity affect religion?How does class affect religion?

Conflict & Consensus

Is fundamentalism growing?Is religion a force for conflict or consensus?

EXAMPLE PAPERS QP1


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EXAMPLE PAPERS QP2

OLD PPQsIdentify and briefly explain three reasons why statistics on religious belief may not be accurate. (9 marks)

Identify and briefly explain three reasons why members of minority ethnic groups may seem to be more religious than members of the majority population. (9 marks)

Identify and briefly explain three characteristics of religious fundamentalism. (9 marks)

Identify and briefly explain three reasons, apart from lower church attendance, why the Church of England might be seen to be ‘in decline’. (9 marks)

Identify and briefly explain three reasons why membership of sects may be short‐lived. (9 marks)


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Religion is still the most significant ideological influence in the world today.’ To what extent do sociological arguments and evidence support this view? (33 marks)

Critically examine sociological views of sects in society today. (33 marks)

The growth of New Age and similar movements is evidence of a spiritual revolution in Society today.’ To what extent do sociological arguments and evidence support this view? (33 marks)

Assess the usefulness of functionalist theories in understanding religion today. (33 marks)

Assess the view that secularisation has been a feature only of modern European societies. (33 marks)

Assess the view that new religious movements are mainly for the middle classes and the young. (33 marks)

Assess the view that, for minority ethnic groups, the practice of religion and membership of religious groups is mainly a form of cultural defence. (33 marks)

Assess the view that religion is a major source of instability and conflict in society today. (33 marks)

Assess the view that science has replaced religion as the main ideological influence in society today. (33 marks)

Evaluate feminist views on the role and functions of religion in society today. (33 marks)

OLD PPQs

Revision Notes + recap aids

Attachments

1.9 MIC task handout.docx

Paper 1.2 Exemplar responses and marking.pdf

· A strength of using self completion questionnaires to investigate unauthorised absences is that they can be issues to a large number of students.

· This is good because it will give the researcher an opportunity to gather representative data on reasons for unauthorised absences across the school.

· For example, students in different age groups might have different reasons for absence (e.g. exam stress as opposed to simply skipping school) and just studying a small group wouldn't give all the information.

· However, a this may be problematic because of non-response; self completion questionnaires rely on the students responding in their own time. Moreover, the least likely students to respond are the ones who truant from school in the first place, which may make the data unrepresentative.

TASK: Using the structure on your sheet, write a paragraph answering the question above dealing with ONE or more strength or limitation.

Possible topics:

· Practical strengths of self-completion questionnaires (how might this link to other strengths as well)

· Ethical problems of questioning students (will this lead to access problems?)

· Reliability of questionnaires (would the results be the same if repeated)?

· Validity problems with self-completion questionnaires (are the results likely to give true and accurate info about absences?)

Or another idea of your choice.

· A strength of using self completion questionnaires to investigate unauthorised absences is that they can be issues to a large number of students.

· This is good because it will give the researcher an opportunity to gather representative data on reasons for unauthorised absences across the school.

· For example, students in different age groups might have different reasons for absence (e.g. exam stress as opposed to simply skipping school) and just studying a small group wouldn't give all the information.

· However, a this may be problematic because of non-response; self completion questionnaires rely on the students responding in their own time. Moreover, the least likely students to respond are the ones who truant from school in the first place, which may make the data unrepresentative.

TASK: Using the structure on your sheet, write a paragraph answering the question above dealing with ONE or more strength or limitation.

Possible topics:

· Practical strengths of self-completion questionnaires (how might this link to other strengths as well)

· Ethical problems of questioning students (will this lead to access problems?)

· Reliability of questionnaires (would the results be the same if repeated)?

· Validity problems with self-completion questionnaires (are the results likely to give true and accurate info about absences?)

Or another idea of your choice.

SMART Notebook

aqa.org.uk Copyright © 2016 AQA and its licensors. All rights reserved. AQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by guarantee registered in England and Wales (company number 3644723). Registered address: AQA, Devas Street, Manchester M15 6EX 15 July 2016

The following student responses should be used in conjunction with the Specimen Assessment Materials for A-level Sociology (7192) which are available from eAQA. The following student responses and examiner comments provide teachers with the best opportunity to understand the application of the mark scheme.

Student responses with examiner commentary

A-LEVEL

SOCIOLOGY

7192/1 EDUCATION WITH THEORY AND METHODS

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Question 01 Outline two cultural factors that may cause social class differences in educational

achievement. [4 marks]

Mark scheme Two marks for each of two appropriate factors clearly outlined or one mark for each appropriate factor partially outlined, such as: • working-class pupils’ restricted code (1 mark) means they are less able to communicate in

ways that the school values (+1 mark) • middle-class parents have a more positive attitude to education (1 mark), so they are more

supportive of their child’s education (+1 mark) • middle-class parents are more likely to socialise children in ways that foster intellectual

development (1 mark), eg by reading to them or providing educational toys (+1 mark) • fatalistic working-class values (1 mark) do not prepare children for school, which is

achievement-oriented (+1 mark). Other relevant material should be credited. No marks for no relevant points. Student response

Working class pupils have overcrowded homes. This means that they have nowhere quiet to study and fall behind the middle-class. Working class pupils and their parents cannot afford private tuition. This means if they fall behind they cannot get extra help.

Examiner commentary Both the points identified in the answer are material factors not cultural factors. 0/4 marks awarded.

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Question 02 Outline three examples of ways in which government policies may have reduced

social inequalities in educational achievement.

[6 marks] Mark scheme Two marks for each of three appropriate examples clearly outlined or one mark for each appropriate example partially outlined, such as: • abolition of the tripartite system (1 mark) meant all pupils would go to the same type of

secondary school, rather than middle-class pupils taking most of the places in the grammar schools (+1 mark)

• Education Maintenance Allowances (1 mark) provided financial support to enable poorer students to continue in post-16 education (+1 mark)

• the Pupil Premium (1 mark) earmarks funds for schools to spend on meeting the needs of disadvantaged pupils (+1 mark)

• Education Action Zones (1 mark) targeted funds on schools in socially deprived areas to raise achievement (+1 mark)

• grants for higher education (1 mark) make it easier for poorer students to attend university (+1 mark).

Other relevant material should be credited.

No marks for no relevant points. Student response

The Coalition introduced the Pupil Premium. Schools get extra funding to help poor students. If a pupil’s parent earns under £25,000 they do not have to pay tuition fees and they are given money to live on. The former policy of EMA helped working-class pupils to overcome inequality. This gave money to help students to get to school or college who otherwise might not have been able to afford it.

Examiner commentary The answer gives three appropriate examples and clearly outlines these. 6/6 marks awarded.

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Question 03 Read Item A below and answer the question that follows. Applying material from Item A, analyse two reasons why some pupils join pupil subcultures.

[10 marks] Mark scheme

Marks Level Descriptors

8–10 Answers in this band will show good knowledge and understanding of relevant material on two reasons why some pupils join pupil subcultures. There will be two developed applications of material from the item, eg streaming on the basis of perceived ability or attitude, the role of external factors such as class background, the role of the school’s status hierarchy, conformity to peer group expectations. There will be appropriate analysis/evaluation of two reasons, eg how the school’s status hierarchy is internalised and low status pupils turn to the subcultural alternative, or how some successfully combine conformity to peers’ expectations with high achievement (eg Fuller).

4–7 Answers in this band will show a basic to reasonable knowledge and understanding of one to two reasons why some pupils join pupil subcultures. There will be some successful application of material from the item, eg how class, gender or ethnic background may be the basis for some pupil subcultures, independently of school, plus a brief account of streaming. There will be some analysis/evaluation.

1–3 Answers in this band will show limited knowledge and understanding of one to two reasons why some pupils join pupil subcultures. There will be limited application of material from the item. Some material may be at a tangent to the question, eg on causes of differential achievement. There will be limited or no analysis/evaluation.

0 No relevant points.

Item A

Schools give status to pupils on the basis of characteristics such as their perceived ability, behaviour and attitude, and this is often related to pupils’ class, gender and ethnicity. Pupils with desirable characteristics are given higher status and treated differently. These pupils are likely to do well and to feel positive about school. Some other pupils may be more concerned about their friends’ opinions of them than with the school’s view of them.

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Sources may include the following or other relevant ones: Ball, Becker, Gillborn and Youdell, Hargreaves, Lacey, Woods.

Student response

Hargreaves argued that schools streamed pupils on the basis of their behaviour (Item A line 2). Those students who were labelled as a trouble-maker were put in the lower stream. They had two negative labels put on them. They were penalised by being put in a secondary school (modern) and by being put in the lower streams. The teachers called them worthless louts. The students were denied status and came together to create a sense of self-worth forming anti-school subcultures. They did this by inverting the values of the school. In an anti-school sub-culture being bad became being good. Thus they didn’t hand in homework, cheated and broke school rules. The more they did this the more their respect increased amongst their peers. Because these pupils were treated differently (Item A line 3) they developed a sub-culture. The way teachers treat pupils causes pupils to form a subculture. This may be because they are labelled by teachers in the classroom. Labelling means attaching a definition such as bright or high achiever. This labelling may be due to external factors such as possessing elaborated language code. Lacey found that teacher labelling can result in polarisation of pupils, where they become even further apart in achievement and behaviour. Those who are positively labelled form pro-school subcultures, they tend to mix with other who are similarly labelled. The pupils in these subcultures work hard and have good behaviour. These pupils gain more favour with the teachers and research by Ball showed how this meant the teacher spent more time with them. Linking to the first point, these pupils are also more likely to end up in higher streams, further improving their chances of educational success.

Examiner commentary Good knowledge and understanding of two relevant reasons, streaming and labelling, for the reasons why pupils form subcultures. These include relevant sociological evidence and concepts. The points show developed application of the material from the item. The answer also draws links between the two reasons for the formation of subcultures. 10/10 marks awarded.

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Question 04 Read Item B below and answer the question that follows. Applying material from Item B and your knowledge, evaluate the view that the main role of the education system is to serve the needs of the economy.



25–30 Answers in this band will show sound, conceptually detailed knowledge of a range of relevant material on the economic role of the education system. Sophisticated understanding of the question and of the presented material will be shown. Appropriate material will be applied accurately and with sensitivity to the issues raised by the question. Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for example through a debate between different perspectives (eg functionalism, Marxism, the New Right, postmodernism, feminism) or through consideration of the relative importance of economic as against other functions (eg cultural or ideological transmission, integration, social control). Analysis will show clear explanation. Appropriate conclusions will be drawn.

19–24 Answers in this band will show accurate, broad or deep but incomplete knowledge of the economic role of the education system. Understands a number of significant aspects of the question; good understanding of the presented material. Application of material is largely explicitly relevant to the question, though some material may be inadequately focused. Some limited explicit evaluation, for example of how far the education system selects on the basis of ability rather than ascribed characteristics, and/or some appropriate analysis, eg clear explanations of some of the presented material.

13–18 Answers in this band will show largely accurate knowledge but limited range and depth, eg a broadly accurate, if basic, account of two to three ways in which the

Item B

Many sociologists argue that today’s technologically complex economy needs to recruit young people with talent, and to give them the skills and motivation to perform the most important and difficult jobs. However, other sociologists argue that what the economy requires is large numbers of workers who are prepared to work for low pay and to obey the orders of their superiors in the production process.

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education system serves the economy. Understands some limited but significant aspects of the question; superficial understanding of the presented material. Applying listed material from the general topic area but with limited regard for its relevance to the issues raised by the question, or applying a narrow range of more relevant material. Evaluation will take the form of juxtaposition of competing positions or one to two isolated stated points. Analysis will be limited, with answers tending towards the descriptive.

7–12 Answers in this band will show limited undeveloped knowledge, eg two to three insubstantial points about the role of education. Understands only limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question, eg drifting into an ‘educational policy’ answer. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed.

1–6 Answers in this band will show very limited knowledge, eg one to two very insubstantial points about education in general. Very little/no understanding of the question and of the presented material. Significant errors and/or omissions in application of material. No analysis or evaluation.


Indicative Content Concepts and issues such as the following may appear: capitalism, reproduction of class inequality, legitimation of class inequality, patriarchy, ideological and repressive state apparatuses, the myth of meritocracy, the correspondence principle, alienation, exploitation, hierarchy, the hidden curriculum, fragmentation of knowledge, social control, secondary socialisation, specialist skills, value consensus, particularistic and universalistic standards, bridge to wider society, meritocracy, role allocation, integration/social solidarity, the division of labour, industrial society, human capital theory. Sources may include the following or other relevant ones: Althusser, Blau and Duncan, Bowles and Gintis, Chubb and Moe, P. Cohen, Davis and Moore, Durkheim, Ferguson, Gewirtz, MacDonald, McRobbie, Morrow and Torres, Parsons, Tumin, Willis.

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Student response

Functionalist sociologists have always argued that education has, since it became formalised, served the needs of the economy. Durkheim argued that education teaches specialist skills. This is one of the major reasons why education develops. In pre-industrial societies agricultural workers could be taught the simple skills by their family but in today’s modern society the family cannot do this. It is therefore necessary for education to develop a formal structure so that specialists can teach particular skills needed for the economy. This was not the only role Durkheim suggests for education. He also believed that education should help to create a collective conscience and that education would act like a society in miniature where individuals would learn to cooperate and interact. Parsons would argue that education does not only create a skilled workforce. Its job is to give students the “motivation” (line 2) to succeed. Whilst the family conveyed particularistic values the education system would transmit universalistic standards. This would instil in students the belief that society was meritocratic and by so doing it would make students realise they had to work for a living. Davies and Moore would agree that education “recruits young people with the most talent” (line 2). As they believed that education can act as a ladder of opportunity, allowing the able to make it out of poverty. The idea that education serves the needs of the economy is also backed-up by the push towards vocationalism. This has occurred both in secondary education, with new qualifications like BTECs, and also post-16 apprenticeships. However these policies have been criticised for not providing real skills and simply massaging the unemployment figures. They are also reproducing social inequalities as there is a clear class divide between those who take the vocational route and those who take the academic route. Marxists would agree that education serves the needs of the economy but they believe that in capitalist economies this means many of the things in the last paragraph of the Item. Bowles and Gintis believed that the role of education was to create a workforce which would obey the orders of their superiors (Item B last lines). This is because there is a correspondence between the world of work and education. In school students are thought to become subservient to teachers, they learn to be punctual and these are the very things they have to be when they go to work. This view can be criticised because it is very deterministic. It portrays students as mindless, without the ability to think for themselves. Students will challenge teachers and they will find their way around what teachers demand from them. This means they are not learning to be subservient. Another way that education meets the needs of the economy is that it creates illusions which benefit the capitalist economy. Although this is not in the item this ideological rule is very important as it maintains capitalism. Workers are brought up in education by the meritocratic myth. Marxists agree with functionalists like Parsons that education transmits the values of achievement. However, they do not believe that these values are the same as reality. Working class students who suffer from material deprivation and lack cultural capital cannot succeed. One reality is that meritocracy is not true. The creation of this belief benefits capitalism because it means that workers believe that their failure is their own fault. They blame themselves rather than capitalism and this means that the power of the capitalist claim and their economic position is marginalised. Again the problem with this theory is that it is very deterministic. People think and they do not believe in meritocracy: they know that it is not what you know but who you know and that social capital counts more than ability.

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Examiner commentary The answer does not have an overall introduction, this may help to set the scene and outline the debate. The answer shows largely accurate knowledge. The first paragraph shows knowledge and understanding of Durkheim but lacks any evaluation. The second paragraph uses the item, but is not well applied to the question. It does not make a link between the points made and how these points illustrate how education serves the economy or offer evaluation. The third paragraph is linked to policies that serve the needs of the economy. Some criticism is given of the policies. There is a missed opportunity to link to New Right theory. The fourth and fifth paragraphs give a basic account of Marxist views of education. Overall the answer lacks evaluation, even where there are differing views these are not always explicitly linked and debated. The answer lacks an overall conclusion. 18/30 marks awarded.

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Methods in Context Question 05 Read Item C below and answer the question that follows.

Applying material from Item C and your knowledge of research methods, evaluate the strengths and limitations of using structured interviews to investigate the influence of the family on pupils’ education.



17–20 Answers in this band will show accurate, conceptually detailed knowledge and sound understanding of a range of relevant material on structured interviews.

Appropriate material will be applied accurately and with sensitivity to the investigation of the specific issue of the influence of the family on pupils’ education. Students will apply knowledge of a range of relevant strengths and limitations of using structured interviews to research issues and characteristics relating to the influence of the family on pupils’ education. These may include some of the following and/or other relevant concerns, though answers do not need to include all of these, even for full marks: • the research characteristics of potential research subjects, eg individual

pupils, parents, other relatives, teachers (eg class and ethnic differences among parents; teachers’ professionalism or attitudes towards pupils’ families)

• the research contexts and settings, eg pupils’ homes, school premises, school gates

Item C

Investigating the influence of the family on pupils’ education

Families have an important influence on pupils’ education. For example, the family’s income may be able to pay for educational materials and experiences as well as for comfortable conditions in which to study. Similarly, parents’ own education, their child-rearing and socialisation practices, and their speech codes and cultural background can influence childrens’ attitudes to school and their ability to succeed. In all these respects, there are significant class and ethnic differences in family life and they help to explain differences in the educational experiences of different pupils. One way of studying the influence of the family on pupils’ education is to use structured interviews. These are a good way of gathering basic data quickly. Structured interviews also allow researchers to establish patterns and make comparisons. However, they may be less useful when dealing with sensitive or private issues.

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• the sensitivity of researching influence of the family on pupils’ education, eg families’ material circumstances or child-rearing practices; eligibility for free school meals; stigmatisation; policy and resource implications for schools; parental consent).

Evaluation of the usefulness of structured interviews will be explicit and relevant. Analysis will show clear explanation. Appropriate conclusions will be drawn.

13–16 Answers in this band will show accurate, broad or deep but incomplete knowledge of the strengths and limitations of structured interviews. Understands a number of significant aspects of the question; good understanding of the presented material. Application of knowledge will be broadly appropriate but will tend to be applied in a more generalised way or a more restricted way; for example: • applying the method to the study of education in general, not to the

specifics of studying the influence of the family on pupils’ education, or • specific but undeveloped application to the influence of the family on pupils’

education, or • a focus on the research characteristics of the influence of the family on

pupils’ education, or groups/contexts etc involved in it, with implicit links to some features of structured interviews.

There will be some limited explicit evaluation, eg of one or two features of structured interviews as a method, and/or some appropriate analysis, eg clear explanations of some of the features of structured interviews.

9–12 Answers in this band will show largely accurate knowledge but limited range and depth, including a broadly accurate, if basic, account of some of the strengths and/or limitations of structured interviews. Understands some limited but significant aspects of the question; superficial understanding of the presented material. Applying material (possibly in list-like fashion) on structured interviews, but with very limited or non-existent application to either the study of the influence of the family on pupils’ education in particular or of education in general. Evaluation limited to briefly stated points. Analysis will be limited, with answers tending towards the descriptive.

5–8 Answers in this band will show limited undeveloped knowledge, eg two to three insubstantial points about some features of structured interviews. Understands only limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question, eg perhaps drifting into an unfocused comparison of different methods. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed.

1–4 Answers in this band will show very limited knowledge, eg one to two very

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insubstantial points about methods in general. Very little or no understanding of the question and of the presented material. Significant errors and/or omissions in application of material. Some material ineffectually recycled from the item, or some knowledge applied solely to the substantive issue of the influence of the family on pupils’ education, with very little or no reference to structured interviews. No analysis or evaluation.


Indicative Content for the strengths and limitations of the method

Strengths and limitations of structured interviews, as applied to the particular issue in education, may include: time, cost, access, hypothesis-testing, quantitative data, factual data, correlation, reliability, sample size, representativeness, generalisability, inflexibility, superficiality, lack of validity, interviewer bias, social desirability effect, status differences, misunderstanding, ethical issues. Student response

Structured interviews are usually closed-ended interviews which produce reliable, quantitative data. They are relatively quick to carry out and require little training. If the school agrees to the research taking place the researcher would be able to get a large sample of pupils. However, these interviews. although preferred by positivists, are limiting because the questions are fixed. The quantitative nature of the interviews means they are ideal for examining cause and effect such as whether parent attending parents’ evening has an impact on the pupils’ education. However, when asking parents about how they bring up their children there could be many problems. Most parents will not want to be thought of as bad parents who do not care about their child. These parents will want to show that they are supportive of their child. The formality of a structured interview will increase parents’ fear and this means that parents may give socially desirable answers, especially as they are face-to-face with the interviewer. They may see the interviewer as a teacher in disguise and this will further encourage choosing answers that may not reflect the true situation of their involvement in their child’s education. Another problem with unstructured interviews is they are inflexible. Closed questions with limited responses will only give the options chosen by the researcher and so may miss vital aspects of home life that could have an impact on a child’s achievement such as temporary housing or domestic abuse. This is likely if the parents are working class and the sociologist is middle class and does not have experience of working class life or know the concerns or worries facing working-class families. Working-class parents may have lower levels of education and speak in restricted speech code. This means they may not understand a question or they may say something the sociologist does not understand. In a structured interview the sociologist cannot ask for clarification of what has been said. The same problem applies if the parent and the sociologist are of a different ethnic background, in this case there may also be a language barrier if the parent does not speak English or it is not their first language. Many deprived pupils may have a sense of shame or stigma attached to them. Many do not claim

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free school meals for this reason and if they are asked about this they may not want to tell the truth. They may lie and they are more likely to lie when they do not feel relaxed or comfortable. This is much more likely in a structured interview as there is no chance to gain rapport. Since the interviewer is present there is an increased risk of social desirable answers. There may be an ethical issue of harm linked to the research due to the nature of the topic and the questions that the interviewer may ask about personal circumstances linked to the pupil’s home background. A problem with structured interviews with pupils is that most of them will be under 18. This means that they are unable to give their consent and this will cause some ethical concerns. Parents will be unlikely to give their consent because they will feel a sense of shame or they just may not want their child to be part of the research which asked them to give personal details about the parent-child relationship. Structured interviews could be used with teachers to assess their views of the impact of home background. Teachers would be more likely to take part in a structured interview as they are less time consuming. As the questions would be related to children’s home backgrounds teachers may not be able to answer all the questions if they did not have all the details of a pupil’s home situation. Teachers may also give answers that suggest that achievement is linked to factors at home rather than in the school as this takes some of the pressure away from their responsibility.

Examiner commentary The answer shows a wide range of application. Many of the points are linked explicitly to the issue of the influence of the family on pupils’ education. The answer covers a range of characteristics of research subjects; parents, pupils and teachers. There is some consideration of the school as a research setting. There are a number of points that consider the sensitivity of researching this subject and the problematic nature of the presence of the interviewer when carrying out this research. 20/20 marks awarded.

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Theory and Methods Question 06 Outline and explain two reasons why values may enter sociological research.



8-10 Answers in this band will show very good knowledge and understanding of two reasons why values may enter sociological research. There will be two applications of relevant material, eg the role of values in selecting research topics and in interpreting the significance of findings. There will be appropriate analysis, eg Weber’s views on the inevitability of values in selecting a perspective or framework of interpretation.

4-7 Answers in this band will show a reasonable to good knowledge and understanding of one or two reasons why values may enter sociological research. There will be one or two applications of relevant material, eg the Marxist view that sociology inevitably involves taking the side either of the oppressor or the oppressed. There will be some basic analysis.

1-3 Answers in this band will show limited knowledge and little or no understanding of the question or the material. There will be limited focus on the question, eg there may be some drift into an account of, for example, factors affecting choice of methods, or similar. There will be limited or no analysis.


Indicative content

Answers may include the following and/or other relevant points:

• values as a guide to research • values in data collection and hypothesis testing • values in data interpretation • values and the sociologist as citizen • ideology in sociological research • committed versus value-neutral sociology • influence of funding bodies

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Sources may include the following or other relevant ones: Becker, Comte, Durkheim, Goffman, Gouldner, Marx, Weber.

Student response A

One reason why values may enter sociological research is that sociologists want values as part of their research. This is because they believe that if you do not stand on one side you are inevitably on the other side. Becker asks the question ‘whose side are we on?’ What he means by this is that all knowledge will favour someone or some group. This means that in an unequal society sociologists must recognise that their research will either favour the powerful or the weak. When there is injustice you will favour the oppressor if you do nothing or there will be nothing to challenge the oppressor. Therefore, sociologists must choose which values and which side she will be on. He believes that all research should give a voice to the underdog: the underprivileged. If they do not choose this, they will choose to be on the side of the oppressor. Weber argues that values influence research in many places – even though this may be subconscious it is an influence. Then the values of the sociologist will influence what they decide to study, what topic they are interested in.

Examiner commentary The answer gives a good account of the first point linking to Becker. This is developed and applied to the question. The second point in the answer on Weber is limited and needs further development. The answer needs to consider the various ways in which Weber considered the values of the researcher as important in sociological research. 5/10 marks awarded.

SMART Notebook

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