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Cambridge International AS & A Level – Mark Scheme
October/November
PUBLISHED 2024

Cambridge International AS & A Level

SOCIOLOGY 9699/22
Paper 2 The Family October/November 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 October/November 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

Generic Marking Principles

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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.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

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.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

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).

GENERIC MARKING PRINCIPLE 6:

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.

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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.

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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.

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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.

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Annotation Meaning

Identification of a point.

Development / description of the point.

This material receives no credit, additional points not required

Point that has been credited

E1
Explanation of the point

E2 Explanation of how the material supports the point

M Material used to support the point

This material receives no credit, additional points not required

Developed point

Point on the general topic area rather than specific question

Evaluation point

Juxtaposition of point

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

Point is irrelevant to the question

Not answered question

Repetition

Too vague

Incorrect response

Irrelevant material

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Question Answer Marks

1 Describe two ways gender can influence the experience of 4

childhood.

Indicative content

• Manipulation – parents encourage & reward or discourage

behaviour on the basis of whether it is considered appropriate for
a boy / girl.
• Verbal appellations – language used to describe / address
children e.g. handsome (boys) / pretty (girls).
• Canalisation – parents channel children’s interests into toys and
activities approved by social norms for the gender e.g.
cars/football for boys, dolls/cooking for girls.
• Imitation of gender roles / different activities e.g. girls imitating
mother's expressive / boys imitating father's instrumental role.
• Stricter social control over girls – given fewer freedoms than boys
/ seen as more vulnerable to harm than boys (bedroom culture).
• Differences in expected masculine & feminine behaviours / traits
e.g. boys expected to be more physical whilst girls more
emotional.
• Dressed in clothes that reflect gendered stereotypes /
expectations
• Boys may be considered more of a priority than girls e.g. parents
more likely to invest in the son’s education than the daughter’s.
• Children are ‘gender detectives’ – they search for cues to what
their gender means & likely to imitate rules of how they ‘should
behave’.
• Academic subjects that reinforce gendered role expectations e.g.
boys channelled into science subjects and girls into humanities.
• Any other appropriate way.

Reward a maximum of two ways. For each way / point, up to 2 marks

are available:

1 mark for identifying a way.

1 mark for describing how this way shows how gender can influence
the experience of childhood.

(2  2 marks)

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Question Answer Marks

2(a) Explain two ways the family promotes ruling-class ideology. 8

Indicative content

• Socialises into ruling-class ideology – instils that class inequality

is natural and justified / creates false class consciousness.
• Acts as an Ideological State Apparatus – teaches children to be
obedient & accept authority / become passive unquestioning
workers.
• Acts as a sponge / compensates for workers’ lack of power in the
workplace – limits their ability to protest against the ruling class &
jeopardise its power & authority.
• Focus on privatised family distracts from wider social & political
concerns – prevents questioning of the ruling class.
• Family uses sanctions on children to teach ruling class imposed
socially expected behaviours.
• Promotes consumption through the ideology of false needs /
conspicuous consumption (Marcuse) – families buy products they
want rather than need and e.g. helps distract workers from
seeking equality & justice.
• Promotion of the nuclear family to pass down wealth to a
legitimate heir ensures the ruling class remain rich & powerful
• Gender is socially constructed through the family to promote
gendered division of labour which benefits the ruling class.
• Any other appropriate response.

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

demonstrated through references to Marxist sociologists e.g.
Althusser, Zaretsky, and concepts such as alienation, ideological
state apparatus etc.

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

each way:

1 mark for making a point/giving a way (e.g. socialises children into

ruling- class ideology).

1 mark for explaining that point/way (e.g. teaches children class

inequalities are natural and justified).

1 mark for selecting relevant sociological material (e.g. false class

consciousness).

1 mark for explaining how the material supports the point (e.g. grow
up to become passive workers, consumers & citizens unaware of
their position of oppression & exploitation).

(2  4 marks)

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Question Answer Marks

2(b) Explain one strength and one limitation of Marxist views of the 6
family.

Indicative content

Strengths:
• Provides a historical view on the development of the family.
• Recognises the exploitation that takes place in the family.
• Brings attention to the relationship the family has with the
economy.
• Identifies the ideological role the family performs.
• Highlights the inequalities of power that take place within the
family.
• Any other appropriate strength.

Reward a maximum of one strength. For this strength, up to 3 marks

are available:

1 mark for identifying a strength of Marxism (e.g. provides a historical

view on the development of the family).

1 mark for explaining why the theory has this strength (e.g. because it
focuses on the shifting nature of the economy from feudalism to
capitalism and its effects on the family).

1 mark for explaining why it is a strength (e.g. recognises that the

nuclear family emerged because of the needs of capitalism).

Limitations:
• Outdated/less relevant in today’s diverse societies.
• Economically deterministic – fails to consider other factors that
influence the family e.g. patriarchy, consensus of norms &
values.
• Traditional Marxism does not consider the exploitation &
oppression women face in the family.
• Does not recognise the increased independence women have
gained – have greater power and equality in the family.
• Fails to consider the many benefits the family provides its
members e.g. emotional support / exaggerates the negatives of
family life.
• Assumes its members are empty vessels who passively accept
capitalist ideology / fails to take into account free will in families
actively rejecting capitalism.
• Assumes family members are not conscious of the exploitation
and oppression they experience.
• Fails to recognise there are women that actively choose to
undertake the domestic role and even gain satisfaction from it –
they are not unconsciously oppressed & exploited by capitalism &
patriarchy.
• Any other appropriate limitation.

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Question Answer Marks

2(b) Reward a maximum of one limitation. For this limitation, up to 3

marks are available:

1 mark for identifying a limitation of Marxism (e.g. views are

outdated/less relevant).

1 mark for explaining why the theory has this limitation (e.g. focuses
its analysis on the traditional nuclear family).

1 mark for explaining why it is a limitation (e.g. diverse family forms

have made the nuclear family less common today and therefore
Marxist views of the family less applicable).

(2  3 marks)

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Question Answer Marks

3(a) 'Increased life expectancy has had a negative impact on family 10

members.'

Explain this view.

Indicative content

• Caring for elderly relatives can be a financial / emotional burden

on the family members.
• Increased burden on women as they tend to take on the caring
duties for elderly relatives.
• Increase in ‘sandwich carers’ taking on the caring of both their
children & elderly relatives.
• Elderly women in particular can be left socially isolated.
• Economic inequality as women are more likely to give up
employment to care for elderly relatives.
• Gives more time for marriages to go wrong therefore increasing
the likelihood of divorce.
• Loss of inheritance due to costs of medical care
• Additional responsibilities towards elderly relatives imposed on
older grandchildren.
• More chance of family conflict due to possible clash of values,
particularly if elderly relatives need to live with extended kin.
• 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 increased
life expectancy has had a negative impact on family members.
• 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.

Level 2: 4–7 marks

• The response contains one clear and developed point and one
relevant but underdeveloped point.
• Some knowledge and understanding of the view that increased
life expectancy has had a negative impact on family members.
• 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.

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Question Answer Marks

3(a) Level 1: 1–3 marks

• The response contains one relevant but underdeveloped point
and one (or more) point/s related to the general topic rather than
the specific question.
• Limited knowledge and understanding of the view that that
increased life expectancy has had a negative impact on family
members.
• Any supporting material lacks focus on the specific question.

Level 0: 0 marks
• No response worthy of credit.

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Question Answer Marks

3(b) 'Increased life expectancy has had a negative impact on family 6

members.'

Using sociological material, give one argument against this view.

Indicative content
• Greater gender equality as grandparents performing childcare
enables both parents to be in paid employment.
• Grandparents involved in childcare report it as having a positive
impact on their own lives.
• Growth in extended families means grandparents / great
grandparents act as a historical / cultural bridge to the past,
benefitting children with their wisdom & knowledge.
• Elderly relatives may be able to provide financial support, e.g.
grandparents paying for clothing, school fees etc.
• Greater opportunities for enhanced socialisation of grandchildren.
• Older people physically able for longer – can provide more active
leisure opportunities for children whilst both parents work
• Elderly family members can stay in paid work for longer,
increasing their sense of worth and reducing loneliness.
• Time to start again if in an empty shell marriage.
• Some elderly relatives may be able to afford institutional care and
therefore do not rely on family members for everyday care.
• Any other relevant argument.

Levels of response

Level 3: [5–6 marks]

• One clear and developed argument against the view that
increased life expectancy has had a negative impact on family
members.
• 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.

Level 2: [3–4 marks]

• One clear but underdeveloped argument against the view that
increased life expectancy has had a negative impact on family
members.
• 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.

Level 1: [1–2 marks]

• One point disagreeing with the view that increased life
expectancy has had a negative impact on family members, which
is undeveloped or lacking clarity.
• Any material selected lacks focus on the specific question.

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Question Answer Marks

4 Evaluate the view that the nuclear family is still important in society today. 26

In support of the view Against the view

Points • Numerically remains • Decline of nuclear / growth

the most dominant – in non-nuclear family types
considered the ‘norm’ e.g. lone-parent, families
therefore still important of choice, demonstrate
• Impact of family less dominance of it.
diversity is exaggerated • Impact of secularisation –
– hasn't diminished the less religious pressure to
importance of the form a nuclear family /
nuclear family today. other family type no longer
• The extent of family considered sinful.
diversity is exaggerated • Changing roles of women
– majority of people are – rise in women’s financial
part of a nuclear family independence means they
at some point & is the no longer need to marry /
goal for the majority of have family for security.
people. • Introduction of state
• Forms the basis of policies supporting family
other family structures diversity / make leaving a
• Universality of the nuclear family easier.
nuclear family – found • Increase in children raised
in all societies & outside of nuclear family.
therefore still important. • Rise in individualism –
• Despite a loss of people increasingly focus
functions, it continues on own needs and wants
to perform unique & rather than following
crucial functions that no tradition of nuclear family.
other institution can • People increasingly aware
carry out as well as of the possible negatives
supplementing state of a nuclear family e.g.
provision of education female oppression due to
& healthcare support patriarchy, so avoid
(Fletcher) forming one
• Capitalism shows no • Cultural differences in
sign of disappearing – family structures locally
needs the nuclear and globally, in particular
family to survive thus importance of lone-parent
demonstrating its and extended families
continued importance. • Increase in divorce – leads
• The nuclear family to forming other non-
remains idealised in the nuclear family types.
media. • Any other appropriate
• In highly traditional / point.
religious societies, the
nuclear family may
remain important.

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Question Answer Marks

4
In support of the view Against the view

• Has always been

family diversity so
status of nuclear
family unchanged.
• Examples of
government policies
that promote the
nuclear family.
Any other appropriate
point.

Research Neo/Functionalism, New • Post-modernism,

evidence/theory Right, Marxism, Murdock, liberal/radical feminism,
Parsons, Murdoch, Beck, Rapoports,
Fletcher, Murray, Chester,
Horwitz,

Relevant Neo-conventional family, • Individualism,

concepts primary socialisation, secularisation, fertility
norms & values, value rate, birth rate,
consensus, core functions, feminisation of
functional pre-requisites, workforce, risk society,
expressive / instrumental
roles, warm bath, cereal
packet family,

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

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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 the view that the nuclear family is 7–8
still important in society today.
• 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 nuclear 5–6
family is still important in society today.
• 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 nuclear family is 3–4
still important in society today.
• 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 nuclear family 1–2
is still important in society today.
• 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 • A range of relevant material is selected, accurately interpreted, well 7–8

developed and consistently applied to answering the question.

3 • A range of relevant material is selected and accurately interpreted but 5–6

lacks either some development or clear application to the question.

2 • Some relevant material is selected and accurately interpreted but it has 3–4
limited development or is not applied to the question.

1 • There is some attempt to apply sociological material but this is limited, 1–2
inaccurate or lacks relevance to the specific question.

0 • No interpretation and application worthy of credit. 0

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Level AO3: Analysis and Evaluation Marks

5 • Very good analysis/evaluation of the view that the nuclear family is still 9–10
important in society today.
• The evaluation is clear, explicit and sustained.

4 • Good analysis/evaluation of the view that the nuclear family is still 7–8
important in society today.
• The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments against the view that the
nuclear family is still important in society today.

3 • Some analysis/evaluation of the view that the nuclear family is still 5–6
important in society today.
• There is juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points against the view
that the nuclear family is still important in society today.

2 • Basic analysis/evaluation of the view that the nuclear family is still 3–4
important in society today.
• There is an attempt to consider more than one side of the debate or one
simple point against the view that the nuclear family is still important in
society today.

1 • Limited analysis/evaluation of the view that the nuclear family is still 1–2
important in society today.
• Any analysis or evaluation is incidental, confused or simply assertive.

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Question Answer Marks

5 Evaluate the view that there is equality between men and women in the 26
family.

In support of the view Against the view

Points • Greater equality in • Evidence of inequality in

conjugal roles – men distribution of housework /
taking greater share of childcare / emotion work.
domestic tasks. • Men still have more
• Increased financial decision-making power.
independence of • Evidence of women taking
women – led to greater a greater burden in the
power / decision family.
making / status in the • Traditional segregated
family. roles tend to dominate
• Impact of technology on working class families.
housework – men • Women are seen to
undertake more of the unconsciously view
domestic role / women housework as the norm to
spend less time on be done unthinkingly.
tasks. • Existence of patriarchy
• Shift to joint conjugal perpetuates /reinforces
roles in middle class family inequalities.
families. • Women are unequally
• Relationships have burdened by motherhood.
become more • Majority of full time stay at
negotiated – less power home parents are female.
imbalance. • Some religions / cultures
• Changing social encourage traditional
attitudes – family segregated gender roles.
becoming less • Most reported domestic
patriarchal. violence is on women by
• Traditional expressive men.
and instrumental roles • Any other appropriate
are different, not point.
unequal (functionalism).
• Impact of policies in
improving women’s
status / power resulting
in greater equality in
the family e.g. Divorce
Reform laws enabled
women equal
opportunity to divorce.
• Changes in traditional
masculinity / femininity.

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Question Answer Marks

5
In support of the view Against the view

• Roles are divided

through rational choice
rather than imposed
through patriarchy*.
• Any other appropriate
point.

Research Liberal feminism, post- • Oakley, Boulton, Ferri &

evidence/theory modernism, functionalism, Smith, Hochschild, BBC,
Kaufman, Young & radical feminism, Marxist
Wilmott, Silver & Schor, feminism, Delphy &
Gershuny, Sullivan, British Leonard, Dunscombe &
Social Attitudes survey, Marsden, Greer, Craig,
Bott, Crompton, Ramos, Parsons, biological
Wilkinson, Hakim. determinism, Pahl &
Vogler, Hakim,

Relevant Joint conjugal roles, • Gender scripts, dual

concepts symmetrical families, new burden/triple shift,
dad/man, superdad, patriarchy, emotion work,
secularisation, march of motherhood/partnership
progress, individualism, penalty, invisible work,
Equal Pay act, instrumental/expressive,
genderquake,

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

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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 there is equality 7–8
between men and women in the family.
• 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 there is 5–6

equality between men and women in the family.
• 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 there is equality 3–4
between men and women in the family.
• 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 there is equality 1–2
between men and women in the family.
• 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 • A range of relevant material is selected, accurately interpreted, well 7–8

developed and consistently applied to answering the question.

3 • A range of relevant material is selected and accurately interpreted but 5–6

lacks either some development or clear application to the question.

2 • Some relevant material is selected and accurately interpreted but it has 3–4
limited development or is not applied to the question.

1 • There is some attempt to apply sociological material but this is limited, 1–2
inaccurate or lacks relevance to the specific question.

0 • No interpretation and application worthy of credit. 0

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PUBLISHED 2024

Level AO3: Analysis and Evaluation Marks

5 • Very good analysis/evaluation of the view that there is equality between 9–10
men and women in the family.
• The evaluation is clear, explicit and sustained.

4 • Good analysis/evaluation of the view that there is equality between men 7–8
and women in the family.
• The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments against the view that
there is equality between men and women in the family.

3 • Some analysis/evaluation of the view that there is equality between men 5–6
and women in the family.
• There is juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points against the view
that there is equality between men and women in the family.

2 • Basic analysis/evaluation of the view that there is equality between men 3–4
and women in the family.
• There is an attempt to consider more than one side of the debate or one
simple point against the view that there is equality between men and
women in the family.

1 • Limited analysis/evaluation of the view that there is equality between men 1–2
and women in the family.
• Any analysis or evaluation is incidental, confused or simply assertive.

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