Analyse two ways in which family diversity has been influenced by government policies

This question came up in the AQA’s November 2021 7192/2 topics paper, in the families and households section.

This post includes some advice on how to interpret the item and answer the question.

Applying material from Item C, analyse two ways in which family diversity in the
UK has been influenced by government policies (10)

item for AQA' 10 mark question A-level sociology

Using the item…

The item in this case is very short and also a bit tricky, directing you to ‘aspects of diversity’ rather than policies.

TWO types of increasing diversity…..

  • more divorced families….
  • more same sex couples.

The item then refers to government policies more generally.

So what this seems to be directing you to do is to talk about a range of policies in relation to increasing divorce and the increase in same sex couples.

As with any question it’s probably a good idea to not have too much overlap, so try to apply different policies to both types of diversity.

Policies relating to increasing divorce

  • The divorce act of 1969 led to a rapid increase in divorce, changing the grounds (you should include details of this). However divorce had been increasing before the act and continued to increase after the act so clearly there were social changes contributing rather than just the policy.
  • The 1984 divorce act made divorce possible after a shorter period of marriage, there was an immediate spike in that year, so clearly this made a difference.
  • Benefits for single parents make it easier for women to get divorced in families with children so they are not as financially dependent on men, apply terms such as breadwinner/ role/ carer role and Feminism.
  • The equal pay act of 1975 – women equal pay to men, more financial independence, same logic as above.
  • This is crying out to be evaluated… divorce has been going down for 20 years, one of the reasons is immigration (still a policy), immigrants have lower divorce rates.
  • Maternity and paternity pay may have helped ease (lower) the divorce rate as these take pressure off young families.
  • Final evaluation – it’s probably more about social changes and social policy changes reflect that!

Polices relating to an increase in same sex couples

  • The civil partnerships act 2004 made it legal for same sex couples to get a civil partnership, same basis as marriage, reduced stigma, increases number of formally partnered couples.
  • Same sex marriage act 2013 enabled same sex couples to get married, further reducing stigma.
  • Analysis point: possibly the number hasn’t increased, just the amount of openly gay couples.
  • Adoption Act (2004) made it legal for same sex couples to adopt children on same basis as opposite sex couples, increase in same sex families.
Signposting and related posts

For more information on how to answer exam questions please see my exams and essay writing advice page.

AQA mark scheme for this November 2021 paper.

Teaching and learning in schools and the educational experiences of minority ethnic groups

An answer for a 10 mark ‘analyse’ question in A-level sociology (AQA)

This question cam up in the recent 2021 AQA Education and Theory and Methods Exam, as a 10 mark, with item question.

In the 10 mark education question, you get an item which directs you to two specific issues you need to analyse, and it’s good practice to give equal weighting to both issues.

NB there are no marks for evaluating in these questions, it’s all analysis (in-depth logical explanation).

It’s crucial to draw the links between the ’cause’ and the ‘effect’ explicitly!

The question

Read Item A below and answer the question that follows.

Item A
Some sociologists claim that the curriculum taught in schools today prioritises some cultures over others. Research also suggests that teacher expectations can be based on stereotypes.

Teaching and learning in schools may affect the educational experiences of minority ethnic groups

Applying material from Item A, analyse two ways in which teaching and learning in schools may affect the educational experiences of minority ethnic groups. (10 marks)

Possible Answer

The two focuses from the item are:

  • the curriculum prioritising some cultures over others.
  • teacher expectations based on stereotypes

Because this is a question on ethnic minority groups, it makes sense to discuss both of these as they relate to a range of different minority groups, and treat both focuses separately.

The curriculum prioritizing some cultures over others

The school curriculum has been criticised for being ethnocentric, which means it focuses on the experiences the main ethnic group, which in British schools means white British and White Europeans. Examples of this include the school year and holidays being based around a Christian timetable, European languages being the main ones offered, and history having a white-European focus, looking at things from the perspective of the colonising powers rather than the colonised, for exampled.

This can have negative effects on minority ethnic groups: school calendars are not necessarily in sync with Hindu or Muslim festivals for example, so students may take time off to celebrate these, and notoriously Ramadan frequently coincides with the A-level exam period, meaning fasting Muslim students may underperform because of this ‘ethnocentric timetabling’.

Many schools have a huge proportion of ‘minority’ students who speak African, Asian or Middle Eastern languages and yet there is rarely an option to study these as part of language options, these students may not see the point in studying another European language when they are already bilingual and might even feel offended that their own languages are not taught more widely to the majority white students.

The Prevent Agenda, which is part of the formal curriculum has also been criticized for being biased against Muslim students, with Muslim children feeling as if they are being singled out and being watched as potential terrorist threats more so than white children, which can be alienating.

Teacher expectations based on stereotypes

David Gilborn (1990) famously claimed that teachers expect black boys to be more aggressive and so they are more likely to punish them for being disruptive in class compared to white children doing the same. This may explain the higher expulsion rates for black boys compared to white boys. For those who aren’t expelled it might create the experience of the feeling of injustice about why they are being treated unfairly which could lead to less trust in teachers and less willingness to try hard in school.

Gilborn also found that black children are less likely to be put into the top sets by teachers because teachers expect them to be less able to cope due to their having higher poverty and lone parent rates, this means there will more able black students in lower sets getting frustrated because they are not being pushed, and blocked from sitting higher tier exams.

Wright found that teachers expect Asian girls to be passive and so didn’t include them in class room discussions as much, with can lead to them feeling excluded.

Similarly, teachers tend to assume Chinese students will always do well, something which less keen Chinese students don’t enjoy very much!

Relevant posts

There is lots of good material relevant to this question in this post: ethnicity and differential achievement: in school factors.

The above question was taken from the AQA’s November 2021 A-Level Sociology Education with Theory and Methods Paper.

Sociology Exam Dates 2023

Mon 15th May, Friday 9th June and Weds 14 June!

The A-Level Sociology exam dates for spring/ summer 2023 are:

  • Monday 22nd May: Education with Theory and Methods (morning)
  • Friday 9th June: Topics in Sociology (morning)
  • Wednesday 14th June: Crime and Deviance with Theory and Methods (afternoon).

To make it easier on the head I’ve put these dates into calendar form:

So as of today, Wednesday 3rd of May the first exam is not that far away, so students should be revising in full force RIGHT NOW!

Of course the downer for the first exam is you need to revise both the entire education topic and the entirety of theory and methods!

You’ve then got a nice 2 and a half week break until topics, which is usually families and religion for most centres, but topics will vary depending on what you’ve been taught.

And then a reasonable five days until the final exam!

Overall, not a bad spread of time between exams.

Do double check the above dates using the The AQA Timetable, don’t rely on me, always double and treble check these things for yourself, you as a student are responsible, after all!

Good luck to anyone sitting these exams, and don’t be gutted when you get worse results than students did during lockdown: this is probably going to be the year when the exam boards adjust marks back down so they are much closer to what they were in 2019, to try and wash clear the memory of the suspiciously high teacher predicted grades awarded in 2020 and 2021, and the ‘half way house’ results from 2022 which I think were placed at half way between 2019 and 2021 in order to make those two years of Teacher Results seem more credible.

At the end of the day it doesn’t matter too much if your cohort gets worse results than the lockdown students, you are mostly going to be competing against your cohort for university places!

Please see my exam and revision advice page for hints and tips on how to answer the different styles of exam questions on these three papers!

Evaluate the View that Crime and Deviance are Inevitable and Beneficial for Individuals and Society as a Whole

One answer to this AQA A-Level Sociology crime and deviance exam question drawing on Functionalist, Marxist and Labelling Theory perspectives.

This question was the 30 mark essay question on the June 2022 Crime and Deviance A-Level Sociology exam paper.

I have to say TOP MARKS for a fantastic question, lots in here to unpack.

The question came with an item that candidates had to apply which explicitly referenced Functionalists thinking crime was inevitable because not everyone could fit into the norms and values of society, and also that crime was beneficial.

The item also referenced that Conflict Theorists were critical of this view because crime is ‘constructed’ in such as way that it benefits certain individuals.

Quick Question decode….

The question breaks down into two chunks of two…

  1. Evaluate the view that crime is inevitable (and evaluate the theory behind this)
  2. Evaluate the view that crime is beneficial – i. for society and ii. for individuals.

The easiest way to structure this is probably to start off discussing and evaluating the Functionalist view – on inevitability and then whether it’s beneficial and use mainly conflict (Marxist/ Feminist/ Interactionist) views to evaluate Functionalism.

This question also screams out ‘talk about different types of crime and contrast them’.

And I’d also spend some time talking about PostModernism/ Cultural Theories of Crime – but again using these to critique Functionalism and Conflict Theories too.

I’d recommend NOT just doing a paragraph list answer – DONT’ start with Functionalism then do Marxism then do Feminism – that will probably limit you to a mid mark band, C grade – for Bs and As I’m thinking the examiners are going to want an answer that really focuses on using material to critique Functionalism!

However, having said that – it’s kind of hard to avoid discussing Durkheim’s theory – all of it first – it’s how you critique the different aspects of it that will help you avoid a ‘listing the theories’ answer’.

Below is a rough guide to how I’d answer this question….

Evaluate the view that Crime is Inevitable and beneficial for Society and Individuals…

Functionalism

Here you can outline Durkheim’s theory of the ‘Society of Saints‘ – in which he theorised that even in a near perfect society very small acts would become deviant and end up being criminalised because ‘society needs crime’, and in fact that crime is beneficial.

Durkheim in fact argued that crime performed three positive functions – social regulation (people are reminded of the boundaries when criminals are punished), social integration – people bond together more closely against criminals and then it also allows social change to take place (without deviance there can be no change!).

Durkheim’s idea that crime is ‘inevitable’ seems to make sense as it is difficult to conceive of a society in which there is no crime, let alone no deviance. It also allows for the fact that some individuals are always going to break the rules, and so are not entirely controlled by society.

However this is quite a weak theory – it doesn’t say very much – Durkheim didn’t really talk about what kind of acts he was talking about – if bad manners are ‘always going to be inevitable’ then Functionalism as a theory kind of holds together, but if more serious crimes are inevitable in ALL societies – such as murders, treason, revolutions, that undermines the whole of Functionalist consensus theory because if all societies eventually end in conflict, then consensus is only ever a temporary state and societies don’t evolve in the way Durkheim thought.

It’s a very difficult theory to assess this – in terms of minor acts of deviance YES they are always going to be around it seems, but in a way who cares because these don’t harm people or upset the balance of society, but in terms of the more serious crimes – mass organised crimes, terrorism aimed at social change – mass shootings in America by lone individuals – are these the inevitable?

It is impossible to measure at a global and 100 year historical level with any degree of accuracy but as a general rule there do seem to be LESS violent, serious and destabilising crimes in wealthier European Countries, suggesting where we have wealth and inclusion and democracy and human rights, more serious crimes that are going to blow society apart are less likely, but in poorer countries, in Africa for example, which has the highest amount of civil wars for the last half a century, violent crime seems more likely.

But then the most violent States on Earth are the very richest – the USA, Russia, China, all commit human rights abuses but generally against people in remote territories and against people deemed to be ‘enemies of the state’ – so maybe crime is inevitable when we have huge power differentials in the world….?

Marxism

This brings to mind the Marxist perspective on crime – this essentially argues that ‘crime’ in the form of revolution is inevitable as oppression causes increasing exploitation which eventually leads to violent revolution (which by definition are criminal against the existing State) – however this doesn’t really seem to fit the historical record any better than Functionalism, real communist revolutions are far and few between, much more war is about desperation or colonial conquest.

Marxists also argue that things like low level street crime are the outcome of poverty and oppression caused by the inequalities and injustices of Capitalism – this seems to make more sense as a theory of the inevitability of crime than Durkheim’s as there is a correlation between these types of crime and poverty.

In contrast Durkhiems’ theory can’t be tested because he was never specific enough, thus it’s probably better to dismiss the idea as it can’t be proven.

There are also problems with Durkheim’s theory of crime being beneficial is that it comes from the logic ‘that if something in society exists then it must have a function’ – Durkheim was kind of tunnel visioned here and he couldn’t accept the view that some things were just plain dysfunctional and had no social benefit at all.

It is difficult to argue, for example, that domestic abuse has a useful social function – as it is hidden and never seen, and obviously one can’t argue it benefits the victims.

In order for a crime to be deemed beneficial – to perform one of Durkheim’s social functions it needs to be visible….. In this case one might be able to argue that domestic abuse does enhance social integration as people may come together to kick out local abusers from their neighbourhoods – HOWEVER – it’s not a very positive basis for ‘unity’ and not that healthy where people are just united against something else – also there’s no real need for this type of integration is there? I mean doesn’t sport and music and many other things do the same without the crime and harm?

Also with social regulation – maybe crimes being punished remind people of the boundaries – but Marxists have pointed out that some crimes are much more likely to get punished than others – such as working class drug dealers bet punished, not the middle class users who take them.

And thus the Marxist take on crime benefiting some individuals more than others maybe fits better with social reality – we have selective law enforcement and punishment – the working classes are kept in their place while elites are more likely to get away with doing corporate and white collar crime without being noticed.

And when we look at some white collar crimes it’s hard to argue they benefit society – such as the fraud that led to the collapse of Enron – which led to massive losses for ordinary investors and job losses for workers – very few people in fact benefitted from that other than a small amount of criminals who skimmed profit before the crash.

The Labelling Theory of Crime

The item references crime being constructed in such a way that it benefits certain individuals more than others – this is an interactionist point of view – it means that what is criminal is determined by the law which in turn is determined by people.

We can see this most clearly in the way certain drugs are made criminal – for example with cannabis gradually being decriminalised in some states in America – when it used to be criminal law officers could prosecute people for growing and selling it, now in those states were it is decriminalised people can’t be prosecuted – this shows up the varying nature of how some States deem this act to be harmful, others beneficial.

But what’s maybe more important is how some kind of violent acts are not labelled as criminal – for example state violence in war, presumably because whichever territory is being ‘liberated’ is going to benefit from that particular wave of state violence, while ANY violence by ordinary people on the streets is deemed to be NOT beneficial in any way.

In Conclusion

Personally I’d dismiss the idea that crime is inevitable as it’s too broad a statement to be meaningful.

As to the Functionalist idea that crime is beneficial for society – this is too generalised to be true, but it certainly seems to be the case that crime does indeed benefit some people more than others – maybe for that reason it is inevitable, after all, but it’s impossible to say with any certainty WHAT types of criminal and deviant act are inevitable.

Good question, cheers!

Final Thoughts

This isn’t a definitive answer, I just thought I’d have some fun with it!

Sources

The Functionalist view of Crime

The Marxist View of crime

The Labelling Theory of Crime

SignPosting

For further help with how to answer exam questions on the Crime and Deviance with Theory and Methods paper you might like my page on exam and revision advice, scroll down for paper three.

The material above is usually first taught as part of the Crime and Deviance topic within A-level sociology

Please click here to return to the homepage – ReviseSociology.com

Advanced Information for the AQA A-level Sociology exam 2022: Education Paper 1

The [pre-release information](https://filestore.aqa.org.uk/content/summer-2022/AQA-7192-AI-22.PDF) for Paper 1 has selected the broad topic of education policies as the one which students will DEFINITELY be tested on…

the significance of educational policies, including problems of selection, marketisation and privatisation, and policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role, impact and experience of and access to education; the impact of globalisation on educational policy’.

The problem is, this is very broad topic, probably best further broken down into a number of separate bullet points:

There are FOUR broad types of policy:

  • selection policies
  • marketisation policies
  • privatisation policies
  • policies to achieve greater equality of opportunity or outcome,

You need to be able to consider all of the above policies have affected the social structure and other institutions, the way in which (different types of) student experience school, and how they have affected equality of access to education, and educational outcomes (who gets what results.

In addition to all of the above you also need to be able to discuss and evaluate the impact of globalisation on educational policy!

Phew!

NB I don’t think there are any quick fixes with this topic area, it’s just going to be a hard grind of revision trying to cover all the material!

Where I covered these topics on ReviseSociology.com

NB the exam board has been asking students to focus on policies ‘since 1988 for several years’ so I think it’s reasonable to expect the same

  • Every student should know in depth the 1988 Education Reform Act – which introduced Marketisation.
  • New Labour’s policies carried on with Marketisation (choice) and introduced more policies to do with equality of opportunity
  • The Coalition’s Policies included Free Schools (more choice) and the Pupil Premium – the later an attempt at
  • Selection Policies include the tripartite system from the 1940s, but the linked post in this bullet point covers more recent selection policies and concepts such as ‘selection by mortgage’
  • Privatisation polices come in two ‘broad types’ – endogenous and exogenous, covered in this linked post.
  • Globalisation and Education is covered here

You will find more links to posts on education policies on my sociology of education page.

Good luck with the 2022 exams and happy revising!

Advanced Information for the June 2022 A-Level Sociology Exams – what should you focus on…?

The AQA recently released its advanced information for the June 2022 A-level Exams, and for A-level Sociology this means telling students what the big essay questions are going to be on in each of the three main papers

  • (Paper 1 Education, 30 mark essay): Education policies – including policies of selection, privatisation, marketisation, improvement of outcome or equality of opportunity AND globalisation (few!)
  • (Paper 2 Families Topics, 20 mark essay): The family and social change, in relation to the economy and state policies
  • (Paper 2: Beliefs in Society, 20 mark essay): Ideology, science and religion
  • (Paper 3): Crime with Theory and Methods. 30 mark crime essay): Crime, deviance, social order and social control
  • (Paper 3, 20 mark theory or methods essay): Consensus, conflict, structural and social action theories.

NB These are ONLY the essays, the shorter (4/6/10 mark) questions can be on anything, and there is NO advance guidance on Methods in Context.

In short, the AQA are telling you content for about HALF of exams over all, so by all means spend a bit more time revising the above topics but you still need to revise EVERYTHING!

What should your revision strategy be given this advanced information?

This isn’t a typical year, now that you’ve been gifted the topics for the questions in advance, as this means many students will change their revision practices to focus on these ‘five known topics’.

This means that it’s advisable to spend proportionately more time on these topics to make sure you’re at the same level.

HOWEVER, I would personally (and humbly) suggest that you should also be practicing essay technique – focussing on how to USE the knowledge in these chosen sub-topics to answer specific questions precisely – this is what’s going to give you the edge.

Think about it – EVERYONE is going to know these topics better than in the typical year, so the standard student will be going into the exam ready to splurge all that knowledge down on paper – but if that’s all they do, they’ll get no more than a C grade (even though they’ll walk out thinking they’ve earned an ‘A’.

The mark schemes only give around half the marks in those essays for knowledge, the rest of the marks are for analysis and evaluation, actually using that knowledge to answer the question.

So make sure to practice those higher order skills too.

ANOTHER VERY IMPORTANT POINT….

When I say spend more time revising the topics above, I mean like spend about another 5-10% of the time on them – DO NOT sacrifice revising the other topics – collectively everything else is still worth half the marks, you simply have to devote almost as much time to these as well, because it’s still the case that anything else can come up in those shorter questions.

So personally I’d spend a fraction more time revising the above topics, but don’t shift ore than 10% away from all the other topics, and focus a lot on exam technique.

In short, don’t change much and do mostly what you’d usually do anyway!

Sources

Advanced information for the June 2022 A-level from the AQA.

Are the Police Racist?

This post is an update of some of the evidence that might suggest the police in England and Wales are Racist.

This is a key topic within the sociology of Crime and Deviance. You can view a summary of the latest statistics on ethnicity and crime here.

This 2018 Video from News Night is worth a watch: in which black people speak about their experiences of being stop and search, many as young as 11-14 when they were first stopped and searched.

Many of the young men say they have been stopped over a dozen time, one says he can’t remember how many times he has been stopped and searched!

Liberty have released an analysis of Stop and Search stats pointing out that policing become much more discriminatory during Lockdown in England and Wales.

The government relaxed the restrictions on police stop and search during Lockdown and gave the police more freedom to stop and search at their discretion. The result: the number of black people stopped and searched (under section 60) increased dramatically.

They also report that black people were up to seven times more likely to receive a fine during Lockdown compared to white people.

Black, People, Racism and Human Rights is a recent report published in November 2020 which has a whole section summarising the over representation of black people in the Criminal Justice System – from stop and search through to deaths in custody.

One interesting point to note is that families of people who have been through the CJS think that black men in particular are stereotyped by the CJS as being troublesome and violent.

This blog post summarises some interesting research published in 2016 that found ethnic minorities, especially black youths, featured heavily in ‘gang databases’ held by the London and Manchester police, even though such gang members had no formal history of violence. In fact the stats show that white people have higher rates of convictions for violent crime, but the police databases had disproprotionate amounts of black people on them simply for their being members of gangs.

This suggests an element of stereotyping the way policing was conducted.

The blog further summarises research of Prosecution teams who were more likely to draw on gang stereotypes (Rap music for example) when trying to convict black people compared to white people, and black defendants were also more likely to have their text messages used as evidence against them when undergoing trial compared to white people.

Who are the Victims of Crime?

How do patterns of Victimisation vary by social class, gender, ethnicity and age?

Are some people more likely to be victims of crime than others? And how do the characteristics of victims vary by different types of crime?

This post has been written for students of A-level sociology studying the crime and deviance module, it is an introduction to the topic of victimisation, which is explicitly on the AQA’s specification.

NB some of the latest up to date information in this post may well contradict the very probably dated information in your sociology text books!

The statistics below focus mainly on the victims of crime in the United Kingdom?

Characteristics of victims of any crime by ethnicity, social class and age (TCSEW)

The Telephone Crime Survey of England and Wales is based on a telephone survey of 30 000 respondents, making it the largest sample which addresses the question of who the victims of crime are.

(NB it’s currently a telephone survey because of Covid-19 restrictions, before that it was a face to face interview survey, to which it may return at some point!)

The TCSEW reports the following variations in patterns of victimisation for the year ending March 2020:

People of mixed ethnicity were more likely to have been victims of crime than other ethnic groups

20% of people from mixed ethnic backgrounds reported being victims, but the victimisation rates were very similar across all other ethnic groups (varying from 14-17%)

Gender seems to have very little affected on reported levels of victimisation

There were very similar reporting levels for both males and females in all ethnic groups.

The chart below demonstrates the remarkably similar patterns in victimisation by both ethnicity and gender (the only ‘significant’ difference being the higher reported rates for mixed ethnicity).

Younger people are more likely to victims of crime than older people

The chart below shows percentage of people reporting having been a victim of crime by age group – you’ll notice it generally declines as people get older, and there is a marked difference if you compare the 55s and overs with youngest three categories:

There is no obvious correlation between social class background and being a victim of crime.

In fact the picture is complex – there is no variation by class for white people, for black people, the unemployed report much lower levels of victimisation compared to professionals and for Asian people there is a slightly lower chance of being a victim the higher your social class background!

Repeat Victimisation

Data from the 2018 CSEW shows that 74% of victims of violent crime were victims once, whereas 26% were victims twice or more (7% three times or more) in the previous year.

Limitations with victimisation data from the TCSEW

  • These data look at ALL crimes, and the most common types of crime (which have INCREASED MASSIVELY in recent years) are fraud and computer misuse – which are quite likely to be ‘gender/ class/ ethnicity neutral’.
  • and it may be the case that for more serious crimes there are still significant variations by class/ gender and ethnicity – such as violent crimes including domestic violence and hate crimes.
  • These data may be invalid because the reporting rates might vary by social class, gender, age and ethnicity – a recent report on the victims of violent crime (see section below) for example found that children were twice as likely to NOT report a crime compared to adults. Also where being a victims of Domestic Violence is concerned, with women more likely to be victims than men, this isn’t the kind of thing you can easily report over the phone, during Lockdown.
  • And let’s not forget the crimes the TSCEW doesn’t cover victims of State Crime.

Who are The Victims of Violent Crime?

It’s worth looking at who the victims of violent crime are as the impacts are likely to be felt more severely than other types of crime, such being a victim or fraud or burglary.

Victims of Serious Violence England and Wales 2011-2017 pooled data from several years of the Crime Survey for England and Wales and extracted data on over 10 000 incidents.

Extremely low numbers of people are victims of violent crime each year. The report estimates that 2-3% of adults are victims of violence each year, and only 1 in 250 require some kind of medical treatment for their injuries.

  • Males were at greater risk of violence – both for adults and children
  • Younger people were more at risk than older people
  • People from deprived areas were were more likely to be victims – adults from the 10% most deprived areas were almost twice as likely to be victims of violent crime compared to adults from the 10% most affluent areas.
  • ethnic minorities in general were less likely to be victims of violent crime

The report states that 36% of violence experienced by adults, and 70% by children does not come to the attention of police or a medical professional

Who are the Victims of Domestic Abuse?

One type of violent, interpersonal crime probably not covered in a representative way in the above research is Domestic Abuse, because of its very low reporting rates.

Safe Lives reports the following patterns of victimisation for this type of crime:

  • 90% of victims are women, only 10% are men.
  • Women from low income households (less than £10 000) were 3.5 times more likely to be victims compared to women from households earning more than £20 000.
  • The majority of victims are in their 20s and 30s, so as with crime in general, young people are more likely to be victims of domestic abuse than older people.

NB the above stats are based on people seeking help and advice about domestic abuse, so many of these won’t show up on the TCSEW.

If these domestic abuse stats are valid, then women are actually at greater risk of violent crime overall than men. Safe Lives reports that 100 000 women are currently at risk of severe violence at home. (This assumes there isn’t just as many male victims of any violent crime NOT coming forward and reporting their victimisation!).

REPEAT VICTIMISATION is also a horrible feature of Domestic Abuse – SafeLives reports that the average victim is a victim of abuse 50 times over, something which you generally don’t find to anywhere near this extent with being a victim of other types of crime.

Who are Victims of Hate Crime?

Hate crimes recorded by the police have been increasing in recent years according to a recent Home Office Briefing (from 2020).

The vast majority of hate crimes are due to someone’s ethnic background (so basically racist abuse) followed by religion, and around 50% of religiously motivated hate crimes are against Muslims. Anti-semitic crimes have also been increasing steadily.

Crimes against LGBT and Trans people are also higher than you might think – the report notes (based on data from a 2017 survey) that 54% of Trans people have reported experiencing a negative incident outside their home, as have 40% of LGBT people).

The vast majority of victims said they did not report the hate crime against them.

46 million Victims of UK State Crime?

And counting….

At time of writing 46 million people have received at least one dose of one of the Covid-19 vaccinations. The live count is here.

It is possible to interpret these people as having been victims of one of the largest ongoing State Crime of modern times.

The UK governments has consistently declared the vaccines to be safe, whereas the simple and objective truth is, that by regular medical-trial standards scientists simply don’t yet have sufficient data to comment on the safety of these vaccines.

The fact that the UK government has not been clear about this means that they have misled the British public into taking part in a country-level medical trial without their full and informed consent.

This is in breach of people’s human rights as UN conventions clearly state that citizens have a right to not take part in medical trials.

Now it’s a stretch to make the case for this being a State Crime, as people have the choice to not get vaccinated, but there is pressure there – and the government is a leading voice in this, which could be interpreted as coercion, which opens up the door to defining this scenario as a state crime with 46 million victims and counting.

Examples of State Crimes 2020-2023

Three examples of state crimes since 2020 include Russia targeting civilians during the Ukraine invasion, China’s genocide against the Uyghur’s and the Taliban’s denial of women’s rights.

This post provides several examples of Contemporary State Crimes and links to sources of information students can use to explore State Crimes further.

Before reading this post, you might like to read these two posts:

Studying State Crime is an explicit requirement for students studying A-level Sociology, as part of the compulsory Crime and Deviance Module.

Below I have highlighted five countries who are responsible for some of the worst state crimes in recent years….

I’ve tried to select examples of mainly developed countries committing state crimes, to demonstrate that it’s not all impoverished, war torn countries or ‘rogue states’ who are state-criminal actors.

It is, however, important to realise that I have been selective (so there is some selection bias here and these examples will lack representativeness) but I think it has to be this way to make this topic manageable. I have included links below where you can search for further examples of State Crimes.

NB – this post is a work in progress!

Countries Committing State Crimes in 2020-2023

Three prominent examples of governments committing crimes against humanity since 2020 include:

  • Russia – the invasion of Ukraine
  • China – the cultural genocide against the Uyghers.
  • The Taliban’s increasing oppression of women.

Russia’s Crimes Against Humanity

Historically, there’s only one real contender for the the worst state criminal in all of all of human history – the USA.

The International Criminal Court is currently investigating Russia for potential crimes against humanity committed during its invasion of Ukraine. Russia is under investigation for the following crimes:

  • deliberate targeting of civilian areas and the systematic mass killing civilians.
  • Torture and rape of civilians in Ukraine and Ukrainian prisoners held in Russian territory.
  • Forced deportation of over two million Ukrainian adults and children to Russia since the start of the invasion.

China’s Genocide Against the Uyghurs

The Human Right’s Watch Report 2021 report summarises a nearly 10 year history of human rights violations against Uyghur Muslims by the Chinese State. The Uyghurs live in Xinjiang province in the far North East of China, a relatively remote and underdeveloped region of China.

map showing the Xinjiang region of China
The Xinjiang region of China where the alleged genocide against the Uyghurs is taking place.

In 2014 the Chinese government commenced a “Strike Hard Campaign against Violent Terrorism” in the Xinjiang region has since involved pressuring Uyghur and other Turkic Muslims to abandon Islam and their culture.

Two examples of Chinese state crimes include:

  • Since 2014 over one million ethnic minorities have been forcibly detained and subject to ‘re-education’ sometimes involved torture.
  • The populations of the region are also subject to mass surveillance and there are reports of women having been forcibly sterilised.

These actions by the Chinese state are possibly characterised as a cultural genocide and are ongoing today.

The Chinese State has a history of violating human rights. For example the crushing of Hong Kong’s freedoms, ongoing repression in Tibet and Inner Mongolia, and the crackdown on independent voices throughout the country more generally.

The Taliban in Afghanistan

According to Human Rights Watch since the Taliban regained power in Afghanistan they have:

  • forced women to wear headscalves in public
  • Banned girls from secondary education
  • Banned women from working and public office.
  • Imposed mass censorchip on the media, undermining freedom of speach
  • Murdered or disappeared numerous political opponents.

The United States and Israel as State Criminals

Despite the United States outing Russia as a perpetrator of State Crime in Ukraine, according to Noam Chomsky, the United States, along with Israel, are the two worst terrorist organisations/ rogue states of modern times, even if in the last couple of years their crimes against humanity may have been out of the spotlight!

The Crimes of the United States of America

Below is a useful summary video which takes a trip through some of the War Crimes committed by the United States of America since the end of World War Two.

The State of Israel

Israel has been committing crimes against Palestinians in the occupied territories for several decades now – there are presently almost 7 million Palestinian victims of Israeli apartheid policies which forbids Palestinians from having equal access to regions across Israel. This 2021 report from Human Rights watch explores this. A more accessible report might be this one from Amnesty international .

Some of the crimes the state of Israel commits against Palestinian civilians include:

  • Unlawful killing
  • Prevention of freedom of movement
  • Forced displacement
  • Discrimination

Syria and Turkey

War Crimes are still being committed by Syria and Turkey in Syria – including the arbitrary killing of civilians, forced detention, which can lead to the death penalty, looting of property and displacement of peoples – there are now 6 million refugees from the region.

Interestingly the report also labels neighbouring countries as committing crimes by blocking access to these refugees!

War Crimes in War Torn Countries (Special Note)

NB – you will find plenty of examples of many state crimes in war torn countries such as Yemen for example, but it seemed a little bit too easy to focus on those, I’m trying to be critical here!

Three organisations which monitor state crimes:

  • Amnesty International has a useful hub page here which will allow you to explore contemporary case studies of States involved in various crimes – such as disappearances, political violence, torture and states denying citizens freedom of expression.
  • Human Rights Watch – monitors all sorts of State crimes – they cover some of the same ground as Amnesty but also focus more extensively on issues such as women’s’ rights, and reproductive rights and lots more. Their reports page is well worth a browse!
  • Transparency International – monitors global political corruption – they’ve developed an index based on surveys which asks people questions such as ‘have you paid a bribe to access a public service in the last year’ – they rank countries according to how corrupt they are and do research into corruption in several countries. You can access the latest world corruption report here.
  • You might also be interested in this rare academic source – The State Crime Journal .
Sources and Signposting

This material is mainly relevant to the Crime and Deviance module.

To return to the homepage – revisesociology.com

Image Source: https://upload.wikimedia.org/wikipedia/commons/1/1e/Xinjiang_in_China_%28de-facto%29.svg

Teaching Resources for A-level Sociology: Research Methods

teaching resources for A-level sociology AQA focus 2020

I’ve just released the latest research methods teaching resources for sale as part of my sociology teaching resources subscription package, available for only £9.99 a month!

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Research Methods teaching resources

The November download includes the following lesson materials:

  1. Unstructured interviews            
  2. Participant Observation lesson
  3. Participant observation lesson 2         
  4. Non-Participant observation     
  5. Official Statistics
  6. Cross National Comparisons
  7. Secondary Qualitative data      
  8. Content analysis
  9. Bringing it all together: stages of the research process

NB the October release contained all of the preceding methods (intro, surveys and experiments) and the next release in December will include Methods in Context material – the monthly subscription will give you access to all the methods material, and all material to date (education and families and households), so that’s almost the entire first year of A-level sociology teaching!)

Resources in the bundle include:

  • 5 workbooks covering  the methods above
  • 5 Power Points covering most of the above lessons
  • 9 lesson plans covering all of the above lessons.
  • Various supplementary hand-outs for some of the above lessons as necessary.

Fully modifiable resources

Every teacher likes to make resources their own by adding some things in and cutting other things out – and you can do this with both the work pack and the PowerPoints because I’m selling them in Word and PPT, rather than as PDFs, so you can modify them!

NB – I have had to remove most the pictures I use personally, for copyright reasons, but I’m sure you can find your own to fit in. It’s obvious where I’ve taken them out!

More resources to come…

I’m making resources available every month as part of this teacher resource subscription package. The schedule of release of resources is as below:

  • March – June 2020 – Education Resources
  • July – September 2020 – Research Methods, including methods applied to education 
  • October – December 2020 – Families and Households
  • January – April 2021 – Global Development 
  • May – August 2021 – Crime and Deviance 
  • September – October 2021 – Theory and Methods 
  • November 2021 – January 2022 – Revision Material
  • February 2022 – Intro material.