Useful links to quantitative and qualitative research studies, statistics, researchers, and news paper articles relevant to gender and education. These links should be of interest to students studying A-level and degree level sociology, as well as anyone with a general interest in the relationship between gender, gender identity, differential educational achievement and differences in subject choice.
Just a few links to kick-start things for now, to be updated gradually over time…
Stats on A level STEM subjects – stats on the gender balance are at the end (70% of psychology students are female compared to only 10% of computer science students)
General ‘Hub’ Qualitative resources
The Gender and Education Association – works to eradicate sexism and gender equality within education. Promotes a Feminist pedagogy (theory of learning).
A link to Professor Becky Francis’ research, which focuses mainly on gender differences in educational achievement – at time of writing (November 2017) her main focus seems to be on girls lack of access to science and banding and streaming (the later not necessarily gender focused)
Specific resources for exploring gender and differential educational achievement
Education as a strategy for international development – despite the fact that girls are outperforming boys in the United Kingdom and most other developed countries, globally girls are underachieving compared to boys in most countries. This link takes you to a general post on education and social development, many of the links explore gender inequality in education.
Specific resources for exploring gender and subject choice
Dolls are for Girls, Lego is for Boys – A Guardian article which summarizes a study by Becky Francis’s on Gender, Toys and Learning, Francis asked the parents of more than 60 three- to five-year-olds what they perceived to be their child’s favourite toy and found that while parental choices for boys were characterised by toys that involved action, construction and machinery, there was a tendency to steer girls towards dolls and perceived “feminine” interests, such as hairdressing.
Girls are Logging Off – A BBC article which briefly alerts our attention to the small number of girls opting to do computer science.
Why are schools off-rolling more students just before their GCSEs?
Mainstream secondary schools are increasingly engaging in the process of ‘off-rolling’ students between year 10 and sitting their GCSEs, according to a recent OFSTED report:
In 2017, a total of 19 000 students left a school between year 10 and sitting their GCSEs in 2011. This is 10% more than in the previous year.
A total of 2,900 schools offrolled at least one pupil between years 10 and 11,
560 schools had numbers which were significantly above what Ofsted would expect
300 schools had significantly higher offrolling numbers for two consecutive years.
What are the characteristics of off-rolling schools and off-rolled students?
Children with special educational needs, looked after children and some minority ethnic groups are more likely to leave their school.
A higher proportion of schools in London off-roll pupils compared to other parts of the country
Academies, particularly those in academy trusts off-roll more pupils than local authority schools.
What happens to off-rolled students?
Half of them go to other schools – either from LEA to LEA schools or from an Academy to an LEA school (but less likely in the other direction!), and I imagine some will go to Pupil Referral Units.
Half of off-rolled students in 2017 did not reappear in the census of another state school, and according to Jason Bradbury, Ofsted’s deputy director for data and insight, these pupils may now be attending an unregistered school or have dropped out of education entirely.
Of course some of these pupils will be being homeschooled, although TBH it’s probably more a case of their being ‘homeschooled’.
Links to A-level sociology
Bit busy today to thrash out the links, but there seems to be evidence of mainly academies doing this to game the results: getting rid of students most likely to fail, and so this appears to be an obvious unintended negative consequence of marketisation!
A few hints and tips on how I would have answered yesterday’s sociology exam.
Answers to the AQA’s A-level sociology (7192/2) ‘topics’ exam: global development section B only. Just a few thoughts to put students out of their misery. (Ideas my own, not endorsed by the AQA)
I won’t produce the exact questions below, mainly because I haven’t actually seen the paper at time of writing, just the gist…based on what some of the students said immediately afterwards. Check back tomorrow for the updated, more precise version!
So NB – the actual questions may have been slightly different!
Q04: Outline and explain two ways in which development aid might promote gender equality (10)
I would have gone for two very basic ‘topic based’ areas to start: something about aid and improving women’s health and the knock on effects, and then something about women’s education, linked to work.
Q05: Analyse two things to do with cultural globalisation.
Obviously I need to see the item to comment fully, but I’m going to assume that the item allows you to develop one point using optimism versus pessimism and then another contrasting transformationalism with traditionalism.
NB – It’s a bit weird having to do this blind, but please do check back later tomo for the new and improved updated version, and a few comments on the good ole’ families and households section.
A few hints and tips on how I would have answered yesterday’s exam.
Answers to the AQA’s A-level sociology education with theory and methods exam, June 2018… Just a few thoughts to put students out of their misery. (Ideas my own, not endorsed by the AQA).
I won’t produce the exact questions below, just the gist…
Q01 – how marketization policies may affect social class differences in achievement (4 marks)
Difficulty – very easy
I would have gone with two aspects of marketization policy and then linked these to material and cultural factors which explain class differences
E.G. more parental choice – linked to skilled choosers
Formula funding – polarisation of schools – cream skimming/ selection by mortgage (bit of a mission but it would distinguish between the previous point!)
And then ideally explain how they differentially effect at least two ethnic groups.
Q02 – Three reasons for gender differences in educational achievement(6 marks)
Same topic as last year’s 6 marker…difficulty level very easy.
I would have gone for something like….
Socialisation differences
subcultures
Teacher labelling
I would have discussed gender differences (between girls and boys) and then the different effects on educational achievements, clearly comparing males and females.
Then talk it through with ideally three example of different subjects, discussing both boys and girls.
Q03 – Analyse two ways in which education serves the needs of capitalism
Difficulty – fairly easy
NB – there was a lot in the item you could have discussed. The ‘hooks’ were really as follows:
Capitalism being based on a wealthy minority owning the means of production
Capitalism requiring people working in low-paid menial jobs
Capitalism requiring workers to not rebel.
It follows that you want to develop using the following
Point one – Capitalism requiring people working in low-paid menial jobs – develop using correspondence principle, further develop with something about Private Schools and the elite class to contrast.
Point two – Capitalism requiring workers to not rebel – develop using ‘legitimation of class inequality, evaluate with Paul Willis.
Q04 Evaluate explanations of social class differences in educational achievement (30)
Difficulty – easy
Personally, I think you should have just ‘tweaked’ this essay plan accordingly, and made more of the links between out of school and in-school factors!
Q05 – the strengths and limitations of participant observation to investigate pupil exclusions
Difficulty – easy for a methods in context question!
As usual, get the method correct first – deal with the practical, ethical and theoretical problems of BOTH covert and overt. And as you go through, try to link to researching in school and the topic.
NB the item mentions poorer pupils and Gypsy Roma pupils, so plenty of specifics to pick up on with gaining access especially.
I will knock up a more thought out answer at some point soon, nice question this!
06 – Two problems with using Functionalism to understand society
Difficulty – easy
I actually covered this in this post – slightly different format, but enough material here for you to develop into a full mark answer to this question.
Drawing on marked exemplars from the AQA exam board this post unpicks what you need to do to get and A* in the the AQA’s Crime and Deviance with Theory and Methods Paper (Sociology – 7192/3)
This post draws on marked examples from the AQA exam board’s A-level sociology papers 7192/3: Crime and Deviance with demonstrate what you need to do to get an A* grade in sociology A-level.
NB – The later links below will only become operational later this week! (Everything by Weds!)
However, let’s play it safe and say that the easiest way to ‘guarantee’ your A* is to max out the short answer (4-6) mark questions, and then sneak into the top mark bands for every other question. If you did that you’d end up with a total score of 67/80, made up of the marks as below
Q01 – 4/4 marks
Q02 – 6/6 marks
Q03 – 8/10 marks
Q04 – 25/30 marks
Q05 – 17/20 marks
Q06 – 8/10 marks
= Total marks of 68/70, which is still COMFORTABLY into the A* category!
The remainder of this post explains how to get full marks in the first two short answer ‘outline and explain’ (4 and 6 mark) questions and then examines the ‘top band’s of the mark schemes for the other 10 mark and essay questions, drawing on specific examples from a the AQA’s specimen papers and some model marked scripts from last year’s 2017 A-level sociology examination series.
For more details on how these exams are assessed, please see the AQA’s we site.
Strategies to get an A* in A Level sociology (focusing on paper 7192/3)
Questions 01 and 02: the four and six mark questions
Outline two reasons for ethnic differences in rates of offending (4) which shows a marked 2/4 answer showing you one clear ‘1+1’ point and explanation, but it also contains the mark scheme, which shows you other points and explanations you could have included to get 4/4. STANDARD
Question 04: the big, 30 mark, pure education essay question
This question will ask you to evaluate something using an item.
To get into the top mark band, you basically need to demonstrate excellent knowledge and understanding, analysis and evaluation, AND use the item, and conclude!
Below is a link to a response taken from the AQA’s 2015 specimen material which achieved 25/30 – so just into the top band!
This question can ask you about any method, or any theory (perspective) or any combination of both! Below is an example of a full mark response to the 2017 paper:
This final question will ask you to outline and explain two reasons, arguments, ways, criticisms etc…. there is no item, and unlike the other 10 mark question, there are no marks for evaluation!
Below are links to two marked exemplars, both of which achieved 10/10.
Remember that this exact question could appear on either paper 1, or paper 3!
Theory and Methods A Level Sociology Revision Bundle
If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of A level sociology papers 1 and 3.
Contents include:
74 pages of revision notes
15 mind maps on various topics within theory and methods
Five theory and methods essays
‘How to write methods in context essays’.
Crime and Deviance Revision Notes for Sale
If you like this sort of thing, then you might like my Crime and Deviance Revision Notes – 31 pages of revision notes covering the following topics:
Consensus based theories part 1 – Functionalism; Social control’ theory; Strain theory
Consensus based theories part 2 – Sub cultural theories
The Traditional Marxist and Neo-Marxist perspective on crime
Labeling Theory
Left- Realist and Right-Realist Criminology (including situational, environmental and community crime prevention)
Post-Modernism, Late-Modernism and Crime (Social change and crime)
Sociological Perspectives on controlling crime – the role of the community and policing in preventing crime
Sociological Perspectives on Surveillance
Sociological Perspectives on Punishment
Social Class and Crime
Ethnicity and Crime
Gender and crime (including Girl gangs and Rape and domestic violence)
Victimology – Why are some people more likely to be criminals than others
Global crime, State crime and Environmental crime (Green crime)
The Media and Crime, including moral panics
Sources
The AQA’s 2015 A level specimen paper and commentaries.
A-level SOCIOLOGY: Feedback on the Examinations Student responses and commentaries: Paper 1 7192/1 Education with Theory and Methods. Published: Autumn 2017
A-level SOCIOLOGY: Feedback on the Examinations Student responses and commentaries: Paper 1 7192/3: Crime and Deviance with Theory and Methods. Published: Autumn 2017
How to top mark band in a 30 mark education essay, A-level sociology, AQA.
Below is an example of a 30 mark essay question which achieved 28/30.
It’s an interesting example of a question which looks like its asking you to evaluate a specific aspect of the Functionalist perspective on education. However, if you look more closely at the item, you’ll need to do this by drawing on Feminism and Postmodernism to evaluate!
The example is taken from the 2017 Education with Theory and Methods Paper (paper and mark schemes available from the AQA 0website) and the specific question is as follows:
The Question with Item
Mark Scheme (Top Band Only)
Student Response (paraphrased by KT)
Item B states that education plays a role in socialisation. Feminists argue that education reinforces hegemonic masculinity. However, other sociologists such as Functionalists argue that education transmits shared values and post-modernists for example argue that education is diverse and transmits a range of values.
Feminists suggest that education transmits patriarchal ideology. Radical Feminists would say that male teachers/ pupils behave in ways that reinforce hegemonic masculinity. For example, male teachers tell boys off for ‘behaving like girls’ and they also ‘rescue’ female teachers when they are disciplining students. Radical feminists say that this makes females feel inferior to males and therefor means that the role of education is to reinforce the idea that males are the dominant gender. However, a specific evaluation is that the male teachers may rescue female teachers because they are in a more authoritative position. Additionally, post-modernists would disagree with feminists and argue that education is no longer based on inequality, but based on diversity.
Functionalists suggest that education transmits shared values. Durkheim argues that the role of education is to create social solidarity and value consensus. He argues that education achieves this via assemblies, teaching a common history (giving a sense of national identity and bring people together) and teaching core values such as respect which bring social order. Parsons agrees and argues that education is the focal socialising agency and ‘Parsons bridge implies that education takes people from particularistic values of the family/ home to universalistic values of the work place. The New right agree with functionalists that the role of education is to transmit shared values. However, Marxists disagree with functionalists and argue that the socialisation aspect of the role of education is not to create value consensus but that education is uses as an ideological state apparatus, to transmit ruling class ideology.
Marxists suggest that the role of education is to ‘brainwash’ the working class. Althusser argues that education is an ideological state apparatus that transmits ruling class ideology in order to legitimse the inequality caused by the capitalist class. Bowles and Gintis argue that there is a ‘hidden curriculum’ that socialises the working class into obedient workers in order to benefit capitalism. For example, they are taught that being punished for minor issues is acceptable and the importance of punctuality and that they have to obey the people above them in the social hierarchy – e.g. teachers then boss. However, a specific problem of the hidden curriculum is that a study by Willis showed that students can see through the role of education and reject the hidden curriculum.
Bowles and Gintis also argued that there is a correspondence principle where school mirrors work. Similarities such as extrinsic satisfaction (only doing something for rewards, not because you enjoy it eg school to get GCSEs, work to get money) socialise working class pupils to not expect a rewarding job when they leave school and this benefits the capitalist class. As a result, Marxists argue that the role of education is to transmit ruling class ideology and benefit the bourgeoisie. However, functionalists and new right disagree and argue that values are shared to create a value consensus. They argue that marxism is wrong for basing it on conflict when it is really consensus.
Functionasts such as Parsons suggest that education is meritocratic. This means that pupils are taught that they need to work hard if they want to achieve. He argues that the education system is based on this which suggests people only fail if they do not try hard enough. However, Marxists such as Bordieu argue that education promotes middle class values which means working class students fail because their values are not wanted by the school – not because of meritocracy. Ball argued that meritocracy is a myth. However, new right agree and argue that it is down to the individual to work hard and achieve.
Perhaps the main strength of explaining the role of education in transmitting ideas/ values is the functionalist view that education is used to create shared values, because it can be applied to real life education because schools do have assemblies and promote core values. Perhaps the main weakness is the postmodern view because although education is more diverse, each school still has an ETHOS that has been developed by middle class individuals.
Post modernists argue that marxists, feminists and functionalists are out of date. Liberal feminists would argue that the role of education is no longer to reinforce hegemonic masculinity but that inequality/ patriarchy is improving.
Examiner Commentary
Mark 28/30
Conceptually detailed and located within a broad theoretical framework. Sophisticated analysis and applied clearly to the question. Explicit evaluation throughout.
Did not score maximum as at times evaluation was not fully developed, e.g. postmodernism.
KT’s commentary
An obvious strength of this answer, in addition to the above is it’s clear use of the item!
They also use phrases, such as ‘a specific evaluation’ of this is….
This also shows you that you need good depth of knowledge of the basics of functionalism and Marxism, but you also need to evaluate them with specific comments and P/M to top mark band.
Source:
A-level
SOCIOLOGY
Feedback on the Examinations
Student responses and commentaries: Paper 1 7192/1 Education with Theory and Methods
Published: Autumn 2017
Drawing on marked exemplars from the AQA exam board this post unpicks what you need to do to get and A*
This post draws on marked examples from the AQA exam board’s A-level sociology papers 7192/1: Education with Theory and Methods to demonstrate what you need to do to get an A* grade in sociology A-level.
NB – The later links below will only become operational later this week! (Everything by Friday!)
However, let’s play it safe and say that the easiest way to ‘guarantee’ your A* is to max out the short answer (4-6) mark questions, and then sneak into the top mark bands for every other question. If you did that you’d end up with a total score of 67/80, made up of the marks as below
Q01 – 4/4 marks
Q02 – 6/6 marks
Q03 – 8/10 marks
Q04 – 25/30 marks
Q05 – 16/20 marks (because top-banding is HIGHLY unlikely
Q06 – 8/10 marks
= Total marks of 67/70, which is still COMFORTABLY into the A* category!
The remainder of this post explains how to get full marks in the first two short answer ‘outline and explain’ (4 and 6 mark) questions and then examines the ‘top band’s of the mark schemes for the other 10 mark and essay questions, drawing on specific examples from a the AQA’s specimen papers and some model marked scripts from last year’s 2017 A-level sociology examination series.
For more details on how these exams are assessed, please see the AQA’s we site.
Strategies to get an A* in A Level sociology (focusing on paper 7192/2)
Questions 01 and 02: the four and six mark questions
I’ve covered this in this post: how to answer 4 and 6 mark questions in A-level sociology. This post outlines the ‘1+1’ technique to answering these questions as well as containing a few examples
You might also like the following post:
A 4/6 mark answer from June 2017 – Outline three ways in which factors within school may affect gender differences in subject choice (06) – link takes you to a 4/6 marked response, but includes the mark scheme which shows you how you could have got 6//6.
Q03: Applying material from item A ‘Analyse Something’
To summarise the key points from the top band of the mark scheme for this type of question, you need:
Good knowledge and understanding of relevant material
Two reasons/ ways/ effects (whatever the action word is)
Two developed applications from the item
analysis and/ or evaluation of these effects.
So far, so abstract: this link will take you to a full mark answer modified from the AQA’s 2017 A-level education paper.
You might also like this post, which outlines a 5/10 marked response, with good indicators of how to do it, and how not to do it!
Question 04: the big, 30 mark, pure education essay question
This question will ask you to evaluate something using an item.
To get into the top mark band, you basically need to demonstrate excellent knowledge and understand, analysis and evaluation, AND use the item, and conclude!
Click here for example of a 28/30 mark answer from the June 2017 Paper…. the question is on ‘the role of education in transmitting values’.
Q05: The Methods in Context Question
This is the question which asks you to evaluate the usefulness of using any method to research any topic within education.
The AQA marks these questions in band, let’s forget about bands 1 and 2, your’re way better than that:
Band 3 = good knowledge of methods
Band 4 = method applied to researching education in general
Band 5 = method applied to researching the topic in particular.
This is an example of a 20/20 methods in context answer, marked by the AQA (taken from an AS exemplar paper, but the format of question is the same for the A-level). The specific question is ‘Applying material from [the item], and your own knowledge, evaluate the strengths and limitations of using structured interviews to investigate the influence of the family on pupils’ education (20).
Q06: Outline and Explain Two…(10)
This final question will ask you to outline and explain two reasons, arguments, ways, criticisms etc…. there is no item, and unlike the other 10 mark question, there are no marks for evaluation!
Click here for an example of a full mark, 10/10 answer to to the question: ‘outline and explain two arguments against the view that sociology is a science (10). This is taken from the AQA’s 2015 Specimen material.
Remember that this exact question could appear on either paper 1, or paper 3!
mind maps in pdf and png format – 9 in total, covering various topics within the sociology of education
short answer exam practice questions and exemplar answers
how to write sociology essays, including 7 specific templates and model answers on the sociology of education
Theory and Methods A Level Sociology Revision Bundle
If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of A level sociology papers 1 and 3.
Contents include:
74 pages of revision notes
15 mind maps on various topics within theory and methods
Five theory and methods essays
‘How to write methods in context essays’.
Sources
The AQA’s 2015 A level specimen paper and commentaries.
A-level SOCIOLOGY: Feedback on the Examinations Student responses and commentaries: Paper 1 7192/1 Education with Theory and Methods. Published: Autumn 2017
How to get full marks for a 10 mark ‘item’ question in sociology A-level.
Below is an example of an abbreviated (by me) marked response to a 10 mark ‘analyse with the item question’ which achieved a top band-mark, or 9/10.
The example is taken from the 2017 Education with Theory and Methods Paper (paper and mark schemes available from the AQA website) and the specific question is as follows:
The Question with Item
The Mark Scheme (top band only)
Student Response:
Item A states that ‘there is now a wider range of school factors’ which leads to the introduction of academies and free schools. This increases parental choice as parents can choose to send their children to this wider range of schools. This wider range schools has improved pupils’ experience of education because it means that pupils have a more personalised learning experience – e.g. personalised timetables that can include extra revision for example. The New Right argues that academies have improved education because they have raised standards through competition, but Marxists argue this has mainly benefited the middle classes because they have the cultural capital to take advantage of the education system.
Additionally, the item states that ‘league tables on school performance are also publicly available’. This has increased parental choice because parents can use them and OFSTED to help make a decision about where to send their child. The New Right argue this changes pupils’ experience of education because schools have to raise standards to attract consumer parents. However, Marxists say this only benefits the middle classes as they have the economic capital which leads to cultural capital, they make a choice effectively. In contrast Gerwertz found that working class parents were disconnected choosers – they sent their child to local school, which means working class children have a negative experience of education because they end up going to the failing schools at the bottom of the league tables.
Examiner Commentary:
Mark: 9/10
Both paragraphs are conceptually detailed with analysis, evaluation and located in a theoretical context.
Thorough knowledge and understanding, evaluation and analysis, application needs to be more developed in paragraph one for maximum marks.
KT’s commentary:
Personally I thought the two paragraphs were a bit repetitive, but there you go.
If you like this sort of thing, you might also like to check out this 5/10 mark response to the same question.
Source:
A-level
SOCIOLOGY
Feedback on the Examinations
Student responses and commentaries: Paper 1 7192/1 Education with Theory and Methods
Published: Autumn 2017
An example of a full mark answer to a methods in context question from the AQA.
Below I provide an example full mark answer to a methods in context question taken from the AQA’s 2016 Specimen A-level sociology paper 7192 (1) and provide some running commentary on this model answer.
NB – I also outline why the AQA has (IMO) miss-marked this exemplar… I don’t think it should get full marks, because IT DOES NOT do what the mark scheme says it should do to get 20/20. However… it’s still a good answer…!
The question I’m focussing on is as follows:
About Methods in Context Questions:
Methods in Context questions will ask students to evaluate the strengths and limitations of any of the six main research methods for researching a particular topic within the sociology of education, applying material from the item.
Students often struggle with these questions and so it is useful to have exemplars which demonstrate how to answer them.
The Specific Question with Item:
Read Item C below and answer the question that follows.
Item CInvestigating 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 children’s’ 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.
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 (20).
Mark Scheme (top band only: 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
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.
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 Answer
KT’s comments in bold and red beneath each paragraph…
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.
This is a good general introductory paragraph about structured interviews, but it’s really only a mark band level 3 response: because you could replace the phrases ‘school’ and ‘pupils’ with (for example) ‘hospitals’ and ‘patients’ and it would be saying the same thing. The same is true with the final sentence. You could say that about ‘eating 5 pieces of fruit a day’ has an impact on ‘patient recovery rates’.
This is a good example of a paragraph where the candidate may think they’ve said something at level 4 or 5, but really it’s down at level 3!
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.
This is a solid ‘mark band level 5’ paragraph – the method applied specifically to the topic under investigation.
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.
Not quite as solid as the first paragraph, but it does pick up on aspects of home life, so should be at least level 4.
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.
Seems like a solid level 5 paragraph again.
Many deprived pupils may have a sense of shame or stigma attached to them. Many do not claim 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.
The link to free school meals at the beginning should just about clarify this a level 5 response.
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.
This should classify as a standard ‘level 4 response’, about pupils in general.
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.
A clear level 5 response… teachers not knowing about home background… one of the clearest level 5 responses in the whole essay.
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
KT’s commentary…
This is a solid answer, HOWEVER… I don’t see how it can get 20/20 because IT DOES NOT DRAW APPROPRIATE CONCLUSIONS. Hence as far as I can see the AQA should have awarded it a maximum of 16/20.
Theory and Methods A Level Sociology Revision Bundle
If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of A level sociology papers 1 and 3.
Contents include:
74 pages of revision notes
15 mind maps on various topics within theory and methods
Five theory and methods essays
‘How to write methods in context essays’.
Signposting
Methods in Context questions will ask students to evaluate the strengths and limitations of any of the six main research methods for researching a particular topic within the sociology of education, applying material from the item.
If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of A level sociology papers 1 and 3.
