Functionalism in Pictures

A selection of images to represent some of the main Functionalist concepts for A level sociology. Concepts covered include the organic analogy, socialisation, integration, regulation, anomie and more!

Advertisements

Pictures are a powerful tool for simplifying key concepts in A-level sociology. In this post I select what I think are some of the most relevant pictures which represent some of the key concepts relevant to the Functionalist perspective on society.

The Organic Analogy/ society as a system

Institutions in society work together, like  organs in a body

Social Structure

Society’s Structure is made up of institutions

Social Facts

Durkheim theorized that social facts were ways of thinking, feeling and acting which were external to the individual and which constrained the individual.

Value Consensus

Society is based on shared values

Social Evolution

Societies gradually become more complex over time.

Mechanical and Organic Solidarity

Functional Fit Theory

The nuclear family emerged to ‘fit’ industrial society

Socialisation

Individuals learn the norms and values of society, within institutions

Stabilisation of Adult Personalities

Traditional gender roles within the nuclear family provide necessary emotional and psychological support for individuals.

Meritocracy

Individuals are rewarded on the basis of effort + ability. Both meritocracy and role allocation are key ideas in the Functionalist perspective on education.

Role Allocation

Where the exam system ‘sifts’ people into appropriate jobs based on their level of achievement

Social Integration

The more connections people have to others and institutions within society, the more integrated they are.

Social Regulation

Social regulation is the extent to which there are clear norms and value (‘rules’) which guide people in life.

Anomie

Anomie is a state of normlessness, brought on by rapid social change or breakdown. Lack of social integration or regulation can both lead to anomie

Functionalism in pictures final thoughts

This isn’t meant to be an exhaustive list of concepts, or definitive definitions, the idea of this post is to ‘simplify to the extreme’. For more in depth posts on Functionalism, please follow the links on my Theory and Methods page!

Competition …. Win REVISE tokens!

Post a picture in the comments of a picture which you think represents a Functionalist concept, along with a short (20-100 words) explanation of why it’s a relevant picture.

Prizes

Prizes will be awarded purely at my own sole discretion.

  • First prize – 50 REVISE
  • Second prize – 30 REVISE
  • Third prize – 15 REVISE
  • First ten entries all receive 2 REVISE each, just for entering!
  • If you submit a hand-drawn original work of art or photo as part of your entry I’ll gift you 10 REVISE!

I’m going to make this a 6 month rolling competition and these prizes are going to be awarded EVERY MONTH – from December 2019 until May 2020.

WTF are ‘REVISE’ tokens?

The REVISE token is ‘ReviseSociology.com’ token. It’s basically a crypto-currency I’ve conjured out of virtual space which you can use on the site.

REVISE tokens can be redeemed for money off my revision resources and revision Webinars, all for sale in my Sellfy shop.

You’ll need a Steem account to receive your REVISE tokens. Steem is a decentralised, censorship resistant cryptocurrency based social media platform. You can sign up here, or drop me an email if you’d like a free account. Once you’ve got an account, I can send you your tokens!

NB signing up is a bit of a mission, but I’m on Steem myself and can thoroughly recommend it. Unfortunately there isn’t a viable way for me to truly integrated this Word Press site and my Steem account, so at this stage this is all separate. Integration will hopefully come in the future.

It’s just a bit of fun at this stage!

Redeeming REVISE tokens

ATM this process isn’t automated (it would cost me a fortune to pay someone to integrate all of this!) but if you want to purchase something and you’ve got some REVISE, just contact me (on here, on Steem, or via mail), tell me what you want to purchase and I’ll sort out a discount based on how many REVISE you’ve got!

You’ll need a Steem account to send me back the REVISE tokens so I can issue you the discount voucher.

If you would like a FREE INSTANT steem account, drop me a line, I’ve got about 100 free accounts I can give away!

The redeemable value of the revise token is a % off your purchase. So if you have 50 Revise then you get 50% off the purchase price. If you have 10 revise tokens, you get 10% off the purchase price.

This is up to a maximum discount of 100% of the purchase price!

You can also buy (and sell!) REVISE tokens on steem-engine.

Good luck with the competition and all the technicalities and working out the math!

Please post your competition entries in the comments below!

Advertisements

The Marxist Instrumentalist Theory of Media

Marxist Instrumentalist theory holds that media owners control media content, and that the media performs ideological functions. The primary role of the media is to keep a largely passive audience from criticizing capitalism and thus maintain the status quo.

Marxist Instrumentalist Theory is also known as the Traditional Marxist or Manipulative Approach to the media.

This post is primarily written for students of A-level sociology, studying the AQA 2019 specification.

Marxist media sociology

Media owners control media content 

Media owners are part of the ruling class elite and they consciously manipulate media content to transmit a conservative ideology to control the wider population and maintain their wealth and privilege.

The content of the media is thus narrow and biased and reflects the opinions of the ruling class generally and the media owners in particular.

The government does not effectively regulate media content because the political elite are also part of the ruling class like the media owners.

The media performs ideological functions 

According to Instrumentalist Marxists, the primary role of the media is to spread ruling class ideology and maintain the status quo, keeping the current unequal capitalist system in place.

The media performs ideological functions in many ways:

  1. We see many favourable representations of (rather than critical commentary on) the wealthy – for example Royalty, millionaires on Cribs, and middle class lifestyles more generally in all of those hideous programmes about spending £500K on a house in the country.
  2. It spreads the ‘myth of meritocracy’ – Dragons Den and The Apprentice are two wonderful contemporary examples of this.
  3. The News often dismisses radical view points as extremist, dangerous or silly, and a conservative (ruling class) view of the world as normal.
  4. Negative portrayals of ethnic minorities and immigrants serve to divide the ruling class and discourages criticisms of the ruling class.
  5. Entertainment distracts the public from thinking critically about important political issues.

The audience are passive 

Marxist instrumentalists see the audience as a mass of unthinking robots who are passive and easily manipulate. They essentially take what they see in the media at face value, and believe what they see without questioning it.

Supporting evidence 

Curran (2003) suggests that there is a lot of historical evidence of media owners manipulating media content. He carried out a historical analysis of UK media, broken down into four historical periods.

Control by owners was most obvious in the era of the Press Barons in the early part of the 20th century, when some even said that they used their newspapers to consciously spread their political views.

Rupert Murdoch’s control of his News Corporation since the 1970s is another good example of an owner controlling media content. All of his newspapers have a strong right wing point of view, which reflects his values.

A specific example of Murdoch’s control is that all of his news outlets supported the Iraq War in 2003, a war which he personally supported. It’s unlikely that all the editors of all his newspapers globally shared this view.

Criticisms 

Pluralists are the biggest critics of Manipulative Marxists.

It is impractical for media owners of large corporations to control all output on a day to day basis. At some point they have to trust editors.

Pluralists argue that media owners are primarily motivated by making a profit and thus would rather provide audiences with the diverse content they want rather than use their media companies to spread their own narrow view of the world.

The previous criticism follows on from the Pluralist view that audiences are not just passive and unthinking, they are active and critical, and thus not easily manipulated: they can easily choose to switch off if they don’t like what they see.

The rise of the New Media especially undermines the Manipulative approach – New Media encourage audiences to be more active and allow for a greater range of people to produce and share media content. It’s simply not possible for owners to control such content.

Sources 

Modified from…

  • Ken Browne (2016) Sociology for AQA Volume 2
  • Chapman (2016) Sociology AQQ A-Level Year 2

 

A Level Sociology of Media Bundle

If you like this sort of thing, then you might like my A Level Sociology of the Media Revision Bundle which contains the following:

  1. 57 pages of revision notes covering all of the sub-topics within the sociology of the media
  2. 19 mind maps in pdf and png format – covering most sub-topics within the sociology of the media.
  3. Short answer exam practice questions and exemplar answers – three examples of the 10 mark, ‘outline and explain’ questions and three of the 10 mark ‘analyse’ with item questions, all take from the specimen paper and the 2017/2018 exam papers.
  4. Three essays and essay plans, taken from the specimen paper and 2017 and 2018 exam papers.

Using contemporary examples to evaluate for theory and methods

A level sociology students should be looking to using contemporary examples and case studies to illustrate points and evaluate theories whenever possible. In the exams, the use of contemporary evidence is something examiners look for and reward.

Below are a few examples of some recent events in the news which are relevant to the theory and methods aspects of sociology

All of the above took place in either 2019 or 2018! 

Talcott Parsons’ Perspective on Religion

A summary of Talcott Parson’s functionalist perspective on religion

More than any other Functionalist, Parsons developed Functionalism as a ‘systems theory’: he understands the role of one institution in terms of how it maintains the whole system. You might find it useful to review his general systems approach to social theory here before reading the rest of this post.

Functionalism parsons religion.jpg

For Talcott Parsons, religion is one sub-system among many, and it performs vital but limited functions in the maintenance of social order.

Religion and Value Consensus

Parsons sees religion as part of the cultural sub-system of society and religious beliefs provide a guideline for human action which give rise to a more specific set of norms according to which people should act.

For example, in many Christian societies, the 10 commandments form the basis of laws which govern human behaviour, such as:

  • ‘Thou shalt not kill’ forms the basis of laws against murder
  • ‘Thou shalt not steal’ forms the basis of laws against property theft.

So for Parsons, religious belief provides a set of values, or general principles which form the basis of value consensus, which other institutions then reinforce in more concrete ways.

Religion and Social Order

Much like Malinowski, Parsons sees one of religion’s primary functions as being to help people deal with problems which disrupt social life. There are two categories of problem, which basically mirror Malinowski’s thinking on the matter:

  • Firstly, there are those occasions when people are hit by events which are totally unexpected and have a negative impact, the main example being premature death. In such situations, religion can help people make sense of these events and restore normal patterns of life. A religious belief in the afterlife, for example, offers the bereaved a way of imagining that their dead son/ wife/ friend is ‘waiting for them on the other side’, and so not really ‘gone’ forever.
  • Secondly, there are those routine aspects of life in which people invest considerable time and effort in order to achieve a particular outcome, but are still characterized by uncertainty of outcome. Agriculture is a good example of this: several weeks or even months of the year might be spent sowing and tending crops, only for the whole harvest to be laid waste by droughts or disease. In such situation, religious belief offers an explanation for the disastrous outcome, helps people cope with the hardships with may follow, and helps to restore faith in the initial effort made despite said disastrous outcome.

As with Malinowski, Parsons argues that religion serves to maintain social stability by relieving the tensions and frustrations that arise following such unpredictable problems.

Religion and Meaning

A third function of religion according to Parsons is that it helps individuals to make sense of experiences which are contradictory.

Probably the best example of this is the way religion helps people to make sense of the injustice of people who profit through immoral behaviour – Christianity, for example, says that these people will reap their punishment in the afterlife, by going to purgatory or hell, while those who ‘suffer virtuously in poverty’ in this life, will reap the reward of heaven.

Thus religion helps people to adjust to the various worldly experiences of inequality and injustice, again maintaining harmony.

Evaluations to follow

Sources 

 

Malinowski’s Perspective on Religion

A summary of Bonislow Mainowski’s perspective on religion.

The Anthropologist Bronislow Malinowski is the third of ‘three functionalist thinkers’ it’s useful to know about for A-level sociology, the others being Emile Durkheim and Talcott Parsons.

Malinowski was one of the founding fathers of anthropology, who lived as a participant-observer on the Trobriand Islands, in the South Pacific (near New Guinea) for four years between 1914 and 1918. He  developed his theory of religion based on his observations of the role of religion in this one small-scale society.

Malinowski Trobriand Islands

Religion and Life-Crises

Malinowski argued that the main function of religion was to help individuals and society deal with the emotional stresses which occur during life crises such as birth, puberty, marriage and death.

Death, for example, is socially disruptive, because it not only removes an individual member from the fabric of society, which potentially creates tension, it is also stressful for those with close emotional ties to the deceased, who may not be able to function efficiently for a period of time.

Religion deals with the problem of death through both belief and ritual: a belief in the afterlife (common in many cultures) denies the fact of death and comforts the bereaved, while the funeral ceremony offers a chance for other members of society to comfort the bereaved with their physical presence and it may also act as a form of catharsis.

The funeral is effectively an expression of social solidarity which serves to reintegrate society following the ‘stress’ caused by a loss of one its members.

Religion and control

Manlinowski argued that a second function of religion was to help people deal with situations or events which could not be fully controlled or predicted.

To illustrate this Malinowski contrasted the way in which two different types of fishing were conducted on the Trobriand Islanders (NB – it’s an Island culture, fish is a staple food): Inland Lagoon based fishing was a very different affair to deep-sea ocean fishing.

Fishing in the calm, inland waters of the lagoon was very much a day to day, relaxed affair – there was a high level of certainty that fish would be caught using the tried and tested method of poisoning. There were no religious ceremonies performed during this type of fishing activity.

However, when men went out to fish in the ocean, beyond the barrier reef, there was no certainty of getting a catch, this depended on the luck of a shoal of fish being present, and there was also the danger of death usually associated with going out to sea. During these times the Trobriand Islanders engaged in religious rituals to try to ensure a favourable outcome.

Malinowski theorised that when people are in control of the situation (or at least feel they are) and can rely on their knowledge and skill to provide predictable results, there is no need for religion.

However, when there is uncertainly and unpredictability and danger, people engage in religious rituals to try to ensure a particular outcome: these were social events which served to reduce anxiety by providing confidence and a feeling of control over the situation.

The similarities and differences between Malinowski and Durkheim….

Like Durkheim, Malinowski theorised that the key role of religion was to reinforce social norms and values and promote social solidarity.

Unlike Durkheim, Malinowski did not see religion as reflecting society as a whole, nor did he see religious rituals as involving the ‘worshipping of society’ – he argued that religion had a more specific function: that of reinforcing solidarity during times of emotional stress that threaten to undermine the stability of society.

 

Sources used to write this post

  • Haralamabos and Holborn: Sociology: Themes and Perspective, seventh edition (unchanged in the eighth!).

 

Emile Durkheim’s Perspective on Religion

A summary of Emile Durkheim’s Perspective on Religion, covering his concepts of sacred and profane among other things….

In the Elementary Forms of Religious Life (1912) Durkheim argued that all societies divide the world into two basic categories: the sacred and the profane:

  • The profane refers to mundane ordinary life: our daily routine/ grind of getting up in the morning, doing our ablutions, going to college, eating our daily Nachos, and doing the dishes.
  • The sacred refers to anything which transcends the humdrum of everyday life: which typically take the form of collective representations which are set apart from society (spiritual places such as churches or mosques are the most obvious examples of ‘sacred’ spaces.)

For Durkheim, Religion is the collective practice of marking off and maintaining distance between the sacred and the profane, which is typically done through rituals, such as those associated with the daily or weekly visit to the church or mosque: prayer is an obvious example of an ‘occasional (sacred) ritual’ is marked out from ordinary mundane (or profane) life.

Or in Durkheim’s own words:

Durkheim religion.pngImportantly for Durkheim, anything can be sacred (or rather, a society can determine that anything is sacred): there is nothing in any object or action that makes it inherently sacred: anything can be sacred: not only churches, mosques, and religious books, but in some cultures, trees, or even rocks may be regarded as sacred.

Durkheim believed that in order to understand the role of religion in society, the relationship between sacred symbols and what they represent must be discovered.

A work in progress, to be updated shortly!

Totemism

Durkheim saw Totemism as one of the earliest and simplest form of religious practice. It is most commonly found among aboriginal peoples, such as the Australian aborigines, and North West Native American Indians, who have clan based societies.

Durkheim TotemismDurkheim used the totemic religion of Australian aborigines to develop his theory of religion. Aboriginal society was divided into a number of clans, and members of the clan had certain obligations that had to be fulfilled – such as mourning the death of other clan members or helping seek vengeance if another member was wronged by someone external to the clan. Each clan was also exogenous – people had to marry someone outside of the clan.

Each clan had a totem, typically an animal or a plant which was represented by drawings or carvings made on wood or stone, typically linked to a ‘creation myth’ that explained the origins of that clan and linked current members into that history. The totem served to distinguish the clan from all other clans.

To clan members, the totem was as sacred object, nothing less than ‘the outward and visible form of the totemic principle or god’ – their animal/ plant was sacred and the totemic representation just as sacred if not more so.

Durkheim’s ‘big idea’ is that by worshipping the totem, clan members are actually worshipping society, and thus individuals are reminded that society is more important than the individual, which is essential in Functionalist theory because individuals are dependent on society.

The reason why humankind needs a totem to worship rather than just literally worshipping society (or the clan in the case of Aborigines) is because the clan is too complex a thing for people to conceptualise – religious symbols are just much simpler entities to worship!

Sources used to write this post

Beliefs in society revision bundle for sale

If you like this sort of thing then you might like my ‘beliefs in society’ revision bundle.

The bundle contains the following:

  • Eight mind maps covering the sociological perspectives on beliefs in society. In colour!
  • 52 Pages of revision notes covering the entire AQA ‘beliefs in society’ specification: from perspectives on religion, organisations, class, gender ethnicity and age and secularisation, globalisation and fundamentalism.
  • Three 10 mark ‘outline and explain’ practice exam  questions and model answers
  • Three 10 mark ‘analyse using the item’ 10 practice exam questions and answers
  • Three 30 mark essay questions and extended essay plans.

The content focuses on the AQA A-level sociology specification. All at a bargain price of just £4.99!

I’ve taught A-level sociology for 16 years and have been an AQA examiner for 10 of those, so I know what I’m talking about, and if you purchase from me you’re avoiding all those horrible corporations that own the major A-level text books and supporting a fully fledged free-range human being, NOT a global corporate publishing company.

How I would’ve answered the AQA A level sociology crime and deviance with theory and methods exam, June 2018

A few hints and tips on how I would have answered the crime and deviance with theory and methods exam, June 2018

Answers to the AQA’s A-level sociology crime 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).

Please scroll down for links to other papers!

I won’t produce the exact questions below, just the gist…

Q01 – Outline two ways in which gender may influence the risk of being a victim of crime (4)

Difficulty – easy

  • Men and masculinity – aggressiveness, linked to higher levels male victims of street crime.
  • Women and domestic violence – linked to patriarchal norms, gender roles.

And then ideally explain how they differentially effect at least two ethnic groups. 

Q02 – Three criticisms of the labelling theory of crime (6)

Difficulty – anywhere from easy to difficult…

If you’ve realised this is a ‘stock question’ that’s been waiting to happen for a while, easy, but if you’re not prepared…. it’s tricky to get beyond the ‘deterministic’ criticism.

If you scroll down to the bottom of my 2016 post on the labelling theory of crime, you’ll find five criticisms at the end of it!

Q03 – Analyse two reasons for social class differences in official crime statistics (10)

Difficulty – easy

The item clearly directs you to one application of labelling theory and one application of ‘underlying differences’.

  • Police and courts more likely to label wc/ Underclass behaviour as criminal – apply Cicourel. Contrast to white collar crime going unnoticed.
  • Greater motivation due to poverty (risk) and opportunity… link to left realism, opportunity structures.

Q04 Evaluate sociological contributions to our understanding of the relationship between the media and crime (30)

Difficulty – medium

Fair question, difficult/ niche topic.

The item directs you to relative deprivation and moral panics so you can apply strain theory, Marxism, and interactionism – quite easy.

Then New Media – so cyber crime maybe linked to postmodernism.

Of course, anyone whose done the media option will have an unfair advantage here. This is something of a problem, then again I can say the same about any of my students getting a question on globalisation and crime, given that they do the global development option.

Difficulty – easy

Q05 – Outline and explain two disadvantages of using laboratory experiments in sociological research (10)

Difficulty – easy

Just take any two disadvantages from this post.

06 – Evaluate the advantages of using structured interviews in sociological research (20)

Difficulty – medium

This is basically a ‘social surveys’ essay inflected with an interview twist…

Use the TPEN plan and just let it flow…!

All in all a perfectly reasonable paper 3!

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:

  1. Consensus based theories part 1 – Functionalism; Social control’ theory; Strain theory
  2. Consensus based theories part 2 – Sub cultural theories
  3. The Traditional Marxist and Neo-Marxist perspective on crime
  4. Labeling Theory
  5. Left- Realist and Right-Realist Criminology (including situational, environmental and community crime prevention)
  6. Post-Modernism, Late-Modernism and Crime (Social change and crime)
  7. Sociological Perspectives on  controlling crime – the role of the community and policing in preventing crime
  8. Sociological Perspectives on Surveillance
  9. Sociological Perspectives on Punishment
  10. Social Class and Crime
  11. Ethnicity and Crime
  12. Gender and crime  (including Girl gangs and Rape and domestic violence)
  13. Victimology – Why are some people more likely to be criminals than others
  14. Global crime, State crime and Environmental crime (Green crime)
  15. The Media and Crime, including moral panics

How I would’ve answered the AQA A level sociology topics exam, June 2018, section B: global development

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.

Q06: Evaluate Dependency theory essay

Easy: just use this plan, obviously modify according to the item!

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.

 

 

 

 

 

 

How I would’ve answered the AQA A level sociology of education exam, June 2018

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).

Click here for a link to general advice for how to answer questions on paper 1: Education with theory and methods.

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.

A-Level Sociology Revision Bundle

Education Revision Bundle CoverIf you like this sort of thing, then you might like my sociology of education revision notes bundle – which contains the following:

  1. 34 pages of revision notes
  2. mind maps in pdf and png format – 9 in total, covering various topics within the sociology of education
  3. short answer exam practice questions and exemplar answers
  4. how to write sociology essays, including 7 specific templates and model answers on the sociology of education

How to get an A* in A-level Sociology (Crime and Deviance)

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!)

According to the AQA’s 2017 A-level grade boundaries you need an average of 60 raw marks out of a total of 80 get an A* in paper 1. This means you can ‘drop’ 20 marks and still get into the A* category.

A grade sociology

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 

Q03: Applying material from item A ‘Analyse Something’

This is my summary of the the AQA’s guidance on the two types of 10 mark question (the second type is question 06 below).

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: the question below is a full mark answer taken from the AQA’s 2017 A-level paper 7192/3.

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!

Q05: The Methods in Context Question

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:

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!

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:

  1. Consensus based theories part 1 – Functionalism; Social control’ theory; Strain theory
  2. Consensus based theories part 2 – Sub cultural theories
  3. The Traditional Marxist and Neo-Marxist perspective on crime
  4. Labeling Theory
  5. Left- Realist and Right-Realist Criminology (including situational, environmental and community crime prevention)
  6. Post-Modernism, Late-Modernism and Crime (Social change and crime)
  7. Sociological Perspectives on  controlling crime – the role of the community and policing in preventing crime
  8. Sociological Perspectives on Surveillance
  9. Sociological Perspectives on Punishment
  10. Social Class and Crime
  11. Ethnicity and Crime
  12. Gender and crime  (including Girl gangs and Rape and domestic violence)
  13. Victimology – Why are some people more likely to be criminals than others
  14. Global crime, State crime and Environmental crime (Green crime)
  15. 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