Cambridge International AS & A Level

SOCIOLOGY 9699/21
Paper 2 The Family May/June 2023
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 17 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

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

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

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

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Social Science-Specific Marking Principles

(for point-based marking)

1 Components using point-based marking:

 Point marking is often used to reward knowledge, understanding and application of skills.
We give credit where the candidate’s answer shows relevant knowledge, understanding
and application of skills in answering the question. We do not give credit where the answer
shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly
convey the same meaning (unless the mark scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they
are correct
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required.
(Check for evidence it is understood and not used wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all
possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror
statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion)

2 Presentation of mark scheme:

 Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
 Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
 Content in the answer column in brackets is for examiner information/context to clarify the
marking but is not required to earn the mark (except Accounting syllabuses where they
indicate negative numbers).

3 Calculation questions:
 The mark scheme will show the steps in the most likely correct method(s), the mark for
each step, the correct answer(s) and the mark for each answer
 If working/explanation is considered essential for full credit, this will be indicated in the
question paper and in the mark scheme. In all other instances, the correct answer to a
calculation should be given full credit, even if no supporting working is shown.
 Where the candidate uses a valid method which is not covered by the mark scheme,
award equivalent marks for reaching equivalent stages.
 Where an answer makes use of a candidate’s own incorrect figure from previous working,
the ‘own figure rule’ applies: full marks will be given if a correct and complete method is
used. Further guidance will be included in the mark scheme where necessary and any
exceptions to this general principle will be noted.

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4 Annotation:
 For point marking, ticks can be used to indicate correct answers and crosses can be used
to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks
have no defined meaning for levels of response marking.
 For levels of response marking, the level awarded should be annotated on the script.
 Other annotations will be used by examiners as agreed during standardisation, and the
meaning will be understood by all examiners who marked that paper.

Using the mark scheme

Some of the questions are marked using a point-based system, awarding marks for specific points
and accumulating a total mark by adding points.

Some of the questions are marked using level of response. For these, the level description represents
performance at the top of the level.

For levels of response marking you should:

 award a mark at the top of the level if all criteria in the level are met.
 consider the level descriptions across the full range, bearing in mind that it is not necessary for a
candidate to give a faultless performance for maximum marks to be awarded within any single
category!
 award marks on a ‘best-fit’ basis; thus, compensation between higher and lower achievement for
different criteria is acceptable.

For Question 4 and Question 5, award a mark for each assessment objective separately, using the
level descriptions.

In some cases, candidates may provide a response which the mark scheme has not predicted. These
answers should nevertheless be credited according to their quality.

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Question Answer Marks

1 Describe two ways children are protected from adult life. 4

Indicative content

 Age based laws restricting certain ‘adult’ behaviours e.g. drinking

alcohol, sexual activity, getting married – maintain healthy childhood
unaffected by problems these can cause.
 Compulsory education – delays pressures of being a part of the
workforce.
 Child labour laws – prevents a child from being exposed to the
exploitation of employment/limit the hours they can work preventing full
time employment.
 Adult themed TV shows shown after a certain time at night / Adult
themed websites requiring proof of age / parental controls on media
access – prevent children from accessing potentially harmful material.
 Welfare system providing financial support – helps to protect children
from pressures of poverty/provision of shelter to prevent homelessness.
 Parental censorship – parents may not talk about adult issues such as
violent crime, drugs etc. in front of the child to protect them possibly
disturbing adult themes.
 Helicopter/snowplough parenting – protect from the harsh realities of
adult life e.g. failure.
 Children given more protective rights e.g. UN Convention on children –
Governments must protect children from adult experiences such as
labour, poor health and environment.
 Provision of food/clothes/home etc. – children do not need to worry
about the economic aspects of adult life e.g. working, paying bills etc.
 Parental control of children’s bodies e.g. controlling what girls can wear
to prevent them being sexualised/experiencing sexual
harassment/changing their bodies e.g. piercings/tattoos.
 Parents placing restrictions on what they can do/where they can go –
protect children from exposure to potentially dangerous adult
activities/environments.
 Any other appropriate way.

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

available:

1 mark for identifying a way

1 mark for describing how the way protects children from adult life.

(2  2 marks)

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Question Answer Marks

2(a) Explain two ways family life can be harmful for some members. 8

Indicative content

 Domestic violence against members

 Child sexual abuse.
 Children in general can experience overprotective restrictions on their
autonomy/girls experience stricter controls and fewer freedoms than
boys (McRobbie)
 Expectations parents place on children e.g. to perform well at school –
can create psychological ill health.
 Patriarchal oppression of women / suppression of women’s freedoms /
ambitions.
 Exploitation of women in supporting capitalism
 Physical / emotional neglect.
 The over burden of women/triple shift – lead to exhaustion.
 Lack of appropriate primary socialisation – children may grow up
dysfunctional/unable to fit in to society.
 Women have little power in the family due as men tend to be the
breadwinner – this leaves women dependent upon men & could lead to
violence as men exert control and dominance.
 Expectations of masculinity/male gender roles – restriction of men to
breadwinner role potentially denies them opportunity to spend quality
time bonding with children/having quality relationship.
 Families who experience divorce/family breakdown can often leave
children affected emotionally / psychologically.
 Traditional/Conservative/religious families may be unaccepting of non
hetero normative relationship types/gender non-conforming bodies –
may lead to rejection/abuse/trauma.
 Any other appropriate way.

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

through references to sociologists e.g. McRobbie, Greer, Benston, Cheal,
Giddens and concepts such as patriarchy, capitalism, gendered norms, toxic
masculinity etc.

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

1 mark for making a point / giving a way (e.g. victims of domestic violence).

1 mark for explaining that point (e.g. love can often turn into hate in intense
emotional circumstances, resulting in lashing out).

1 mark for selecting relevant sociological material (e.g. Cheal / Giddens).

1 mark for explaining how the material supports the point (e.g. the growing
isolation of the nuclear family from extended kin may be increasing the
intensity and occurrence of violence).

(2  4 marks)

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Question Answer Marks

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

Indicative content

Strengths
 Has challenged gendered norms and highlighted some important
features of female oppression in the family.
 Recognises that changes in law/policies are not enough and that
underlying patriarchal ideology needs eradicating if women are to be
freed from male dominance in the family.
 Highlights the inequalities of power that take place within the family due
to patriarchy.
 Has raised awareness of the extent of domestic violence women
experience.
 May be now more realistically possible to introduce due to
advancements in technology e.g. IVF, surrogacy etc. for lesbian
couples.
 Any other appropriate strength.

Limitations
 Over two thirds of divorces are initiated by women indicating that
women can and do leave unhappy or exploitative marriages.
 What is seen as oppression and inequality may actually be the result of
women exercising free choice/there are those women that want to be in
a domestic role within a nuclear family (Hakim / Rational Choice
theory).
 Assumes women’s actions are shaped and dictated by patriarchy -
ignores the idea that women are individuals that make choices about
family life and relationships.
 Exaggerates the prevalence of negative experiences for females in the
family e.g. domestic violence.
 Their extreme views of men in families as the enemy are divisive.
 Ambitions not achievable – would require the active acceptance of men
to abandon their own interests/patriarchal dominance.
 Outdated/irrelevant – does not take into account the progress towards
gender equality in the family (Somerville / liberal feminist criticisms).
 Over emphasises the nuclear family, neglecting the diversity of family
arrangements in which women’s roles are not all the same.
 Extreme and unrealistic – Its approach to achieving removal of
patriarchy e.g. baby strike is unlikely to ever be achievable.
 Biologically deterministic – blames female inequality in the family on
their ability to reproduce, failing to consider other causes e.g.
capitalism.
 Any other appropriate limitation.

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

available:

1 mark for identifying a strength of radical feminism (e.g. has challenged

gendered norms that perpetuate female oppression).

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Question Answer Marks

2(b) 1 mark for explaining why radical feminism has this strength (e.g. brings
attention to the role of patriarchy in creating female exploitation in the
family).

1 mark for explaining why it is a strength (e.g. this has led to important
policy changes in addressing problems such as domestic violence).

(1  3 marks)

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

available:

1 mark for identifying a limitation of radical feminism (e.g. over two thirds of
divorces are initiated by women indicating that women can and do leave
unhappy or exploitative marriages)

1 mark for explaining why radical feminism has this limitation (e.g. it
assumes women are inevitably oppressed and subordinate to men, trapped
in the marriage)

1 mark for explaining why it is a limitation (e.g. fails to recognise the growing
independence of women meaning they do not need to rely on a husband for
financial support).

(1  3 marks)

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Question Answer Marks

3(a) ‘The nuclear family is the dominant family structure.’ 10

Explain this view.

Indicative content

 Nuclear family is the foundation of most other family types.

 It remains the most popular/common.
 Most adults still marry and have children (Chester).
 Extent of family diversity exaggerated – most people don’t live in
alternative family types for long.
 Majority of children still raised by their natural married parents in a
nuclear family.
 Examples of cultural/religious importance of marriage/nuclear family
remains in non-western societies.
 Examples of government policies that continue to promote the nuclear
family/discourage diversity in favour of the nuclear family.
 Nuclear family has simply adapted to become dual earner/neo-
conventional nuclear family.
 Most people will experience a nuclear family at some point (Chester).
 The universality of the nuclear family (Murdock).
 Success of capitalism/industrialism is built upon the nuclear family, and
as capitalism/industrialism shows no sign of declining means the
nuclear family must still be the dominant family form.
 Nuclear family remains a common representation of family in media in
some societies.
 Any other appropriate point.

Levels of response

Level 3: 8–10 marks

 Good knowledge and understanding of the view that the nuclear family
is the dominant family structure. The response contains two clear and
developed points.
 Sociological materials such as concepts, theories and evidence, will be
used to support both points. The material selected is appropriate and
focused on the question with its relevance made clear.

Level 2: 4–7 marks

 Some knowledge and understanding of the view that the nuclear family
is the dominant family structure. The response contains one clear and
developed point and one relevant but underdeveloped point.
 Sociological material is used to support at least one point. The material
selected is appropriate but not clearly focused on the question or its
relevance is not made clear.

Level 1: 1–3 marks

 Limited knowledge and understanding of the view that the nuclear
family is the dominant family structure. The response contains one
relevant but underdeveloped point and one (or more) point/s related to
the general topic rather than the specific question.
 Any supporting material lacks focus on the specific question.

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Question Answer Marks

3(a) Level 0: 0 marks

 No response worthy of credit.

3(b) ‘The nuclear family is the dominant family structure.’ 6

Using sociological material, give one argument against this view.

Indicative content

 Statistical growth in other family types (e.g. lone parent, same

sex)/decline in the numbers of nuclear family shows the nuclear family
is no longer the dominant family type.
 Traditional concept of family has changed to include notion of ‘personal
life’/anyone you wish to include e.g. friends (Smart).
 Changing patterns of marriage and divorce – reflects less importance
placed on being in a nuclear family.
 Women’s changing aspirations e.g. career focus – more inclined to
reject marriage/nuclear family resulting in growth of singletons,
cohabitation, childless couples.
 Questionable whether nuclear family has ever been prominent anyway.
 Increased representation of diversity in media (especially divorce,
LGBTQ+ families).
 Influence of secularisation – traditional views on marriage and family
relationships have declined, leading to greater freedom to form family
types that aren’t nuclear.
 Any other appropriate point.

Levels of response

Level 3: 5–6 marks

 One clear and developed argument against the view that the nuclear
family is the dominant family structure. Sociological material, such as
concepts, theories and evidence, is used to support the argument.
 The material selected is appropriate and focused on the question with
its relevance made clear.

Level 2: 3–4 marks

 One clear but underdeveloped argument against the view that the
nuclear family is the dominant family structure.
 The material selected is appropriate but not clearly focused on the
question or its relevance to the argument is not made clear.

Level 1: 1–2 marks

 One point disagreeing with the view that the nuclear family is the
dominant family structure, which is undeveloped or lacking clarity.
 Any supporting material lacks focus on the specific question.

Level 0: 0 marks
 No response worthy of credit.

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Question Answer Marks

4 Evaluate the view that grandparents play a positive role in the family. 26

Indicative content

In support of the view Against the view

Points  Elderly grandparents  Caring for elderly

often play important relatives / grandparents
role in unpaid childcare can mean more financial
so both parents can be hardship on family which
in employment. may negatively affect
 Cross cultural how they are viewed.
examples of  Dependent elderly
grandparents filling the relatives can be an
‘parenting gap’, e.g. emotional / physical
China and Philippines burden on women /
meaning they fulfil a daughters in the family.
vital parenting role.  Increased divorce rates
 Elderly grandparents mean grandparents may
act as an important lose contact with
bridge to the past for grandchildren and
grandchildren (Ross et therefore not influential in
al.). their lives.
 Grandparents can often  Western culture can
provide qualitative often lead to ageism and
enriching socialisation negative views towards
of children. the elderly.
 Increased life  Extended families are
expectancy means often dispersed over
grandparents active for geographical distances
longer and can engage meaning they are not
with wider kin socially able to provide regular
and economically. help and are less
 Grandparents may help involved.
financially with family  Outdated/traditional
expenses. views – may cause
 In some cultures, the conflict as possibly seen
eldest male has the as contradicting parents’
role of wise head of the own views/may be seen
family. as over stepping role
 Can act as mediator boundaries.
between parents and  Some elderly
children or confidant to grandparents may be too
the grandchildren as infirm/immobile to be
more likely to open up able to provide any form
to them. of physical labour e.g.
 Any other appropriate childcare.
point.

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Question Answer Marks

4
In support of the view Against the view

 Any other appropriate

point.

Research Brannen, Ross et al, Feminism, Healey and

evidence Chester, Foster Yarrow, Marxism, Marxism,
(‘Villains’), Phillipson feminism
and Downs, O’Brien
and Jones

Additional Beanpole family, dual Dependency ratio, sandwich

concepts earner family, third age carers, elder abuse
grandparents

The above content is indicative and other relevant approaches to the

question should be rewarded appropriately.

Levels of response for Question 4

The maximum mark for Question 4 is 26.

Examiners should award up to 8 marks for AO1, up to 8 marks for AO2, and up to 10 marks for AO3.

Level AO1: Knowledge and Understanding Marks

4  Good knowledge and understanding of the view that grandparents play 7–8
a positive role in the family.
 The response contains a range of detailed points with good use of
concepts and theory/research evidence.

3  Reasonable knowledge and understanding of the view that 5–6

grandparents play a positive role in the family.
 The response contains a narrow range of detailed points or a wider
range of underdeveloped points, with some use of concepts or theory or
research evidence.

2  Basic knowledge and understanding of the view that grandparents play 3–4
a positive role in the family.
 The response contains a narrow range of underdeveloped points and
may include basic references to concepts or theories or research
evidence.

1  Limited knowledge and understanding of the view that grandparents 1–2

play a positive role in the family.
 The response contains only assertive points or common-sense
observations.

0  No knowledge and understanding worthy of credit. 0

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Level AO2: Interpretation and Application Marks

4  The material selected will be accurately interpreted, well developed and 7–8
consistently applied to answering the question.

3  The material selected will be accurate and relevant but lacks either 5–6
some development or clear application to the question.

2  The material selected is relevant to the question but is not applied 3–4
accurately or has limited development.

1  There is some attempt to apply sociological material but this lacks focus 1–2
on or relevance to the specific question.

0  No interpretation and application worthy of credit. 0

Level AO3: Analysis and Evaluation Marks

5  Very good analysis/evaluation of the view that grandparents play a 9–10

positive role in the family.
 The evaluation is clear, explicit and sustained.

4  Good analysis/evaluation of the view that grandparents play a positive 7–8

role in the family.
 The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting that
grandparents do not play a positive role in the family.

3  Some analysis/evaluation of the view that grandparents play a positive 5–6

role in the family.
 There is juxtaposition of different arguments and theories which are not
clearly focused on the question or a few simple points suggesting that
grandparents do not play a positive role in the family.

2  Basic analysis/evaluation of the view that grandparents play a positive 3–4

role in the family.
 There is an attempt to consider more than one side of the debate or one
simple point suggesting that grandparents do not play a positive role in
the family.

1  Limited analysis/evaluation of the view that grandparents play a positive 1–2

role in the family.
 Any analysis or evaluation is incidental, confused or simply assertive.

0  No analysis and evaluation worthy of credit. 0

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Question Answer Marks

5 Evaluate the view that the main role of the family is to serve the needs 26
of capitalism.

Indicative content

In support of the view Against the view

Points  Family as an ideological  Family functions to
agency / transmits benefit all its
dominant ideology that members e.g.
benefits capitalism. emotional/physical
 Reproduces care.
workforce/replaces dead  Family functions for
workers – produces and the greater good of
raises children to be the society e.g.
next generation of reproduction to
workers for the ensure flow of
capitalists. workers.
 Acts as a unit of  Families serve the
consumption/ women needs of patriarchy
and children targeted by before capitalism –
advertisers – promotes women in the family
conspicuous serve the needs of
consumption that men e.g. act as a
generates profits. warm bath.
 Family acts as a sponge  Family meets
absorbing the anger of individual needs.
the worker, preventing  Too deterministic in
rebellion against the explaining the role of
system/acts as a warm the family – the family
bath to de-stress the and its dynamics are
breadwinner so he too complex to
returns to work. simplify down to a
 Responsibilities of family main role.
ensure workers don’t  Post-modernism
strike, maintaining the rejects grand
economic system. narratives that seek to
 Recreates class explain the family.
inequalities –  Any other appropriate
perpetuates false class point.
consciousness.
 Monogamous nuclear
family formed to allow
the bourgeois to pass
down wealth to an heir –
this kept the wealth in
the hands of the rich
leaving the proletariat to
remain poor/the rich stay
rich.

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Question Answer Marks

5
In support of the view Against the view

 Any other appropriate

point.

Research Marxism, Althusser, Engels, Functionalism, Murdock,

evidence Zaretsky, Marxist feminism, Parsons, radical feminism,
Benston, Ansley, Greer, post-modernism,

Additional Capitalism, bourgeoisie, Irreducible functions,

concepts proletariat, ruling class organic analogy, functional
ideology, ideological state fit, patriarchy, choice,
apparatus, false class individualisation,
consciousness, myth of negotiated family, warm
meritocracy, alienation, unit bath theory, primary
of production, nuclear family, socialisation,
pester power, reserve army
of labour,

The above content is indicative and other relevant approaches to the

question should be rewarded appropriately.

Levels of response for Question 5

The maximum mark for Question 5 is 26.

Examiners should award up to 8 marks for AO1, up to 8 marks for AO2, and up to 10 marks for AO3.

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Level AO1: Knowledge and Understanding Marks

4  Good knowledge and understanding of the view that the main role of 7–8
the family is to serve the needs of capitalism.
 The response contains a range of detailed points with good use of
concepts and theory/research evidence.

3  Reasonable knowledge and understanding of the view that the main 5–6
role of the family is to serve the needs of capitalism.
 The response contains a narrow range of detailed points or a wider
range of underdeveloped points, with some use of concepts or theory
or research evidence.

2  Basic knowledge and understanding of the view that the main role of 3-4
the family is to serve the needs of capitalism.
 The response contains a narrow range of underdeveloped points and
may include basic references to concepts or theories or research
evidence.

1  Limited knowledge and understanding of the view that the main role of 1-2
the family is to serve the needs of capitalism.
 The response contains only assertive points or common-sense
observations.

0  No knowledge and understanding worthy of credit. 0

Level AO2: Interpretation and Application Marks

4  The material selected will be accurately interpreted, well developed 7–8

and consistently applied to answering the question.

3  The material selected will be accurate and relevant but lacks either 5–6
some development or clear application to the question.

2  The material selected is relevant to the question but is not applied 3–4
accurately or has limited development.

1  There is some attempt to apply sociological material but this lacks 1–2
focus on or relevance to the specific question.

0  No interpretation and application worthy of credit. 0

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Level AO3: Analysis and Evaluation Marks

5  Very good analysis/evaluation of the view that the main role of the 9–10
family is to serve the needs of capitalism.
 The evaluation is clear, explicit and sustained.

4  Good analysis/evaluation of the view that the main role of the family 7–8
is to serve the needs of capitalism.
 The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting that the
main role of the family is not necessarily to serve the needs of
capitalism.

3  Some analysis/evaluation of the view that the main role of the family 5–6
is to serve the needs of capitalism.
 There is juxtaposition of different arguments and theories which are
not clearly focused on the question or a few simple points suggesting
that the main role of the family is not necessarily to serve the needs
of capitalism.

2  Basic analysis/evaluation of the view that the main role of the family 3–4
is to serve the needs of capitalism.
 There is an attempt to consider more than one side of the debate or
one simple point suggesting that the main role of the family is not
necessarily to serve the needs of capitalism.

1  Limited analysis/evaluation of the view that the main role of the 1–2
family is to serve the needs of capitalism.
 Any analysis or evaluation is incidental, confused or simply assertive.

0  No analysis and evaluation worthy of credit. 0

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