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Cambridge International AS & A Level

SOCIOLOGY9699/03
Paper 3 Education For examination from 2021

SPECIMEN PAPER 1 hour 15 minutes

You must answer on the enclosed answer booklet.

*0123456789*

You will need: Answer booklet (enclosed)

INSTRUCTIONS
●● Answer all questions.
●● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper,
ask the invigilator for a continuation booklet.

INFORMATION
●● The total mark for this paper is 50.
●● The number of marks for each question or part question is shown in brackets [ ].

This document has 2 pages. Blank pages are indicated.

© UCLES 2018 [Turn over

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Answer all questions.

1 Describe two examples of how material deprivation may affect educational achievement. [4]

2 Explain two reasons why females are outperforming males in many education systems today.  [8]

3 ‘The main role of schools is to promote social equality.’

Using sociological material, give two arguments against this view.  [12]

4 Evaluate the view that cultural capital is the main factor influencing educational achievement. [26]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

© UCLES 2018 9699/03/SP/21

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Cambridge International AS & A Level

SOCIOLOGY 9699/03
Paper 3 Education For examination from 2021
MARK SCHEME
Maximum Mark: 50

Specimen

This document has 8 pages. Blank pages are indicated.

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9699/03 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

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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9699/03 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

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 holistically using levels of response mark schemes. When marking
holistically, the marks awarded for an answer are usually based on a judgement of the overall quality
of the response. For holistic marking, inevitably, the mark scheme cannot cover all responses that
candidates may make for all of the questions. In some cases candidates may make some responses
which the mark scheme has not predicted. These answers should nevertheless be credited according
to their quality.

Question Answer Marks

1 Describe two examples of how material deprivation may affect 4
educational achievement.

Indicative content

•• Lack of money for textbooks, school trips, private tutors.

•• Lack of access to computer technology / the internet.
•• Difficulty accessing private education.
•• Link between poverty and ill health / poor nutrition.
•• Schools in poor areas may be inferior.
•• Stigma of being poor can affect self-esteem.
•• Poor housing/lack of space at home.
•• Any other relevant example.

Reward a maximum of two examples. For each example, up to 2 marks are

available:

1 mark for identifying an example of material deprivation.

1 mark for showing understanding of how that form of material deprivation
may affect educational achievement.

(2 × 2 marks)

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9699/03 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

2 Explain two reasons why females are outperforming males in many 8
education systems today.

Indicative content

•• Females have more opportunities to express a range of different

‘femininities’, including those that involve a career, rather than just part-
time work and family responsibilities.
•• There are more career opportunities for females today and this may have
led parents to change their perception of appropriate future adult roles for
their female children.
•• Some developments in teaching methods and the school curriculum may
favour females (coursework, ‘feminisation’ of teaching, move away from
selective education).
•• Differing teacher perceptions of male/female pupils.
•• Male anti-school subcultures.
•• Decline in secure manual employment and the crisis of masculinity.
•• Any other relevant reason.

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

reason:

Note:
Candidates could answer this question by reference to female higher
achievement, male under-achievement, or both.

1 mark for making a point/identifying a reason (e.g. females have higher

aspirations today).

1 mark for explaining the point (e.g. because they want to have careers rather
than accept the traditional roles of housewife and mother).

1 mark for selecting relevant sociological material such as a study/concept/

theory/empirical evidence to support the point (e.g. Sharpe’s study or a
concept such as the feminisation of work).

1 mark for explaining how the selected material supports the point (e.g. Sue
Sharpe found that many girls now prioritise education and a career over
marriage and motherhood and this is a reason why they are performing better
in education).

(2 × 4 marks)

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9699/03 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

3 ‘The main role of schools is to promote social equality.’ 12
Using sociological material, give two arguments against this view.

Indicative content

•• Educational outcomes may reflect wider social inequalities rather than

promote social equality.
•• Questionable whether schools promote equality of opportunity, let alone
equality of outcome.
•• Social control may be the main role of schools (Marxist theory, Feminist
theory).
•• Some school policies (streaming, selective education, choice of
curriculum) may work against equality rather than for it.
•• Compensatory education schemes, and other efforts to promote social
equality in schools, often fail. In part, this failure may reflect the relatively
low value placed upon social equality (by teachers, parents, politicians,
etc.) as an aim of the education system.
•• Any other relevant argument against the view.

Reward a maximum of two arguments. Up to 6 marks are available for each

argument.

Note:
This question is only asking for arguments against the view. There are no
marks for explaining the view or giving arguments supporting the view.

Levels of response
Use the following levels to mark each argument.

Level 3: 5–6 marks

•• One clear and developed argument against the view that the main role of
schools is to promote social equality.
•• Sociological material, such as concepts, theories and evidence, is used
to support the argument against the view. 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 main
role of schools is to promote social equality.
•• The material selected is appropriate but not fully focused on the question.
Sociological evidence is used but its relevance to the argument is not
made clear.

Level 1: 1–3 marks

•• One point disagreeing with the view that the main role of schools is to
promote social equality, which is undeveloped or lacking clarity.
•• Any material selected lacks focus on the specific question.

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

(2 × 6 marks)

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9699/03 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

4 Evaluate the view that cultural capital is the main factor influencing 26
educational achievement.

Indicative content

For the view Against the view

•• Bourdieu’s concept of cultural •• Traditional Marxist arguments
capital. that material deprivation is
•• Examples that illustrate the the key to understanding
importance of cultural capital educational under-achievement.
as an influence on educational •• Other factors influencing
achievement (Otsuka, Crozier educational achievement:
et al., Mariaye). peer group, pupil sub-cultures,
•• Cultural capital as an influence school factors, language codes,
on teacher expectations. gender, ethnicity, intelligence.
•• Cultural capital explanations •• Structural (as opposed to
as a rejoinder to cultural cultural) explanations of
deprivation explanations (the educational achievement.
concept of cultural capital was •• The concept of cultural capital
in part developed in response is abstract and difficult to
to perceived deficiencies operationalise for research
in cultural deprivation purposes.
explanations of educational
under-achievement).

Levels of response

Level 5: 22–26 marks

•• Very good knowledge and understanding of the view that cultural capital
is the main factor influencing educational achievement. The response
contains a wide range of detailed points with very good use of concepts
and theory/research evidence.
•• The material selected will be accurately interpreted, well developed and
consistently applied to answering the question.
•• Clear and sustained analysis with detailed and explicit evaluation of
the view that cultural capital is the main factor influencing educational
achievement.

Level 4: 17–21
•• Good knowledge and understanding of the view that cultural capital is the
main factor influencing educational achievement. The response contains
a range of detailed points with good use of concepts and theory/research
evidence.
•• The material selected will be accurate and relevant but not always
consistently applied to answering the question.
•• Good analysis/evaluation of the view that cultural capital is the main
factor influencing educational achievement. This may be explicit and
direct but not sustained, or it will rely on a good account of the different
factors influencing educational achievement.

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9699/03 Cambridge International AS & A Level – Mark Scheme For examination
SPECIMEN from 2021

Question Answer Marks

4 Level 3: 11–16 marks
•• Reasonable knowledge and understanding of the view that cultural
capital is the main factor influencing educational achievement. 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.
•• The material selected will be largely appropriate but its relevance to the
question may be unclear or confused at times.
•• Some analysis/evaluation of the view that cultural capital is the main
factor influencing educational achievement. This may be a few simple
points for or against the view that cultural capital is the main factor
influencing educational achievement, or a simple descriptive account of
other factors influencing educational achievement.

Level 2: 6–10 marks

•• Basic knowledge and understanding of the view that cultural capital
is the main factor influencing educational achievement. The response
contains a narrow range of underdeveloped points and may include basic
references to concepts or theory or research evidence.
•• The material selected is relevant to the topic but lacks focus on or
relevance to the specific question.
•• Any analysis or evaluation is likely to be incidental, confused or simply
assertive.

Level 1: 1–5 marks

•• Limited knowledge and understanding of the view that that cultural capital
is the main factor influencing educational achievement. The response
contains only assertive points or common-sense observations.
•• There is little or no application of sociological material.
•• Little or no relevant analysis or evaluation.

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

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Specimen Paper Answers

Paper 3 – Education
Cambridge International AS & A Level
Sociology 9699
For examination from 2021

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Contents

Introduction .......................................................................................................................... 4
Assessment overview .......................................................................................................... 5
Question 1 ........................................................................................................................... 6
Question 2 ........................................................................................................................... 7
Question 3 ........................................................................................................................... 8
Question 4 ......................................................................................................................... 10

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Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge International AS & A
Level Sociology for examination from 2021. In this booklet, we have provided high grade answers for all of
the questions in Specimen Paper 3, questions 1, 2, 3 and 4.
Each response is accompanied by a brief commentary explaining the strengths and weaknesses of the
answers. Comments are given to indicate where and why marks were awarded, and how additional marks
could have been obtained. In this way, it is possible to understand what candidates have done to gain their
marks and how they could improve.
The mark schemes for the specimen papers are available to download from the School Support Hub at
www.cambridgeinternational.org/support

9699 Sociology 2021 Specimen Paper 03

9699 Sociology 2021 Specimen Paper Mark Scheme 03

Past exam resources and other teaching and learning resources are available on the School Support Hub
www.cambridgeinternational.org/support

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Assessment overview

Assessment objectives as a percentage of Paper 3

AO1 Knowledge and understanding 36%
AO2 Interpretation and application 28%
AO3 Analysis and evaluation 36%

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Question 1
1 Describe two examples of how material deprivation may affect educational achievement
[4]

Specimen answer

One example of material deprivation is living in accommodation that is cold and

damp. This type of accommodation can lead to illness and this may mean time away

from school. Missing lessons due to illness is likely to lead to educational

underachievement.

Another example of material deprivation is not having money to pay for things that

support education, such as textbooks or private tuition. Students who can afford

these things are likely to achieve more in school as they have additional help and

resources to draw upon.

Mark awarded = 4 out of 4

Examiner comment
The candidate describes two examples of material deprivation and for each one has shown an
understanding of how it may affect educational achievement. Full marks are awarded.

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Question 2
2 Explain two reasons why females are outperforming males in many education systems
today. [8]

Specimen answer

Females may be outperforming males in education due to the feminisation of schools.

With increased numbers of both female classroom teachers and head teachers, girls

have role models to aspire to. Boys get left behind due to the lack of male role models

in schools. Additionally, Sewell found that schools celebrate characteristics more

closely associated with girls such as being attentive in class.

Another reason is the decline of manual work and the crisis of masculinity. Due to

the decline of manual work in some societies, working-class boys feel less secure and

their traditional male identity is under threat, particularly in a world of increasing

service sector and office jobs that require ‘feminine’ skills. Some working-class boys

have responded to this ‘crisis of masculinity’ with laddish behaviour in school as an

effort to restore their sense of masculinity. However, this laddish behaviour is largely

counter-school and so leads to educational underperformance.

Mark awarded = 8 out of 8

Examiner comment
Two reasons are identified. Each is clearly explained, and in each case relevant sociological material is
included and shown to support the point.
Two lots of 4 marks are therefore awarded. The feminisation of schools point could gain the three additional
marks for “schools celebrate characteristics more closely associated with girls” supported by Sewell’s
example “such as being attentive in class”. Alternatively, marks are given for the role model explanation and
the link of the sociological concept to evidence, but this does not quite explain why “boys get left behind”.
The crisis of masculinity point gains the 3 additional marks as it shows clearly how the changes in
occupational opportunities is linked to laddish behaviour which is used to explain male underperformance.

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Question 3
3 ‘The main role of schools is to promote social equality.’
Using sociological material, give two arguments against this view. [12]

Specimen answer

One perspective which would argue against this view is Marxism. Marxists would

argue that the main role of schools is really to produce the next generation of

workers. Marxists, Bowles and Gintis claimed that meritocracy was a myth. Believing

you could achieve based on your efforts masked the truth that the working-class

would remain oppressed by the capitalists. For Bowles and Gintis, school mirrors

work, a theory known as the correspondence principle. Schools are set up like work

with hierarchies, fragmented tasks and little control over time. This prepares

working-class children for their future roles as workers for the capitalists. Schools

also train students to be motivated by external rewards – learning to endure tedious

work in school for future rewards (qualifications) trains students to endure tedious

work in the workplace for future rewards (wages). This shows that the education

system is designed to prepare students for future exploitation, not to promote social

equality.

Another argument against the view that schools promote social equality is that

schools reflect and reinforce wider social inequalities, such as ethnic and gender

inequalities. In the UK Black Caribbean boys begin school performing at least as well

as the majority ethnic group but by the time they reach GCSE their academic

performance is below most other groups. One reason for this is that Black Caribbean

boys are more frequently excluded than any other ethnic group. Gillborn claims that

teachers generally underrate the abilities of black youngsters due to stereotypes about

ability, intelligence and effort. This leads to them being assigned to low ability groups

and restricted to lower-level exams. Although girls outperform boys in school, schools

can still reinforce gender inequality. Francis found that classrooms were dominated

by boys and that girls get less attention from teachers. As these examples show, the

education system does not promote equality and instead reinforces existing

inequalities.

Mark awarded = 12 out of 12

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Examiner comment
Both arguments are clear and developed and are supported by relevant sociological concepts and evidence,
so each gain their full allocation of 6 marks.
The Marxist argument is very well explained and supported with specific points from Bowles and Gintis’
study. It is used to explicitly challenge the quote in the question.
The argument that schools reflect wider inequalities uses evidence on ethnicity, sufficiently well to gain 6
marks. It not only includes relevant evidence and concepts, but shows sociological understanding by clearly
outlining social processes involved.
The material on gender is not as well developed or as clear in disputing the view in the question, so on its
own would not get above 4 marks. To gain full marks using this material, the candidate would need to make
it clearer which aspects of gender inequality in society are reinforced by schools and which are not.

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Question 4
4 Evaluate the view that cultural capital is the main factor influencing educational
achievement. [26]

Specimen answer

Most sociologists recognise that social class has a clear impact on educational

achievement. However, there are different explanations for why it has such an

impact. For some, including Bourdieu, culture is the key factor. Other sociologists

disagree with Bourdieu and see factors such as material deprivation or factors within

school as the main causes of differences in educational achievement between different

social classes.

The term capital is often used in relation to wealth, but for Bourdieu ‘capital’ means

resources that determine your place in society. Bourdieu suggested that there are

different types of capital and all of these influence how successful a person is in

society. Economic capital is the most obvious resource a person can draw on. Social

capital is a further resource which includes networks of family, friends and

acquaintances. Bourdieu also recognised symbolic capital which refers to honour,

prestige, or reputation and cultural capital which refers to manners, tastes, interests,

and knowledge of artistic aspects of a culture. Just like economic capital, Bourdieu

saw cultural capital as a resource that the dominant class in society possess and use

to maintain their position of dominance.

Bourdieu used the concept of ‘habitus’ to explain how cultural capital influenced

achievement in education. The habitus refers to the ways that different classes

understand and perceive the world and the sorts of tastes and preferences that they

have. A habitus will influence all aspects of lifestyle such as leisure pursuits, food, TV

preferences, and so on. The habitus that middle-class children are socialised into is

rewarded by the education system and therefore makes it easier for them to achieve

success. ‘High culture’ such as the arts, which are part of the middle-class habitus are

given status by the education system in a way that ‘popular culture’ associated with

the working-class habitus is not. In addition, the education system itself is organised

around the middle-class habitus. This includes the manners and ways of speaking in

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Specimen answer, continued

addition to the curriculum content. In this way, middle-class students have an

advantage right from the beginning as school feels comfortable and natural to them

and working-class students are immediately disadvantaged because their interests,

beliefs, values and norms are not only different but actively conflict with those of

teachers and the education system.

Bourdieu believed that cultural capital is central to social reproduction as it

maintains inequality from generation to generation. Working-class children are

socialised into the working-class habitus and this makes it harder for them to achieve

in school and thus maintains their class position. In addition, educational success

legitimates social reproduction. It makes the class system seem fair as it appears that

working-class and middle-class students have the same opportunities, but the

middle-class children are more successful due to talent and ability. The process of

cultural reproduction is hidden within families and this prevents any criticism and

challenge of the advantages that it brings.

One strength of Bourdieu’s view that cultural capital is the main factor influencing

educational achievement is the influence it has had on other sociologists. For example,

Charlesworth used Bourdieu’s concepts of cultural capital and the habitus in his study

of working-class life in Rotherham in the UK. Charlesworth concluded that it is in the

education system that the working class learn to devalue themselves and restrict

their ambitions. He also argued that the main reason the working-class do not thrive

in the education system is because their way of talking and their use of language are

devalued by the education system.

Other sociologists have criticised Bourdieu’s work on cultural capital for being overly

deterministic. His theory, and particularly the concept of the habitus, suggests a high

degree of reproduction from generation to generation. The importance of individual

choice and agency are ignored by the theory. Bourdieu’s theory could also be criticised

for being out-dated. Postmodernists would highlight that in contemporary society

there is much more choice in terms of lifestyles, activities, and influences on identity.

They argue that class has much less of an influence on lifestyle these days and

through the internet and globalisation, working-class children have a much wider set

of influences upon their habitus.

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Specimen answer, continued

Other sociologists would reject Bourdieu’s argument that cultural capital is the main

factor affecting achievement. Material deprivation theorists such as Marilyn Howard

would argue that children from poorer homes underachieve because of lack of money.

Specifically, Howard looked at the impact of diet and concluded that many poorer

children had inadequate diets with low levels of vitamins and minerals. This deficient

diet meant children may become ill and miss school. The impact would be lower

educational achievement. Poor diet may also mean behavioural problems in school.

Wilkinson studied this and concluded that children from lower class families were

more likely to have hyperactivity and behavioural problems. This would cause lower

achievement as children would not concentrate on work in class and so fall behind.

Therefore, it is not cultural capital that explains educational achievement, but rather

material conditions and economic capital.

Other sociologists would highlight the importance of in-school factors, such as

labelling and ability grouping, to explain educational achievement. For example,

Gillborn and Youdell found that teachers have a common sense of understanding of

students’ ability and they use this to allocate students to different sets. However, they

found that working-class students were more likely to be seen as disruptive and

lacking motivation. Because of this, it is harder for them to convince teachers that

they have ‘ability’ and they are more likely to be placed in lower sets. This shows that

it is the labels that are placed on working-class students and subsequent action by

teachers because of these labels that influences educational attainment, rather than

their lack of cultural capital. However, it could alternatively be argued that in-school

factors such as labelling and ability grouping reinforce rather than dispute the

importance of cultural capital. Bourdieu would probably argue that it is the habitus

of working-class students that results in the labelling and setting and so in-school

explanations actually reinforce the importance of cultural capital in explaining

educational achievement.

In conclusion, there is a strong argument to suggest that a person’s values, knowledge

and cultural background advantage them once they enter the education system.

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Specimen answer, continued

While some sociologists stress the importance of material and in-school factors in

influencing educational achievement, these do not necessarily dispute the importance

of cultural capital. Indeed, Bourdieu himself stressed that different forms of capital,

including cultural and economic, interact with each other to reproduce the class

system. While postmodernists may argue that class no longer influences identity and

culture in the way it used to, it is clear from statistics on educational achievement

that social class does still have a strong impact on educational attainment. Cultural

capital clearly remains a very important concept in understanding why this is the

case.

Mark awarded = 26 out of 26

Examiner comment
The candidate defines and explains the concept of cultural capital very clearly, (AO1). It is put in the context
of wider debate about educational achievement and distinguished from other kinds of capital, (AO2).
The concepts of habitus and social reproduction are well applied to show the processes by which cultural
capital can affect educational achievement. This is also illustrated by an empirical study, (AO1 and AO2).
There is a thorough evaluation of Bourdieu’s theory, both in terms of being over-deterministic and of
undervaluing material and in-school influences on achievement, (AO3). This evaluation is supported with
details of two empirical studies, (AO1, AO2 and AO3).
The candidate achieves a higher level of more nuanced evaluation by showing that this empirical material
can be interpreted as, in part, supporting Bourdieu’s theory, (AO2 and AO3). There is a clear and balanced
concluding paragraph, (AO3).

How the candidate could have improved the answer

To improve this answer, the candidate could have used more studies to show the direct impact of cultural
capital on achievement, e.g. Otsuka, Crozier et al, Mariaye.
There could also have been some discussion of cultural capital explanations as a rejoinder to cultural
deprivation theory.
Although the answer draws well on Bourdieu’s theory, this could also have been placed in a wider context of
theoretical debate ranging from structural inequalities to innate intelligence.

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Advice for candidates (Paper 3)

• As with all papers candidates need to pay attention to the precise wording of each question
(Describe, Explain, Evaluate, etc.), and the time allowed to answer it, in order to get maximum credit
for the sociology they have learned.
• Answers will tend to get higher marks where it is clear that candidates are thinking about the
question as they write as opposed to writing down what they can remember which might be relevant
to the question.
• Credit is given for explicitly showing how theories, concepts and empirical studies relate to the
arguments being developed.
• Analysis, whether summarising other sociologists or presenting one’s own evaluation, should come
across as making sense to the writer, attempting to explain social processes rather than listing
remembered facts and concepts.
• Candidates should be encouraged to remember that everything can be evaluated, the logic of a
theory, relevance and methodology of empirical studies, the limitations of a view that ignores other
perspectives or other evidence.

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