Cambridge International AS & A Level: Sociology 9699/21

Cambridge International AS & A Level
SOCIOLOGY 9699/21
Paper 2 The Family October/November 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 October/November 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.
This document consists of 17 printed pages.
© UCLES 2023 [Turn over

9699/21 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2023
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2023 Page 2 of 17

PUBLISHED 2023
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.

PUBLISHED 2023
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 levels of response mark schemes. For these, the level
descriptor 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 descriptors 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.
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.

PUBLISHED 2023
Annotation Meaning
Benefit of the doubt given / the point is just about worthy of
credit
E1 Explanation of the point
E2 Explanation of why it is a strength/ limitation
Development / description of the point.
Evaluation point
Developed point
General point using sociological material but applied to the
GEN
question
Point is irrelevant to the question
Juxtaposition of point
M Material used to support the point
Not answered question
Repetition
This material receives no credit, additional points not

required
Too vague
Point that has been credited
Incorrect response
Irrelevant material
On page comment
Off page comment
Identification of a point

PUBLISHED 2023
Question Answer Marks
1 Describe two features of the expressive role. 4
Indicative Answer
• Considered the mother’s/female’s role – women are considered naturally

nurturing\are socialised into seeing it as their role to carry out.
• Caregiver/childcare/child rearing – child’s day to day (emotional, physical,
health etc.) needs are catered for/nurturing of children.
• Personality stabilisation – the wife satisfies the emotional and physical
needs of the husband/acts as a ‘warm bath’.
• Socialisation of children – teaches children social norms and values etc. as
they spend more time with the child compared to the breadwinner.
• Domestic labour – takes care of all the housework/cooking family meals.
• Any other appropriate feature.
Reward a maximum of two features. For each feature, up to 2 marks are

available:
1 mark for identifying a feature.
1 mark for describing how it is a feature of the expressive role.
(2 x 2 marks)

PUBLISHED 2023
2(a) Explain two reasons why cohabitation has become more popular in 8
some societies.
Indicative content.
• Less religious pressure – no longer considered sinful to live together

unmarried.
• A test period – see if partner is 'the one'.
• Changing social attitudes – marriage considered less important.
• Avoid the potential financial expense of a lavish wedding
ceremony/divorce.
• Greater freedom to end the relationship/less ties.
• Increased financial independence of women – no longer need marriage for
financial security.
• Fear of messy divorce/avoid risk of marriage failing.
• Feminist influence – women not subscribing to patriarchal views of
marriage.
• A lack of commitment – growth of individualism has led people to focus
more on themselves and own needs rather than shared needs of a
married couple.
• Greater access to contraception – preventing pregnancy can reduce the
need to get married for moral reasons/prevent shotgun wedding.
• Any other appropriate reason.
For this question, use of sociological material is likely to be demonstrated

through references to feminist and postmodernist sociologists e.g. Wilkinson,
Giddens, Beck and concepts such as patriarchy, confluent love, Equal Pay Act
etc.
Reward a maximum of two ways. Up to 4 marks are available for each way.
1 mark for making a point/giving a reason (e.g. less religious pressure).
1 mark for explaining that point/reason (e.g. in western societies, religious

beliefs are playing less of a part in the way people live their lives).
1 mark for selecting relevant sociological material (e.g. secularisation).
1 mark for explaining how the material supports the point (e.g. consequently
people increasingly see living together outside of marriage as not being sinful
/ don't fear any religious consequences)
(2  4 marks)

PUBLISHED 2023
2(b) Explain two strengths of postmodernist views of the family. 6
Indicative content
Strengths
• Relevant to/representative of contemporary diverse families – does not
limit the idea of family to just nuclear like structuralist approaches.
• Highlights the flexibility in family practices/roles unlike the meta-narratives
of structuralist approaches.
• Does not judge particular family or relationship set ups as either right or
wrong, rather reflect individual needs unlike New Right approaches.
• Recognises the influence of the media on family life.
• Acknowledges that family life is pluralistic – it is characterised by diversity,
variation and instability.
• Recognises the significance of consumption on family identities.
• Acknowledges that social changes such as increasing social
fragmentation and diversity have made family more a matter of personal
choice.
• Acknowledges the benefits of all/diverse family structures to the individuals
that make up that family.
• Any other appropriate strength
Reward a maximum of two strengths. For each strength, up to 3 marks are

available:
1 mark for identifying a strength of postmodernism (e.g. relevant to /

representative of contemporary diverse families).
1 mark for describing why postmodernism has this strength (e.g. does not limit
the idea of family to just the nuclear unlike structuralist approaches).
1 mark for explaining why it is a strength (e.g. this has broadened our
understanding that families and their relationships are complex).
(2  3 marks)

PUBLISHED 2023
3(a) ‘Domestic labour is now shared equally between men and women in the 10
family.’
Explain this view.
Indicative content
• Evidence of sharing domestic tasks equally.

• March of progress view.
• Changes in lives of women have led to greater equality/sharing of
domestic labour in the home.
• Impact of technology on housework/sharing of housework.
• Changes in motherhood and fatherhood / fathers taking a greater
involvement in childcare / mothers increasingly taking on the instrumental
breadwinner role.
• Impact of women working
• Changes in male identities – traditional notions of masculinity are being
replaced e.g. by ‘new man’, willing to involve themselves in roles
traditionally considered feminine.
• Impact of the decline in traditional male occupations – more men
experiencing unemployment and taking up greater share of the domestic
tasks.
• During the Covid pandemic, childless couples saw a rebalancing of
domestic labour between men and women (Harkness et al.).
• Any other appropriate point.
Levels of response
Level 3: 8–10 marks

• Good knowledge and understanding of the view that domestic labour is
now shared equally between men and women in the family.
• The response contains two clear and developed points.
• Sociological material 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.

• Some knowledge and understanding of the view that domestic labour is
• 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.

• Limited knowledge and understanding of the view that domestic labour is
• 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.
Level 0: 0 marks
• No response worthy of credit.

PUBLISHED 2023
3(b) ‘Domestic labour is now shared equally between men and women in the 6
family.’
Using sociological material, give one argument against this view.
Indicative content
• Evidence of unequal division of household tasks.

• Women increasingly taking on greater burden in the home.
• Patriarchy perpetuates this inequality/until patriarchy is eradicated, there
will never be equality between the genders in the family.
• Biological determinism of gendered roles (women are better suited to
caring role and domestic chores).
• More equal sharing tends to be found within same sex-couples who don't
comply to gender scripts, compared to heterosexual couples.
• Increased men’s participation in housework during the Covid pandemic
lockdown, returned to more traditional gendered division amongst
couples with children, once schools and nurseries closed (Harkness et
al.).
• Level of equality varies greatly between different social groups and
societies.
• Any other appropriate point.
Levels of response

• One clear and developed argument against the view domestic labour is
• 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.

• One clear but underdeveloped argument against the view domestic
labour is now shared equally between men and women in the family.
• The material selected is appropriate but not clearly focused on the
question or its relevance to the argument is not made clear.

• One point disagreeing with the view domestic labour is now shared
equally between men and women in the family, which is undeveloped or
lacking clarity.
• Any supporting material lacks focus on the specific question.
Level 0: 0 marks
• No response worthy of credit.

PUBLISHED 2023
4 Evaluate the view that the role of parents has changed. 26
Indicative content.
In support of the view Against the view
Points • Shift from 'stay at • In many pre-industrial

home/economically societies parenting was
dependent' mothers, to not clearly differentiated
taking on the between mothers and
breadwinner role. fathers anyway.
• Mother's role shifted from • Cultural ideology in some
'expressive' to 'intensive'. countries still exist –
• Role of mother no longer mothers are expected to
distinct as fathers have prioritise their caring role
become more involved over work/career.
with children/distinction • Even where mothers do
between motherhood and enter the workforce, they
fatherhood no longer so are expected to take on
clear. work compatible with
• Grandparents now often family commitments.
play important childcare • Dominant cultural ideas of
role – provide childcare traditional fatherhood
for working parents. continue in some
• Shift from absent to societies e.g.authoritarian,
involved father. disciplinarian.
• New norms of active • Pressures of working long
fatherhood outside of hours mean many fathers
marriage/relationship. are not able to be involved
• Financial provider no with their children as
longer a measure of much as they would like
good fatherhood. (Gray).
• Significant number of • Whilst fathers are
children are now raised spending much more time
by more than one mother with their children
figure (Park) e.g. two compared to their own
mothers in same-sex fathers previously, it is still
relationship, biological fairly low when compared
and step-mother. to mothers.
• Increase in stay-at-home • Religious reinforcement
fathers. of patriarchy/traditional
• Growth in child-centered views of parenting.
parenting. • Majority of childcare
• Increased media and remains the female's
peer group influence in responsibility.
raising children – provide • State policies that
socialisation/learning reinforce traditional
function associated with gendered ideas of
parenting. parenting.

PUBLISHED 2023
4
Points • Fathers are spending • Dominant view remains
much more time with that children have only
their children compared one ‘real mother’.
to their own fathers • Any other appropriate
previously. point.
Supporting Arfini, Wilkinson, Giddens,
Arfini, Chambers, Parsons,
evidence / Rotundo/Pleck, Grey,
Ford and Millar, functionalism,
theory Dermott, McVeigh and Finch,
Leonard, radical feminism,
Burghes, Park, Thompson,
Hatter et al, Salway et al,
Hatter et al, postmodernism,
Hauari and Hollingworth, Gray,
liberal feminism
Dermott, Sevilla, Hatter et al,
Possible Individualisation, new
hegemonic masculinity,
concepts man/dad, paternity leave,
expressive / instrumental
crisis of masculinity, fully
roles, cultural norms, rational
involved dads, child-centred,
choice theory, enforcer dad,
ideology of monomaternalism
The above content is indicative and other relevant approaches to the question
should be awarded appropriately.

PUBLISHED 2023
Levels of response
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 & Understanding Marks
4 • Good knowledge and understanding of the view that the role of 7–8
parents has changed.
• 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 role 5–6
of parents has changed.
• 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 role of 3–4
• 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 role of 1–2
• 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

PUBLISHED 2023
Level AO3: Analysis and Evaluation Marks
5 • Very good analysis/evaluation of the view that the role of parents 9–10
has changed.
• The evaluation is clear, explicit and sustained.
4 • Good analysis/evaluation of the view that the role of parents has 7–8
changed.
• The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting the role of
parents may not have changed.
3 • Some analysis/evaluation of the view that the role of parents has 5–6
changed.
• There is juxtaposition of different arguments and theories which are
not clearly focused on the question or a few simple points
suggesting the role of parents may not have changed.
2 • Basic analysis/evaluation of the view that the role of parents has 3–4
changed.
• There is an attempt to consider more than one side of the debate or
one simple point suggesting the role of parents may not have
changed.
1 • Limited analysis/evaluation of the view that the role of parents has 1–2
changed.
• Any analysis or evaluation is incidental, confused or simply
assertive.
0 • No analysis or evaluation worthy of credit. 0

PUBLISHED 2023
5 Evaluate the view that social policies have led to a decline in the nuclear 26
family.
Indicative content.

Points • Divorce reforms made • Policies promoting
divorce more accessible, marriage/traditional
leading to a rise in nuclear family e.g. CSA,
divorces/decline in the tax allowances etc.
number of nuclear families. • Policies promoting same-
• Welfare policies – allow sex marriage/civil
women to raise children partnership, can still be
without the need for a considered a nuclear
man/husband, leading to family.
a rise in lone–mothers. • Most people form part of
• Equality Acts – e.g. Equal a nuclear family at some
Pay Act has led to point/its decline has been
greater economic exaggerated.
independence of women • Provision of free childcare
– don’t need – nuclear family adapts to
marriage/nuclear family become dual earner
for financial security. nuclear family.
• Social policies supporting • Most women are simply
alternative family forms delaying marriage /
to the traditional nuclear nuclear family rather.
e.g. same-sex marriage. • Impact of
• External agencies have secularisation/increased
taken over functions of individualism/changing
the nuclear family e.g. social attitudes rather than
education/schooling, social policies on patterns
meaning less need for of cohabitation and
the nuclear family. divorce/decline of the
• Greater access to nuclear family.
contraception/ less need • Policies enabling easier
to get married/start a access to divorce or
nuclear family due to promoting alternative
pregnancy. family forms may exist,
• Policies preventing however cultural
abortion may lead to norms/traditions resist the
increase in lone-parent breaking up of the nuclear
families. family.
• Any other appropriate • Any other appropriate
point. point.
Supporting New Right, functionalism, Postmodernism, Chester,
evidence / liberal feminism, Murray, Allan,
theory Giddens, Beck, Morgan,
Relevant Individualism, risk society, Life cycle, neo-conventional
concepts familial ideology, family
The above content is indicative and other relevant approaches to the question
should be awarded appropriately.

PUBLISHED 2023
Levels of response
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.
Level AO1: Knowledge & Understanding Marks
4 • Good knowledge and understanding of the view that social policies 7–8
have led to a decline in the nuclear 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 social 5–6

policies have led to a decline in the nuclear 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 social policies 3–4
• 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 social policies 1–2
• 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

PUBLISHED 2023
Level AO3: Analysis and Evaluation Marks
5 • Very good analysis/evaluation of the view that social policies have 9–10
led to a decline in the nuclear family.
• The evaluation is clear, explicit and sustained.
4 • Good analysis/evaluation of the view that social policies have led to 7–8
a decline in the nuclear family.
• The evaluation is explicit and direct but not sustained or a more
descriptive account of evidence and arguments suggesting that
social policies have not necessarily led to a decline in the nuclear
family.
3 • Some analysis/evaluation of the view that social policies have led to 5–6
• There is juxtaposition of different arguments and theories which are
not clearly focused on the question or a few simple points
suggesting that social policies have not necessarily led to a decline
in the nuclear family.
2 • Basic analysis/evaluation of the view that social policies have led to 3–4
• There is an attempt to consider more than one side of the debate or
one simple point suggesting that social policies have not
necessarily led to a decline in the nuclear family.
1 • Limited analysis/evaluation of the view that social policies have led 1–2
to a decline in the nuclear family.
• Any analysis or evaluation is incidental, confused or simply
assertive.
0 • No analysis or evaluation worthy of credit. 0

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Cambridge International AS & A Level

This document consists of 17 printed pages.

© UCLES 2023 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2023 Page 2 of 17

Social Science-Specific Marking Principles

1 Components using point-based marking:

From this it follows that we:

2 Presentation of mark scheme:

© UCLES 2023 Page 3 of 17

Using the mark scheme

© UCLES 2023 Page 4 of 17

E2 Explanation of why it is a strength/ limitation

Development / description of the point.

Point is irrelevant to the question

M Material used to support the point

Not answered question

This material receives no credit, additional points not

Point that has been credited

Off page comment

© UCLES 2023 Page 5 of 17

Question Answer Marks

1 Describe two features of the expressive role. 4

• Considered the mother’s/female’s role – women are considered naturally

Reward a maximum of two features. For each feature, up to 2 marks are

© UCLES 2023 Page 6 of 17

Question Answer Marks

• Less religious pressure – no longer considered sinful to live together

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

1 mark for making a point/giving a reason (e.g. less religious pressure).

1 mark for explaining that point/reason (e.g. in western societies, religious

1 mark for selecting relevant sociological material (e.g. secularisation).

© UCLES 2023 Page 7 of 17

Question Answer Marks

2(b) Explain two strengths of postmodernist views of the family. 6

Reward a maximum of two strengths. For each strength, up to 3 marks are

1 mark for identifying a strength of postmodernism (e.g. relevant to /

© UCLES 2023 Page 8 of 17

Question Answer Marks

• Evidence of sharing domestic tasks equally.

Level 3: 8–10 marks

Level 2: 4–7 marks

Level 1: 1–3 marks

© UCLES 2023 Page 9 of 17

Question Answer Marks

• Evidence of unequal division of household tasks.

Level 3: 5–6 marks

Level 2: 3–4 marks

Level 1: 1–2 marks

© UCLES 2023 Page 10 of 17

Question Answer Marks