General Certificate of Education Advanced Subsidiary Examination June 2015

Transcription

1 General Certificate of Education Advanced Subsidiary Examination June 2015 Sociology SCLY2 Unit 2 Education with Research Methods; Health with Research Methods Thursday 21 May am to am For this paper you must have: an AQA 12-page answer book. Time allowed 2 hours A Instructions Use black ink or black ball-point pen. Write the information required on the front of your answer book. The Paper Reference is SCLY2. This paper is divided into two sections. Choose one section and answer all the questions in that section. Do not answer questions from more than one section. Do all rough work in your answer book. Cross through any work you do not want to be marked. Information The marks for questions are shown in brackets. The maximum mark for this paper is 90. Questions carrying 12 marks or more should be answered in continuous prose. In these questions you will be marked on your ability to: use good English organise information clearly use specialist vocabulary where appropriate. G/TI/108940/Jun15/E3 SCLY2

2 2 Choose either Section A or Section B and answer all the questions in that section. Section A Education with Research Methods You are advised to spend approximately 50 minutes on questions 0 1 to 0 4. You are advised to spend approximately 30 minutes on question 0 5. You are advised to spend approximately 40 minutes on questions 0 6 to 0 9. Education Read Item A below and answer questions 0 1 to 0 4 that follow. Item A Since 1988, a major focus of government education policies has been to establish an education market. Many politicians have argued that policies to promote competition between schools and choice for parents will drive up standards and raise pupils achievement. These policies include the publication of examination league tables and Ofsted inspection reports. But such policies may in fact widen the achievement gap between different social groups. However, policies such as compensatory education may help to narrow this gap by creating greater opportunities for previously disadvantaged groups. 0 1 Explain what is meant by value consensus. [2 marks] 0 2 Suggest three ways in which education may mirror the workplace. [6 marks] 0 3 Outline some of the ways in which factors and processes within schools may affect social class differences in achievement. [12 marks] 0 4 Using material from Item A and elsewhere, assess the impact of government education policies on inequalities of achievement between social groups.

3 3 Methods in Context The following question requires you to apply your knowledge and understanding of sociological research methods to the study of this particular issue in education. Read Item B below and answer the question that follows. Item B Investigating ethnic differences in education Not all ethnic groups do equally well at school. In general, pupils of Chinese and Indian heritage achieve more highly, while pupils from Black Caribbean, Pakistani and Bangladeshi backgrounds do less well. Black pupils are also more likely to be formally excluded from school than those from other ethnic groups. Some White groups, such as Roma/Gypsy children, do particularly badly. These patterns may be due to a variety of home and school factors. Sociologists may study ethnic differences in education by using overt non-participant observation. This method allows the researcher to witness interaction processes fi rst hand. However, the researcher may fi nd that it is not easy to observe certain important situations and settings, such as pupils home lives. Furthermore, those being observed may choose to behave differently when a researcher is present. Sociologists may also study ethnic differences in education by using written questionnaires. Questionnaires can be distributed widely to pupils, teachers and parents. However, people are less likely to respond unless they have a particular interest in the subject of the research. Furthermore, some people may not be willing or able to complete the questionnaire. 0 5 Using material from Item B and elsewhere, assess the strengths and limitations of using one of the following methods for investigating ethnic differences in education: Either or overt non-participant observation written questionnaires. Section A continues on the next page Turn over

4 4 Research Methods The following questions permit you to draw examples from any areas of sociology with which you are familiar. 0 6 Explain what is meant by representative data. [2 marks] 0 7 Suggest two problems of using laboratory experiments in sociological research. [4 marks] 0 8 Explain the difference between random sampling and snowball sampling. [4 marks] 0 9 Examine the problems of using offi cial statistics in sociological research.

5 5 Section B Health with Research Methods You are advised to spend approximately 50 minutes on questions 1 0 to 1 3. You are advised to spend approximately 30 minutes on question 1 4. You are advised to spend approximately 40 minutes on questions 1 5 to 1 8. Health Read Item C below and answer questions 1 0 to 1 3 that follow. Item C There are signifi cant differences in health chances between social classes, in terms of both morbidity rates and mortality rates. Working-class people are generally at greater risk of illness, disability and death. For example, they are more likely than middle-class people to die from lung cancer, accidents or violence. Sociologists disagree about the reasons for such patterns, but some argue that they are a result of cultural differences between the social classes. 1 0 Explain what is meant by the inverse care law. [2 marks] 1 1 Suggest three reasons for gender differences in health chances, apart from differences in health care. [6 marks] 1 2 Outline some of the ways in which sociologists contribute to our understanding of mental illness. [12 marks] 1 3 Using material from Item C and elsewhere, assess the view that cultural factors are the main cause of social class differences in health chances. Section B continues on the next page Turn over

6 6 Methods in Context The following question requires you to apply your knowledge and understanding of sociological research methods to the study of this particular issue in health. Read Item D below and answer the question that follows. Item D Investigating disability The term disability covers a huge range of physical and mental impairments of varying degrees of seriousness, from blindness to learning diffi culties. Some people with disabilities live fully independent lives, while others may have carers or live in homes. However, society s attitudes can lead to people with disabilities being isolated and excluded from everyday life. Partly as a result of this, they are generally poorer and less well-educated than the non-disabled. Sociologists may study disability by using unstructured interviews. These can enable the researcher to achieve subjective understanding. However, unstructured interviews may take several hours to complete and they can be personally demanding for both interviewer and interviewee. They also require the interviewer to establish a rapport with the interviewee. Sociologists may also study disability by using written questionnaires. Questionnaires can be distributed widely at relatively little cost. Carers can also assist the disabled respondent in completing the questionnaire if necessary. However, questionnaires are often less useful in probing attitudes and personal experiences. 1 4 Using material from Item D and elsewhere, assess the strengths and limitations of using one of the following methods for investigating disability: Either or unstructured interviews written questionnaires.

7 7 Research Methods The following questions permit you to draw examples from any areas of sociology with which you are familiar. 1 5 Explain what is meant by representative data. [2 marks] 1 6 Suggest two problems of using laboratory experiments in sociological research. [4 marks] 1 7 Explain the difference between random sampling and snowball sampling. [4 marks] 1 8 Examine the problems of using offi cial statistics in sociological research. END OF QUESTIONS

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