sc12-13 / sc1021_exc12

Examiners’ commentaries 2012

1.Non-response rates – even with the census there are problems with low response rates. Candidates could address the reasons for this. Is the material gathered about religious belief, therefore, representative of the whole population?

2.The problem of wording of the question – how did the respondents interpret the question? (The meaning problem, p.58 of the subject guide).

3.How did the respondents think that the material would be used by those in power? Did they answer the question about religious belief taking into account the effect that their answer might have on the surveyor?

4.The problem of depth (p.58 of the subject guide). The respondents might say that they believe or do not believe, but what does this mean? In a survey such as a census it is difficult to explore and question such answers. Hence there is a problem of ecological validity.

Therefore can such data gathered by the census/surveys/questionnaires be trusted?

d.You have been asked to find out the extent of religious belief in a small town for a national newspaper. What research design would you use and what method would you choose to do this research? Give reasons for your answer.

(6 marks)

Reading for this question

This style of question is used to test whether candidates can apply what they have learnt in Chapter 2 of the subject guide. The video with Eileen Barker on her work with the Moonies (available on the VLE) would have been particularly helpful in answering this question.

Approaching the question

Here the Examiners were testing whether candidates could associate particular methods with their associated research designs. We were not concerned with what design or what method was used, provided that the candidate could associate the correct research design with an appropriate method. The material from the table on page 64 of the subject guide

is very helpful in answering questions such as this. Please note that in some textbooks, research strategy rather than research design is used and here the major division is between quantitative and qualitative research strategies.

The word ‘extent’ can be interpreted in different ways; it can be read as relating to the number of people who had a religious belief, to the depth of their belief, or indeed to both these things.

In this short ‘case study’ the Examiners indicated where the research was to take place – a small town – and who it was for, a national newspaper. Candidates would have been given three marks for identifying an appropriate research design and a relevant method. For example, if the candidate had suggested that they wanted to find out how many people had a religious belief, then they would have used a quantitative research strategy/design, used statistics or undertaken a survey.

If they wanted to find out the depth of the religious belief in the small town then they might use a qualitative, ethnographic research design, either using participant observation (PO) or unstructured interviews.

Candidates were rewarded if they were able to demonstrate that editors for national newspapers generally want to have information quickly and that some qualitative methods such as PO take some time.

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SC1021 Principles of sociology

The interview with Eileen Barker on the VLE and the description of her work is useful here. She undertook some quantitative work in addition to her PO when she worked with the Moonies. She wanted to compare the attitudes of the Moonies with the wider population so she used a survey.

Candidates should give reasons for their choice of method which would include the aims of the research and the research question to be answered. If the aim of the research was to produce reliable information which could be used in comparison with other small towns then obviously a survey would be appropriate. If they wanted to demonstrate the depth of religious belief, on the other hand, and wanted to find out how people in the small town ‘believed’, ecological validity would be an important aim and so any method that allows the researcher to probe and ask questions in depth would be suitable.

e.‘The interpetivist tradition developed largely as a criticism of positivism’ – how are these theories of knowledge different? In your answer refer to the work of at least two sociologists you have learned about on this course.

(8 marks)

This is a quotation from the subject guide – page 74.

Reading for this question

Sections 3.2 and 3.3 of the subject guide.

Fulcher and Scott (2011), section on pioneers of social theory.

Approaching the question

This question requires candidates to compare their chosen theories within the two traditions. Good answers should identify the major differences and compare each one. Very good answers would use the material available in Chapter 4 to illustrate their answers.

Excellent answers would address the quotation historically and demonstrate how the positivist tradition was criticised when interpretivists, such as Weber, started to question its assumptions.

Most candidates in 2012 concentrated on Comte and Weber. The subject guide introduces candidates to their different ontological perspectives and this would be a good way to start any comparison between the two theories.

Most positivists are/were determinists and they believe that the relationship between the individual and society is in some way structured by society, whereas the interpretivists such as Weber suggested that social life is meaningful and that individuals engage in conscious and intentional activities. Therefore they would use different methods to attempt to understand social life.

There are also epistemological differences to consider. The two perspectives differ in their understanding of sociology as a scientific discipline. Positivists’ aim is to uncover laws and to create correlations between variables; whereas Weber and the interpretivists sought to understand the meaning behind social action.

Reading for this question

Material for an answer to this question can be found in Chapter 4 of the subject guide; however, material on social change is also to be found in the section on globalisation. Here the Examiners required candidates to

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Examiners’ commentaries 2012

develop their answers around the central sociological question as to why societies change. We therefore expected candidates to choose one of the traditional sociologists who addressed the key questions of social change and social stability. The material in Chapter 4 of the subject guide and the Essential and Further reading recommended there, provide the necessary background to answer this question.

Approaching the question

The idea of contribution is very important – how did the chosen theory contribute to our understanding of how and when societies change. In what way did they contribute?

Poorer and more basic answers produced descriptions of the general theories with some attempt to demonstrate how the sociologists explained the problem of social change.

Better answers demonstrated the key attributes of each theory in relation to change:

•What were the causes of social change (ontological issues)?

•How do societies change?

•What were the major assumptions on which the theory of social change was based; namely, again the ontological assumption of the chosen theorist.

•Did the chosen theory attempt to predict future change; namely, Marx, or did it describe social changes in the past; namely, Weber, and if so, did the findings help us to understand how societies change?

•Importantly and finally, are these theories relevant to our understanding of the modern world? Here the material on globalisation would have been useful.

Candidates are reminded that if a question is allocated 12 marks or more that they write a short essay and spend at least 20 minutes on this. They should also remember that the Examiners change the topic asked in

the theory question and so candidates should not learn answers to this question by heart.

Section B

Answer the question in this section (25 marks).

Reading for this question

The subject guide provides the basic reading for this section. In order to answer the questions on globalisation you should revise and be able to use the theories of social change you have learnt in Chapters 3 and 4 of the subject guide in particular.

In addition Waters, M. Globalization. (London: Routledge, 2001) second edition [ISBN 9780415238540] may be used and indeed provides the useful theoretical background as well as some empirical material. You should keep up-to-date with major international events to illustrate your answers.

All three textbooks have good chapters on this topic in the newest editions. Giddens (2009), Chapter 4.

Macionis and Plummer (2011), takes a global perspective throughout their text and Chapter 2 ‘Thinking globally: a global perspective on sociology’ is particularly useful.

Fulcher and Scott (2011), Chapter 16.

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SC1021 Principles of sociology

Question 2

Either

Compare and contrast at least two sociological accounts of globalization.

Approaching the question

This question relates to a comparison of sociological accounts of the nature of globalisation, its processes and its causes and drivers. The subject guide identifies many sociologists, including Roland Robertson, Leslie Sklair, Tony Giddens, Manuel Castells, Stanley Hoffman and Michael Mann. Some of these have had different perspectives and positions on the subject of globalisation. In answering this question candidates could either compare and contrast the work of two sociologists or two perspectives. A sociological account would need to address issues beyond the ‘one society’ that most traditional sociologists had as their object of study.

Comparative essays are easier to construct if candidates take a set of features to compare and contrast. A good starting point would be to state the different perspectives and indicate the logical outcome of their positions. If they were idealists then they would normally demonstrate the importance of ideas and culture in the globalisation processes;

whereas if they were materialists they would stress the nature of economic relationships (see Chapter 1 of Waters, 2001). One important aspect which should be compared is how the sociologists define the concept and their different views on its processes and its inevitability. How did the chosen sociologist explain the effects of globalisation?

Other features which could be compared would relate to the drivers of globalisation; whether globalisation leads to greater homogenisation, etc.

The most popular comparison in 2012 was between the work of Castells and Sklair, and for those who chose to compare two different

perspectives the comparison was between those sociologists who suggest that globalisation was occuring (or indeed had occurred) and those who suggest that it is simply an extension of the internationalising processes which have been occuring for over 150 years.

or

Recent political and economic changes have called into question the inevitability of a global society. Explain and discuss.

Approaching the question

This question required candidates to address the inevitabiliy of a global society by indicating how the recent changes, in finance, in world politics, and in nationalist movements have (or have not) refuted the idea that the the processes of social change have not resulted in a society which could be considered to be ‘global’.

A good introduction should address the idea of a ‘global society’. What would a global society look like? One of the most important elements of such an answer would be to consider the position of the nation state.

Here the work of Mann and Sklair, and Strange could be compared. (See Chapter 5 of the subject guide). Have recent events such as the Arab Spring resulted in nation states losing their sovereignty to international organisations or alliances? The recent financial crises have affected national governments and nations differently. There are debates as to the extent to which nation states have become increasingly open to financial flows, migration, etc; or whether the evidence of growing protectionism and trade wars demonstrate that the globalisation processes are in retreat.

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Examiners’ commentaries 2012

Good answers should demonstrate a knowledge of the debates on the inevitability of a global society; however, they must address the topic in this question and not simply list the views of the sceptics,

transformationalists and hyperglobalists. Excellent answers would develop these positions and organise their answers around the concept of a global society and what it would look like.

Section C

Answer ONE question from this section (25 marks).

Candidates are reminded that the material in section C draws on the material from Sections A and B.

Question 3

What are the strengths and weaknesses of Marx’s account of religion?

Reading for this question

Subject guide, Chapter 4 which covers Karl Marx. Chapter 12 covers religion.

Lee, D. and H. Newby The problem of sociology. (London: Hutchinson, 1983) [ISBN 9780415094535] (available on the VLE) has chapters on Marx which provide a good background to this topic.

Approaching the question

This question draws on Marxist theories which are introduced in Chapter 4 of the subject guide and its associated readings. This chapter takes a historical approach and demonstrates the antecedents of Marx’s ideas on religion, particularly in relation to Feuerbach. Good answers should

demonstrate that there are many interpretations of Marx, particularly the debate with the humanist and scientific/structuralist Marxists.

A good starting point would be to take the concept of religion and break it down into its elements – religion as belief or practice (the substantive elements) and the role of religion in social change and social order, etc. This, followed by a brief discussion of each of these elements with their strengths and weaknesses, would create a solid answer.

Question 4

Critically discuss AT LEAST ONE sociological account of ‘race’ and ethnicity.

Reading for this question

Subject guide, Chapter 10. Candidates might find it helpful to read Chapter 11 ‘Social inequality and social injustice’ for background to some of the theories.

Fulcher and Scott (2011), Chapter 6, section on theories of race and identity.

Macionis and Plummer (2011), Chapter 11. Giddens (2009), Chapter 15, pp.642–43.

Approaching the question

The subject guide introduces different accounts/approaches rather than different theorists, and candidates would have been rewarded for writing a good answer either describing and discussing a good sociological theory

– for example, Rex, Cox, etc. – or by describing a particular school, black feminist, neo-Marxist, Weberian or new ethnicity.

A good starting point would be to indicate what a sociological account of race and ethnicity would look like. Thus it would be important to

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indicate/operationalise the meaning of the concepts in the chosen account. It would also be important to identify its antecedents. The essay should then be constructed over the major elements – culture or material/ economic considerations; how the account addresses the questions of identity and exclusion, etc.

Excellent answers would demonstrate a clear understanding of the account and should be illustrated with relevant examples. The textbooks have many good accounts, but candidates must be able to provide good criticisms of the account or different explanations which may call into question the assumptions of the account chosen. The subject guide

is organised so that the developments in this topic are expressed as criticisms of previous schools and thus if a candidate had chosen an early account it would have been easy to critically assess it as instructed by the question.

Question 5

Explain and discuss the usefulness of the concept of social class.

Reading for this question

Subject guide, Chapter 11, in particular Sections 11.1.3 and 11.2.1. The sections on Marx and Weber in Chapter 4 also provide important background.

Fulcher and Scott (2011), Chapter 17 ‘Work, employment and leisure’ provides useful background and Chapter 18 indicates the necessary theoretical concepts of equality, merit and exclusion. See also Chapter 20, pp.793–805. Macionis and Plummer (2011), Chapters 8, 9, 10 and 15 take a global perspective.

Giddens (2009), Chapter 11 provides a thorough overview of this topic.

This question required candidates to address one key topic – the utility of the concept of social class. Therefore candidates should, as with any contested topic, address the difficult issue of what consitutes social class. Thus, a major part of the answer to this question would be to indicate to the Examiners that the answer would depend on what criteria the sociologist utilises in their definition of social class. In all cases, however, class is an economic concept. The next ‘problem’ which should be addressed is what is meant by ‘usefulness’. Useful to whom? Useful to sociologists? Useful for government planning? Useful for class actors (in terms of life-chances; identities; class consciousness, etc.)?

Therefore a good essay would require at least three different definitions and would demonstrate the strengths and weaknesses of each one. What can they tell us about individual or group behaviour, and/or predicted behaviour? Is there a correlation between class position and educational attainment?

An excellent answer would suggest that class is only one of the dimensions of social inequality. With changing economic structures, is class, for example, still the most important determination/predictor of people’s life chances? Is social unrest/revolution ‘caused’ in some way by class actors?

Question 6

What are the main insights of the sociology of organizations?

Reading for this question

Candidates should use the theories that they have learnt in Chapter 4 of the subject guide to answer questions on organisations, particularly the sections on Marx, Weber and Parsons but also the section on

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interactionism. Chapter 13 ‘Power in society’ is also useful background, but this question does not just relate to power. The subject guide provides the background to how organisation theorists have built on the work of sociologists and other approaches.

Giddens (2009), Chapter 18.

Fulcher and Scott (2011), Chapter 14.

Macionis and Plummer (2011), Chapter 6 ‘Organisations and the rise of the network society’.

Approaching the question

Candidates should first indicate what a sociology of organisations would involve; how sociologists explain the structure and workings of organisations; and how they investigate organisations. Here the work of Goffman on asylums and other total institutions could be used. Theoretically, the four main sociological problems that candidates were introduced to in Section A; the problems of social order and social change; inequalities, particularly the question of power; the question of the individual in society, particularly in relation to socialisation;

and the problems of identity could all be used. These four sociological problems would have provided an excellent starting point in relation to the sociology of organisations. What role do organisations play in creating social order? The work of Marx, Weber and Foucault could be

used to good effect. Weber could be used to discuss questions relating to bureaucratic organisations and rationality. Beck could be used to discuss the idea of risk society in a modern/postmodern world. Candidates could refer to Giddens on questions of identity.

Question 7

Critically discuss the strengths and weaknesses of ONE major sociological theory of power.

Reading for this question

Subject guide, Chapters 4 and 13. Macionis and Plummer (2011), Chapter 16.

Fulcher and Scott (2011), Chapter 15, pp.558–66 and Chapter 20, pp.786–92.

Bilton, T. et. al. Introductory sociology. (Palgrave Macmillan, 2002) fourth edition [ISBN 9780333945711], Chapter 10 provides a good account of the different theories of power.

Lee, D. and H. Newby The problem of sociology. (London: Hutchinson, 1983) [ISBN 9780415094535] (available on VLE), Chapter 5.

Approaching the question

This question asks candidates to address one theory of power and to criticise it. The Examiners were not looking for a run through of different theories of power, or worse, a run through of Lukes’ ‘three faces of power’. Candidates should concentrate on the question which asked for one theory only. While Lukes can be used to good effect to criticise and illustrate a chosen theory, it is important for candidates to answer the question directly. One theory could involve the work of one sociologist or a particular paradigm such as a Marxist theory or a Weberian theory of power.

Candidates are reminded that any theory of power, must address the power of the state and non-state institutions.

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Strengths and/or weaknesses would include – and here Lukes’ work is particularly useful (The following questions would provide a good set of issues to discuss a chosen theory):

•How have sociologist/s defined the concept? Is it robust enough? Is power considered to be a system resource (Foucault/Parsons); the capacity to achieve outcomes; a property which is ‘owned’?

•Problems of agency and structure.

•How can power be measured (epistemological problems)?

•How have sociologists explained the sources of power? What gives people power to achieve outcomes, or power over others?

•How have sociologists explained the operation of state power?

Question 8

Critically discuss the concept of patriarchy as a means of explaining gender inequalities.

Reading for this question

Subject guide, Chapters 9 and 11. Chapter 13 ‘Power in society’ is also useful.

Giddens (2009), Chapter 14, pp.609–22.

Fulcher and Scott (2011), Chapter 5, particularly the section on Sylvia Walby.

Cuff, E., W.W. Sharrock and D.W. Francis Perspectives in sociology. (London: Routledge, 2006) fifth edition [ISBN 9780415301114] (available on the VLE), Chapter 15, pp.374–88.

Approaching the question

The subject guide and the readings demonstrate that patriarchy is a contested concept and different theories will operationalise the concept differently. Patriarchy is a form of power and some sociologists believe that it is important in explaining gender differences. The concept is, however, contested and its sources are disputed.

Therefore a good answer would demonstrate the problematic nature of the concept. The subject guide provides a clear run through of the different feminisms and how these theorists have explained the concept and the effect of patriarchal power. Some embrace the concept (radical and revolutionary theories); others suggest that it is unhelpful (liberal feminists) and that gender inequalities can be overcome by legislation (using the power of the state) to change women’s position in society.

This question requires candidates to relate this form of power and its utility to an explanation of gender inequalities. Any answer should demonstrate the different forms of gender inequality – at work, in relation to income, power, etc. Good answers should also indicate theories which stress concepts such as compulsory heterosexuality and demonstrate how this affects both men and women.

While theorists of patriarchy can demonstrate, as did Weber, that some groups have power to exclude others (social closure), they do not explain why some women are not excluded, or why relationships between men and women change. Can patriarchy explain the vast differences within the genders and between different ethnic groups?

Finally and importantly, theorists who suggest that patriarchy is the

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cause of gender inequality are determinist and their arguments can be seen as ‘teleological’. If there is gender inequality then its cause must be patriarchy – patriarchy exists to ensure the continuation of gender inequalities.

Candidates should demonstrate clearly that there are other explanations for gender inequalities, both from mainstream sociology and from different feminist sociologies.

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