AQA AS Sociology Past Papers & Mark Schemes

Sociological perspectives are the analytical tools of the subject — functionalism, Marxism, feminism, interactionism, and postmodernism each offers a distinct lens for examining social phenomena. When writing about education, don't simply describe what each perspective says; show how they lead to different conclusions. Functionalists (Durkheim, Parsons) see education as creating social solidarity and meritocratic opportunity. Marxists (Bowles and Gintis, Willis) see it reproducing class inequality through the hidden curriculum and the correspondence principle. Feminists highlight how schools reinforce or challenge gender norms. The strongest answers don't pick a 'winner' — they evaluate which perspective is most persuasive for the specific aspect of education under discussion. Methods in context questions follow a predictable structure that rewards disciplined technique. The question gives you a research topic (e.g., 'investigating teacher labelling in secondary schools') and a method (e.g., 'unstructured interviews'). Your answer must evaluate the method specifically for that topic, not in general. Consider: practical issues (access, time, cost, response rates for this specific population), ethical issues (informed consent from minors, confidentiality in a school setting, the power dynamic between researcher and student), and theoretical issues (does this method give valid, in-depth data about labelling, or would observation be better?). Generic evaluation of the method without reference to the specific educational context scores poorly. Studies and evidence are the currency of sociological argument. 'Class affects achievement' is an assertion. 'Halsey, Heath, and Ridge found that working-class boys were four times less likely to be in school at age 16 than service-class boys, even controlling for ability at age 11' is sociology. Learn key studies with their findings, dates, and methodological details. For education: Ball (banding), Gillborn and Yafai (institutional racism), Archer (Muslim pupils' identity), Reay (cultural capital). For families: Parsons (functional fit), Young and Willmott (symmetrical family), Oakley (gender role socialisation), Beck (individualisation thesis). When evaluating theories, use the framework: Does the theory have empirical support? Is it internally consistent? Does it account for change over time? Does it recognise diversity within social groups? Are there counter-examples that challenge the theory? Each evaluation point should be developed with specific evidence rather than left as an assertion.