Question 1 Outline Two ways in which gender may influence the risk of being a victim of crime Most students successfully identified two ways in which gender may influence being a victim of crime. Most often these included the artificiality of the setting often conflated with the Hawthorne effect other disadvantages included difficulties in identifying and controlling variables, a lack of representativeness or ethical problems. The marks for analysis given would be dependent on the quality of the explanation given for each option i. One advantage of using posters…..
Some students tended to recycle the same criticism in different guises. More effective answers then developed these points appropriately by employing relevant sociological concepts and studies. Most often these included the artificiality of the setting often conflated with the Hawthorne effect other disadvantages included difficulties in identifying and controlling variables, a lack of representativeness or ethical problems. A minority of students included evaluation, for which no marks were available on this question. Give reasons for your advice. In less effective answers, the connection between the potential point from the Item and the material presented was less clearly made.
A Final note! A significant minority of answers outlined criticisms of the labelling process for example that labelling is discriminatory or unfair , rather than of the theory. Share on Facebook Share on Twitter Share on Linkedin Share on Google Share by email Every teacher and examiner will have different viewpoints on how to guide their students as to the best way to structure their answers to a 9 mark question. Unfortunately, this approach led many to focus on tangential material, with detailed accounts of the general sociological perspectives that quickly lost sight of the media, crime, or both. The marks for analysis given would be dependent on the quality of the explanation given for each option i. A minority of students included evaluation, for which no marks were available on this question.
In a minority of cases, students simply offered various sociological explanations of class differences in the statistics but with no application of material from the Item.
In a question like this, there is no requirement for the candidate to consider both options and definitely no requirement for the pros and cons of each option to be given.
This is because….. Question 3 Applying material from Item A, analyse two reasons for social class differences in official crime statistics Most students were able to draw on one or two appropriate points from the Item. Question 4 Applying material from Item B and your knowledge, evaluate sociological contributions to our understanding of the relationship between crime and the media 30 Good answers included… the social construction of crime news; media representations of crime, criminals and victims; t he role of the media in creating crime for example, relative deprivation, moral panics and the deviance amplification spiral the role of new media in contributing both to crime and to its policing. Examiner Commentary: This structure of response would gain the top of E1 or at best the bottom of E2 for evaluation, 2 or 3 marks.