AS Unit G671 - Exploring Socialisation, Culture and Identity
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Summary A* OCR sociology paper 1 exam practice questions with full plans
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AS Unit G671 - Exploring Socialisation, Culture and Identity
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OCR
Full plans for all types of questions that come up on paper 1 of ocr sociology a level. includes youth subcultures and socialisation, culture & identity.
AS Unit G671 - Exploring Socialisation, Culture and Identity
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Section A - Socialisation, Culture and Identity
6 marker - 2 examples with explanation. For top marks link to perspective
12 marker - intro, para about source a, para about source b, conclusion
20 marker - intro, 2 paras with eval, conclusion
Section B - Youth
12 marker - 2 paras, each on one feature. Point, evidence, explanation
16 marker - 2 paras (eval inside), conclusion
24 marker - intro, 3 paras (eval inside) conclusion
SECTION A
6 MARK
Define the concept of primary socialisation. Use examples to illustrate your answer (6)
Primary socialisation - the first stage of socialisation, or teaching of norms and values, which
occurs between ages 0-5 within the family
1 politeness - we are taught how to be polite for example using manners and courtesy in
certain situations e.g. at the dinner table - links to functionalism, value consensus
2 gender roles - we are taught how to act appropriately for our gender - link to feminist
Oakley - canalisation and manipulation
Define what is meant by middle class identity. Illustrate your answer with examples (6)
Middle class identity - the identity that belongs to those from a middle class background,
often characterised by having a university education and professional jobs such as teaching,
with middle to high levels of social cultural and economic capital
Education - middle class people often have a high level of education i.e. university level or
above which may form an identity where educational level is central - this also links to
occupation and income
High culture - enjoyed by those of a high status e.g. theatre - link to marxism
Explain, using examples, the concept of hegemonic masculinity. (6)
Connell (1995) said that hegemonic masculinity (macho, dominant, aggressive,
breadwinner) is the most common and is still reinforced the most strongly - often associated
with sexist attitudes
1 breadwinner - a key feature of hegemonic masculinity is the ability to play what
functionalists would call the ‘instrumental’ role of the household by making the family income
,2 aggressive - another key feature is aggression. Many males who fall into the category of
hegemonic masculinity exert their masculinity through aggressive behaviour e.g. fighting and
excessive drinking. Feminists would criticise this as they would say it normalises a hyper
masculine culture
Define the concept of multiculturalism. Illustrate your answer with examples (6)
Multiculturalism is the coexistence and celebration of multiple cultures. The UK is a
multicultural society with a range of different cultural groups based on ethnicity, religion,
class and sexuality. An example of this is Chinatown - Britain has a prominent Chinese
community particularly in areas such as Soho, for example, where there is an area known as
Chinatown due to the large amount of Chinese shops and restaurants. This is an example of
multiculturalism as the Chinese community celebrates their culture with the wider community
and coexists with people of other ethnicities. Postmodernists would say this is an example of
how identity is more fluid, as globalisation has led to increased immigration and cultural
exchange. Another example of multiculturalism is Pride month. Pride month is a celebration
of LGBTQ+ identities that occurs every year, with events such as parades and drag nights
highlighting a subculture based on sexuality and gender identity that coexists with the rest of
society. This is also an example of multiculturalism as it is a celebration of a specific culture
that is open to all identities and cultures to take part in.
Explain, using examples, the concept of identity (6)
Identity is the way we see ourselves and how we believe others perceive us in wider society
One example is ethnic identity - how someone perceives their ancestry, culture, country of
origin/residence, skin colour etc
This can affect our sense of belonging, for example belonging to a specific community e.g.
british bangladeshi, with a set of norms and values specific to your culture e.g. family values
This is often more important for ethnic minorities who may face social exclusion
Another example is class identity - how someone perceives their income, wealth and status
This can be linked to leisure activities e.g. upper class people often take part in ‘high culture’
e.g. playing polo or going to the opera
This helps reinforce class identity, as do other systems that the upper class have in place
e.g. old boys’ network - link to feminism
Social closure - bourdieu (marxist)
Explain, using examples, the concept of formal sanctions (6)
Formal sanctions are positive or negative sanctions issued out to an individual by a formal
agent of social control.
One example of this is a police warning. This is a negative sanction issued by a formal agent
of social control (police), which aims to prevent behaviour that goes against the norms and
values of society. For example, an individual can get a warning for more minor crimes such
as speeding, which aims to maintain social control by reinforcing the rules of society.
,Interactionists would argue that the characteristics of an individual, such as social class, and
subsequently how they are labelled based on it, will inform whether or not someone is seen
as deviant so if they get a warning or not.
Another example is a promotion at work - this is a positive formal sanction. An employee will
get promoted to a higher paid and/or higher status position in reward for good work and
commitment, and performing well at their job. This is formal because the individual gets
officially promoted to another position, therefore changing their status and rank in the
workforce. Functionalists would argue that the possibility of formal (positive) sanctions such
as promotion motivates people to carry out their jobs to the highest possible standard.
12 MARK
Using Sources A and B and your wider sociological knowledge, explain how labelling
an individual as disabled may affect their identity. [12]
Intro
Negative labels, social model of disability
, Source a para
Source a shows a graphic of a disabled person being physically isolated from society
This can reflect the social exclusion which people labelled as disabled face
Shakespeare 1996
46.5% of disabled people are unemployed
Source b para
a quarter (24%) of disabled people have experienced attitudes or behaviours where other
people expected less of them because of their disability
This reflects how people labelled as disabled in society can lead to experiences such as
‘learned helplessness’ (gill) through which disabled people come to view themselves as
lesser, and thus it becomes a self-fulfilling prophecy - link to becker
Conclusion
Overall, labelling someone as disabled can lead to social exclusion and employment
discrimination, as well as negative attitudes and a self fulfilling prophecy
Murugami - disabled people have the potential however to create a positive self concept and
see their disability as a part of their whole identity
Using Sources A and B and your wider sociological knowledge, explain how the
police act as agents of social control. (12)
Intro
Formal agent of social control - agencies such as police and the courts which control
peoples’ behaviour in society. Can give positive + negative sanctions
1 Source a
Lifesize police cutouts act as a deterrent from crime in shops in berkshire, making shoppers
reminded of the dangers of committing crime
This raises their awareness of potential negative sanctions they could face from breaking the
law e.g. from stealing, and thus acts as an agent preventing them from facing formal
sanctions under the law
Link to other tools of the police e.g. stationary/fake police cars
2 Source b
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