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AQA A LevelSociologyUnit Assessment
Crime & Deviance: Sociological explanations of the social distribution of crime and deviance by ethnicity, gender and social class, including recent patterns and trends in crime
(Edition 1)
h 1 hour
h The maximum mark for this unit assessment is 50
UNIT ASSESSMENT
Name
Centre Name
SAMPLE
www.tutor2u.net/sociologyPage 2 AQA A Level Sociology Unit Assessment
AQA A Level Sociology Unit Assessment – Crime & Deviance: Sociological explanations of the social distribution of crime and deviance by ethnicity, gender and social class, including recent patterns and trends in crime ANSWER ALL QUESTIONS
1 Outline two reasons for gender differences in crime rates
(4 marks)
EXTRA SPACE
SAMPLE
www.tutor2u.net/sociologyPage 6 AQA A Level Sociology Unit Assessment
4 Read Item B below and answer the question that follows: Item B Men commit more crimes than women, and they also commit different crimes, with 90% of murders committed by men. There are a wide range of sociological explanations for this, although most agree that it has something to do with men and women’s different roles in society. Some sociologists question whether police statistics actually give a true picture of the social distribution of crime.
Applying material from Item B and your own knowledge, evaluate sociological explanations for
the social distribution of crime by gender. (30 marks)
SAMPLE
AQA A LevelSociologyUnit Assessment
Mark Scheme
Crime & Deviance: Sociological explanations of the social distribution of crime and deviance by ethnicity, gender and social class, including recent patterns and trends in crime
(Edition 1)
UNIT ASSESSMENT
SAMPLE
www.tutor2u.net/sociologyPage 2 AQA A Level Sociology Unit Assessment
1 Outline two reasons for gender differences in crime rates. (4 marks)
QUESTION NUMBER MARKING GUIDANCE TOTAL
MARKS 01 Two marks for each of two appropriate reasons clearly outlined or one mark
for each appropriate way partially outlined, such as: h Women are socialised to be nurturing and caring (1 mark) which means,
because of their gender norms, they are less likely to consider criminal behaviour. (+1 mark)
h Men are socialised to be tough, autonomous and to provide for the family (1 mark); these gender norms and values might lead to crimes such as fighting or stealing. (+1 mark)
h Women are more controlled than men, both as children and later as wives.
(1 mark) Therefore men have more opportunities to commit crime. (+1 mark)
h Most workers in the criminal justice system – especially police officers and
judges – are men. (1 mark) They therefore might choose not to arrest or convict women out of a sense of chivalry. (+1 mark)
Other relevant material should be credited. No marks for no relevant points.
4
SAMPLE
www.tutor2u.net/sociology AQA A Level Sociology Unit Assessment Page 5
3 Read Item A below and answer the question that follows: Item A White collar crime is a term for crimes typically committed by middle-class individuals. This might include crimes committed at work, rather than on the street or in public areas. It often refers to financial crimes such as fraud. This can sometimes involve huge sums of money, but not the physical threat of personal crime.
Applying material from Item A, analyse two reasons why white-collar crime is underrepresented in police statistics.
(10 marks) MARKS LEVEL DESCRIPTORS
8-10
Answers in this band will show good knowledge and understanding of relevant material on two reasons why white-collar crime is underrepresented in statistics. There will be two developed applications of material from the item: e.g. the crimes happen at work rather than on the street where the police patrol and might observe it; it doesn’t involve physical threat so is more removed – victims may be unaware of their victimhood; typically committed by the middle-class, so Marxists would argue that the CJS does not exist to control them. There will be appropriate analysis/evaluation of two reasons: e.g. most crime is not directly observed by the police but reported by victims or witnesses; sometimes police do pursue white-collar criminals and make an example of them; might not be underrepresented, it might just be less common.
4-7
Answers in this band will show a basic to reasonable knowledge and understanding of one to two reasons why white-collar crime is underrepresented in statistics. There will be some successful application of material from the item: e.g. no witnesses or dealt with in different ways. There will be some analysis/evaluation.
1-3
Answers in this band will show limited knowledge and understanding of one to two reasons why white-collar crime is underrepresented in statistics. There will be limited application of material from the item. Some material may be at a tangent to the question, e.g. there may be some drift into causes of crime or working-class crime. There will be limited or no analysis/evaluation.
0 No relevant points. Sources may include the following or other relevant ones: Sutherland, Chambliss, Pearce.
4 Read Item B below and answer the question that follows: Item B Men commit more crimes than women, and they also commit different crimes, with 90% of murders committed by men. There are a wide range of sociological explanations for this, although most agree that it has something to do with men and women’s different roles in society. Some sociologists question whether police statistics actually give a true picture of the social distribution of crime.
Applying material from Item B and your own knowledge, evaluate sociological explanations for the social distribution of crime by gender.
(30 marks) MARKS LEVEL DESCRIPTORS
25-30
Answers in this band will show sound, conceptually detailed knowledge of a range of relevant material on gender and crime. Sophisticated understanding of the question and of the presented material will be shown. Appropriate material will be applied accurately and with sensitivity to the issues raised by the question. Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for example by contrasting consensus and conflict sex-role theory explanations or through questioning the statistics using the chivalry thesis. Analysis will show clear explanation. Appropriate conclusions will be drawn
18-24
Answers in this band will show accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presented material. Application of material is largely explicitly relevant to the question, though some material may be inadequately focused. Some limited explicit evaluation, for example some criticisms of a specific study, and/or some appropriate analysis, e.g. clear explanations of some of the presented material.
13-18
Answers in this band will show largely accurate knowledge but limited range and depth, e.g. a broadly accurate, if basic, account of left and right realism. Understands some limited but significant aspects of the question; superficial understanding of the presented material. Applying listed material from the general topic area but with limited regard for its
SAMPLE
www.tutor2u.net/sociologyPage 6 AQA A Level Sociology Unit Assessment
relevance to the issues raised by the question, or applying a narrow range of more relevant material. Evaluation will take the form of juxtaposition of competing positions or one to two isolated stated points. Analysis will be limited, with answers tending towards the descriptive.
7-12
Answers in this band will show limited undeveloped knowledge, e.g. two to three insubstantial points about the social distribution of crime. Understands only limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question, e.g. crime and class or ethnicity. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed
1-6
Answers in this band will show very limited knowledge, e.g. one to two very insubstantial points about crime and deviance in general. Very little/no understanding of the question and of the presented material. Significant errors and/or omissions in application of material. No analysis or evaluation.
0 No relevant points INDICATIVE CONTENT h Concepts and issues such as the following may appear: sex role theory, gender scripts, gender
socialisation, control theory, marginalisation theory, transgressive criminology, liberal feminism, radical feminism, postmodern feminist, liberationist perspective, focal concerns, chivalry thesis, social construct, crisis of masculinity.
Sources may include the following or other relevant ones: Talcott Parsons, Frances Heidensohn, Carol Smart, Freda Adler, Walter Miller, Paul Willis, Otto Pollack, Stephen Jones, Mairtin Mac An Ghaill.
Note to the marker: questions about gender are not just questions about women – there should be some reference to men (e.g. why men commit more crimes, not just why women commit fewer). If there is little or no reference to men, then it would have to be considered incomplete knowledge and placed in a mark band accordingly.
SAMPLE
www.tutor2u.net/sociology AQA A Level Sociology Unit Assessment Page 7
relevance to the issues raised by the question, or applying a narrow range of more relevant material. Evaluation will take the form of juxtaposition of competing positions or one to two isolated stated points. Analysis will be limited, with answers tending towards the descriptive.
7-12
Answers in this band will show limited undeveloped knowledge, e.g. two to three insubstantial points about the social distribution of crime. Understands only limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question, e.g. crime and class or ethnicity. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed
1-6
Answers in this band will show very limited knowledge, e.g. one to two very insubstantial points about crime and deviance in general. Very little/no understanding of the question and of the presented material. Significant errors and/or omissions in application of material. No analysis or evaluation.
0 No relevant points INDICATIVE CONTENT h Concepts and issues such as the following may appear: sex role theory, gender scripts, gender
socialisation, control theory, marginalisation theory, transgressive criminology, liberal feminism, radical feminism, postmodern feminist, liberationist perspective, focal concerns, chivalry thesis, social construct, crisis of masculinity.
Sources may include the following or other relevant ones: Talcott Parsons, Frances Heidensohn, Carol Smart, Freda Adler, Walter Miller, Paul Willis, Otto Pollack, Stephen Jones, Mairtin Mac An Ghaill.
Note to the marker: questions about gender are not just questions about women – there should be some reference to men (e.g. why men commit more crimes, not just why women commit fewer). If there is little or no reference to men, then it would have to be considered incomplete knowledge and placed in a mark band accordingly.
QUESTION NUMBER AO1 AO2 AO3 TOTAL
1 4 4 2 6 6 3 3 4 3 10 4 12 9 9 30 Total 25 13 12 50
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