Key term
Eduqas A-Level Sociology A200QS
Culture and the Social Construction of Culture
Topic overviewCulture as a way of lifeNorms, values and beliefsRoles, status and role conflictDress, appearance and cultural identityLanguage and cultural transmissionFood, diet and cultural rulesMusic, the arts and high and popular cultureThe social construction of cultureFeral children and extreme isolationThe nature and nurture debateCulture and social changeCultural diversity, multiculturalism and hybriditySubcultures and countercultures
Socialisation and Its Agencies
Topic overviewPrimary socialisationSecondary socialisationRole models and imitationSanctions and the enforcement of normsThe family and cultural transmissionPeer groups and peer socialisationEducation as an agency of socialisationReligion as an agency of socialisationThe media as an agency of socialisationWork and occupational socialisationInformal social controlFormal social controlCultural reproduction and the limits of socialisation
Socialisation and Identity
Topic overviewPersonal identity and the selfSocial identity and collective belongingSociological theories of identityConsumption, globalisation and identityGender socialisation and gender identityChanging femininitiesChanging masculinitiesClass identity and the working classMiddle-class, upper-class and underclass identitiesThe decline of class identityEthnicity and ethnic identityHybrid identities and cultural changeNational identity and Britishness
Option: Families and HouseholdsFamilies
Topic overviewDefining families and householdsFamily forms and family diversityEthnic, religious and cultural diversity in family lifeMarriage, cohabitation and singlehoodDivorce and separationFertility, life expectancy and the ageing populationConjugal roles and the domestic division of labourPower, decision-making and domestic violenceChildhood and relationships between the generationsFunctionalist perspectives on the familyThe New Right and social policy on the familyMarxist and feminist perspectives on the familyPostmodernist perspectives, the life course and personal life
Option: Youth CulturesYouth cultures
Topic overviewYouth and the social construction of adolescenceThe media and the formation of youth cultureEconomic change, affluence and the youth marketGlobalisation and youth cultureSocial class and youth subculturesGender and youth cultureEthnicity and youth cultureNeo-tribes and the changing nature of youth cultureDelinquency, crime and youth offendingAnti-school subcultures and youth in educationMoral panics and media representations of youthFunctionalist and Marxist perspectives on youth cultureFeminist, interactionist and postmodernist perspectives on youth culture
Option: EducationEducation
Topic overviewThe role and function of education in societyFunctionalist perspectives on educationMarxist perspectives on educationInteractionist perspectives and labelling in educationFeminist perspectives on educationThe New Right and educationPostmodernist perspectives on educationPatterns and trends in attainment and participationMaterial factors and educational achievementCultural factors: deprivation, language and cultural capitalExplaining the gender and ethnicity gapsStreaming, setting and pupil subculturesEducation policy and marketisation
Option: MediaMedia
Topic overviewThe role and function of the media in societyOwnership and control of the mediaMarxist and neo-Marxist perspectives on the mediaPluralist perspectives on the mediaFeminist perspectives on the mediaPostmodernist perspectives on the mediaNews values, newsworthiness and agenda settingModels of media effects and the active audienceMoral panics and folk devilsNew media, globalisation and the digital divideRepresentations of social class and age in the mediaRepresentations of gender, ethnicity and disability in the mediaMedia regulation and social policy
Option: ReligionReligion
Topic overviewDefining religion and its role in societyFunctionalist perspectives on religionMarxist and neo-Marxist perspectives on religionFeminist perspectives on religionWeberian perspectives on religionPostmodernist perspectives on religionSecularisation: the evidence for declineSecularisation: the case againstChurches, denominations, sects and cultsNew religious movements and the new ageFundamentalism and religion in a globalising worldReligiosity by class, gender, ethnicity and ageReligion and social policy in contemporary society
Research Methods: Primary and Secondary
Topic overviewQuestionnaires: writing them and delivering themStructured interviewsUnstructured and semi-structured interviewsFocus groups and group interviewsParticipant observation, overt and covertNon-participant and structured observationSocial surveysEthnographic methodsLongitudinal studiesMethodological pluralism and triangulationExisting sociological research as secondary dataOfficial statisticsPersonal documents, public documents and newspaper reports
Sampling, Ethics and Practical Issues
Topic overviewTarget populations and sampling framesSimple random and systematic random samplingStratified random and quota samplingSnowball and volunteer samplingPurposive and opportunity samplesGatekeepers and gaining accessInformed consent and vulnerabilityDeception and covert researchConfidentiality, anonymity and privacyThe right to withdraw and protection from harmSensitivity and researching difficult subjectsOperationalisation and the choice of research topicTime, cost and the practical limits on research
Key Concepts and Theories of Research
Topic overviewValidity and what threatens itReliability, standardisation and replicationRepresentativeness and the sampleGeneralisabilityObjectivity, value freedom and biasEthics as a criterion for judging researchPositivism and the scientific study of societyInterpretivism and verstehenInteractionism, phenomenology and interpretivist research in practiceRealism and the search for underlying causesThe suicide debate as a test of the three positionsChoosing a method: theory, practicality and ethics
Social Inequality: Evidence and Patterns
Topic overviewSocial inequality and stratificationMeasuring social class in the contemporary UKClass inequality in income and wealthClass inequality in health and life expectancyClass inequality in education and employmentGender inequality in work and payGender inequality beyond the workplaceEthnic inequality in employment and incomeEthnic inequality in health, education and criminal justiceAge and inequalityThe changing distribution of income and wealthSocial mobility in the contemporary UK
Theories and Explanations of Inequality and Stratification
Topic overviewFunctionalist theories of stratificationCriticisms of functionalist stratification theoryThe New RightMarxist theories of classNeo-Marxist theoriesWeberian theories of stratificationNeo-Weberian theoriesFeminist explanations of inequalityExplaining gender inequality beyond feminismTheories of racism and ethnic inequalityExplaining age inequalityPostmodernist accounts of inequalityComparing and evaluating the theories
Option: Crime and DevianceCrime
Topic overviewDefining crime and deviance as social constructsThe media, moral panics and the social construction of crimeMeasuring crime: official government statisticsVictim studies and self-report studiesThe social distribution of crime by class and ageThe social distribution of crime by genderThe social distribution of crime by ethnicityFunctionalist explanations of crime and devianceSub-cultural explanations of crime and devianceMarxist and neo-Marxist explanations of crimeInteractionist explanations and labelling theoryRight realism, left realism and crime control policyFeminist and postmodernist explanations of crime
Option: Health and DisabilityHealth
Topic overviewDefining health and illness as social constructsThe medical and social models of disabilityOfficial statistics, patterns and trends in healthHealth and social classHealth and genderHealth and ethnicityHealth and ageArtefact and self-selection explanationsCultural and material explanationsAccess to and provision of health care in the UKThe biomedical model, medicalisation and health professionalsFunctionalist and Marxist approaches to healthInteractionist, feminist and postmodernist approaches to health
Option: PoliticsPolitics
Topic overviewPower, authority and legitimacyPluralist theories of powerElite theories of powerMarxist and neo-Marxist theories of powerFunctionalist, Weberian and postmodernist theories of powerPatterns and trends in political participationPolitical participation and social classVoting behaviour and partisan de-alignmentPolitical participation and genderPolitical participation, ethnicity and agePolitical parties and the democratic processPressure groups and policy makingNew social movements and anti-capitalist movements
Option: World SociologyWorld sociology
Topic overviewDefining and measuring developmentGlobal inequality in healthGlobal inequality in educationEmployment and the global division of labourGlobal poverty, marginalisation and exclusionPopulation, urbanisation and demographic changeAid and its criticsDebt, structural adjustment and development policyGlobalisation, transnational corporations and world tradeNon-governmental organisations and international institutionsModernisation theoryMarxist, dependency and world systems theoriesFeminist and people-centred accounts of development
Option: Education
Cultural factors: deprivation, language and cultural capital
- 3 things to know
- Component 1 Section C
Overview
Cultural deprivation as used in the sociology of education, elaborated code and features Sugarman identified in working-class subculture.
What you need to know
Answer each one before you reveal it.
Your recallNot started
Numbers
Describe the study Douglas published in 1964.
Key term
What is the elaborated code, and why does it matter at school?
Questions from this subtopic
Each one with the model answer underneath.
- 1
Define cultural deprivation as used in the sociology of education.
Model answer
Cultural deprivation theory argues that some children arrive at school lacking the values, language and knowledge that schooling assumes. Underachievement is then explained by that gap rather than by income.
- 2
Describe the study Douglas published in 1964.
Model answer
Douglas followed 5,362 British children born in 1946 for The Home and the School. Parental interest, measured partly by attendance at school meetings, was the strongest predictor of progress.
- 3
What did Bernstein mean by the restricted code?
Model answer
Bernstein argued in 1971 that the restricted code is a short, context-bound way of speaking with limited vocabulary. Meaning depends on shared assumptions between speaker and listener.
- 4
What is the elaborated code, and why does it matter at school?
Model answer
Bernstein described the elaborated code as explicit, grammatically complex and independent of context. Textbooks, examinations and teacher talk are written in it, so children fluent in it are advantaged.
- 5
Name the features Sugarman identified in working-class subculture.
Model answer
Sugarman argued in 1970 that fatalism, collectivism, immediate gratification and present-time orientation shaped working-class attitudes. Each was said to work against staying in education for a distant reward.
- 6
What did Feinstein conclude about parental education?
Model answer
Feinstein analysed British cohort data and published in 2003. Parents' own level of education was the strongest single influence on their children's achievement, operating through the support they could give.
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