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AS and A Level: Family & Marriage

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UK trends - gender

  1. 1 Men tend to outperform women in terms of income, wealth, promotion at work; they are more likely to have full time and /or permanent contracts.
  2. 2 In the home men do less housework than women and are much less likely to suffer domestic violence than women. Men are more likely to have control of finances and power in decision making in the family.
  3. 3 Women have better life chances in terms of life expectancy, preferential treatment by courts when awarding custody of children, some evidence of greater leniency in sentencing, more time off paid work with their children, lower suicide rates and are doing better in schools.

Key UK trends - social class

  1. 1 At work, those in the working class are more likely to have a below average paid job, a temporary contract and work part time.
  2. 2 In terms of policing and the criminal justice system, the working class are more likely to be stopped and searched by the police and to be arrested.
  3. 3 In the family people from working class backgrounds are more likely to marry younger and to get divorced.
  4. 4 In terms of health the working class are more likely, more likely to smoke, to miscarry their baby, to die of an accident at work and to die before their first birthday.
  5. 5 In education the working class are more likely to be placed in lower streams or sets at school, to leave school with fewer educational qualifications, and much less likely than the middle class to go to university.

Key UK trends - ethnicity

  1. 1 African Caribbean Britons are at high risk of being stopped and searched, getting longer custodial sentences, being excluded from school, being unemployed, living in a single parent family and achieving the lowest average GCSE scores.
  2. 2 British Bangladeshis and Pakistanis have the highest rates of poverty, living in cramped housing and female unemployment.
  3. 3 British Indians and British Chinese have higher than average educational success rates.
  4. 4 White Britons have better life chances than ethnic minorities in nearly all areas, with the exception of the British Indians and British Chinese.
  5. 5 There are significant differences WITHIN ethnic groups, so men and women, people from different social classes and ages have significantly different life chances.

  • Marked by Teachers essays 11
  • Peer Reviewed essays 1
  1. Marked by a teacher

    Outline and evaluate the Marxist view of the family

    5 star(s)

    The superstructure maintains the infrastructure whilst the infrastructure shapes the superstructure. The family helps to maintain this system. Friedrich Engels' 1884 study provides a basis for the Marxist view of the family. Engels aimed to trace its origin through time, and found that changes to the structure of the family were strongly linked to the evolution of the capitalist system. He also explored the concept of monogamy and argued that the monogamous nuclear family developed with the emergence of private ownership of the 'means of production'.

    • Word count: 497
  2. Marked by a teacher

    Outline and evaluate the functionalist view of the role of the family in society [33 marks]

    5 star(s)

    on the instrumental role and provide for the family while the woman will adopt the expressive role and take care of the home and family members. Marxists would contest this viewpoint?arguing that the division of labour is capitalist dogma used to control the labour force and stop them from developing consciousness. The final function identified by Murdock was the educational functional?this is the socialisation function of the family. It is this function that maintains the value consensus which allows society to remain functional.

    • Word count: 590
  3. Marked by a teacher

    Examine the ways in which laws and social policies affect family life.

    4 star(s)

    Both New Right and New Labour are in favour of the nuclear family because they view it as the best way for a child to be adequately socialised. The New Right view the division of labour as natural and based on biology; when these roles are fulfilled the family will become self-reliant and not have to rely on the state for support. New Labour also support the nuclear family as the best place to raise children, but are supportive of benefits targeted at the poor rather than a totally laissez-faire approach.

    • Word count: 845

Conclusion analysis

Good conclusions usually refer back to the question or title and address it directly - for example by using key words from the title.
How well do you think these conclusions address the title or question? Answering these questions should help you find out.

  1. Do they use key words from the title or question?
  2. Do they answer the question directly?
  3. Can you work out the question or title just by reading the conclusion?
  • Explain and briefly evaluate ways in which femininities are created and reinforced in contemporary society.

    "In conclusion, there are still traditional gender roles in our society that emphasise the dominance and power of men, encouraging and reinforcing that women should be more passive and domestic. However, there is more awareness today and these roles are forever being challenged, for example, the new 'ladette culture' that has come about recently, where girls and young women are taking on what has traditionally been male behaviour, ladettes involve themselves in binge drinking, casual sex and swearing. Also the 'poxy cupid' where in schools the slightest hint of sexism, is being challenged by fierce female pupils, behaviour designed to scare the teachers and even the most dominant males. Despite this, the roles we are 'taught' are still very powerful and influential because they are socialised into children from birth in the home, then reinforced in wider society, having an impact on their adult roles and personalities. Sociology - Naomi Harding"

  • Analyse the differences between primary and secondary socialisation

    "In summary, we have looked at certain key points about primary and secondary socialisation such as when they occur and what they teach us and it is reasonable to conclude that there are some vast differences between the two. Although they follow the same structure in that they both have socialising agents and agencies, there is a vast difference between what these agents and agencies teach us and what their purpose is. However, they are both vitally important when it comes to making an individual who they become in later life."

  • Using information from the items and elsewhere, assess the extent to which pupil subcultures are the cause of failure at school

    "To conclude I believe that subculture to some extend are the case of failure at school, in that a number of pupils do not value education, and focus on building a 'cool' reputation within their subculture. In most cases that means that the students with interrupt lessons and not do set tasks set by the teacher, which as a result will bring down achievement as they are not focusing on the information given by the teacher and also them kind of students are not allowing pro-school subcultures to learn because of the bad behaviour or interruptions going on in class. However I think subcultures vary in many aspects and different subcultures will have different ideologies depending where they live, their socio-class and the background they come from. Not all subcultures are anti-school, there are also pro-school subcultures, so we can not generalize subcultures. P.S I am not sure if I answered the question correctly, if not then SORRY. By Saida Murati"

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