SOCIOLOGY AQA A LEVEL
CRIME AND DEVIANCE FINAL
EXAM 280 QUESTIONS WITH
CORRECT ANSWERS
Davis and Moore - ANSWER --Role allocation = for society to function effectively, the most
talented individuals need to be allocated to the most important jobs
Evaluation of the functionalist view - ANSWER --+ Hargreaves argues that schools put
more of an emphasis on competition than social solidarity
+ Ascribed characteristics are more important in determining income later in life than
achievement in school
+ Education is not meritocratic because schools discriminate against some groups e.g. w/c, black
pupils
Particularistic standards - ANSWER --Children are not judged by a clear measure of
achievement
Universalistic standards - ANSWER --Children are judged by a clear measure of
achievement and are compared to other children
,Durkheim - ANSWER --1) Promotes social solidarity
2) Prepares young people
Parsons - ANSWER --1) Secondary socialisation = education teaches universalistic
standards and acts as a bridge between family and wider society
2) Meritocracy = a meritocratic society is built on 2 key values:
+Individual achievement
+Equal opportunity
Althusser - ANSWER --+ ISA = control people's beliefs and ideas indirectly e.g. religion, the
mass media and education
+ RSA = physical force used by the state to repress the w/c e.g. police, courts and the army
Bowles and Gintis - ANSWER --The correspondence principle = the education system
mirrors work structure
E.g. obedience to teacher = obedience to boss, value of extrinsic rewards, acceptance of
inequality through the ISA
Bowles and Gintis - evaluation of role allocation - ANSWER --+ found that the most
obedient students got the highest grades
+ means that the education system rewards those who conform to the qualities required of the
future workplace
Demie and Lewis - ANSWER --w/c families unable to provide stimulating home
environment nor effective enforcement rules
,Douglas - parental interest - ANSWER --m/c parents were more likely to encourage their
children to succeed and socialise them more effectively to achieve in education
Bourdieu - cultural capital - ANSWER --Norms and values of the middle class
Habitus - ANSWER --The culture that we possess due to our life experiences
+ m/c habitus = cultural capital + symbolic capital
+ w/c habitus = symbolic violence as their habitus is seen as worthless
Archer - ANSWER --w/c develop nike identities as they can't get status so they gain it
through style and branding of clothes
Gewirtz - parental choice - ANSWER --Privileged skilled choosers - mainly m/c, prosperous
and confident, use their economic and cultural capital to get educational capital for their
children
Semi-skilled chooser - mainly w/c, lack cultural capital but do have aspirations for their children
Disconnected chooser - mainly w/c, lack cultural capital, don't know about schools admissions
policies
Ingram - ANSWER --+ Studied 2 groups of w/c boys, one of which passed the 11+ test
unlike the other
+ Grammar school = strong m/c habitus unlike secondary school
, +The boys who went to the grammar school were ridiculed out of school (symbolic capital) and
inside of school (symbolic violence)
What do interactionists focus on? - ANSWER --+ Organisation of school
+ Teacher's expectations
What did Becker find from 60 interviews with teachers from Chicago? - ANSWER --That
each teacher had an ideal pupil
What is an ideal pupil? - ANSWER --Refers to the image that a teacher has in their head of
the pupil that they would most like to teach
Bowles and Gintis - myth of meritocracy - ANSWER --+ Argue that in reality, success is
based on class background
+ By promising the untrue claim that rewards are based on ability, it helps workers to accept
inequality
Sugarman - w/c subculture - ANSWER --1) Present time orientation
2) Immediate gratification
3) Collectivism
4) Fatalism
Sugarman - m/c subculture - ANSWER --Deferred gratification - m/c taught to work for
long term rewards e.g more tend to go into higher education
Berstein - language codes - ANSWER --+ Elaborated code = sophisticated, complex
language used (typically used by the m/c)
CRIME AND DEVIANCE FINAL
EXAM 280 QUESTIONS WITH
CORRECT ANSWERS
Davis and Moore - ANSWER --Role allocation = for society to function effectively, the most
talented individuals need to be allocated to the most important jobs
Evaluation of the functionalist view - ANSWER --+ Hargreaves argues that schools put
more of an emphasis on competition than social solidarity
+ Ascribed characteristics are more important in determining income later in life than
achievement in school
+ Education is not meritocratic because schools discriminate against some groups e.g. w/c, black
pupils
Particularistic standards - ANSWER --Children are not judged by a clear measure of
achievement
Universalistic standards - ANSWER --Children are judged by a clear measure of
achievement and are compared to other children
,Durkheim - ANSWER --1) Promotes social solidarity
2) Prepares young people
Parsons - ANSWER --1) Secondary socialisation = education teaches universalistic
standards and acts as a bridge between family and wider society
2) Meritocracy = a meritocratic society is built on 2 key values:
+Individual achievement
+Equal opportunity
Althusser - ANSWER --+ ISA = control people's beliefs and ideas indirectly e.g. religion, the
mass media and education
+ RSA = physical force used by the state to repress the w/c e.g. police, courts and the army
Bowles and Gintis - ANSWER --The correspondence principle = the education system
mirrors work structure
E.g. obedience to teacher = obedience to boss, value of extrinsic rewards, acceptance of
inequality through the ISA
Bowles and Gintis - evaluation of role allocation - ANSWER --+ found that the most
obedient students got the highest grades
+ means that the education system rewards those who conform to the qualities required of the
future workplace
Demie and Lewis - ANSWER --w/c families unable to provide stimulating home
environment nor effective enforcement rules
,Douglas - parental interest - ANSWER --m/c parents were more likely to encourage their
children to succeed and socialise them more effectively to achieve in education
Bourdieu - cultural capital - ANSWER --Norms and values of the middle class
Habitus - ANSWER --The culture that we possess due to our life experiences
+ m/c habitus = cultural capital + symbolic capital
+ w/c habitus = symbolic violence as their habitus is seen as worthless
Archer - ANSWER --w/c develop nike identities as they can't get status so they gain it
through style and branding of clothes
Gewirtz - parental choice - ANSWER --Privileged skilled choosers - mainly m/c, prosperous
and confident, use their economic and cultural capital to get educational capital for their
children
Semi-skilled chooser - mainly w/c, lack cultural capital but do have aspirations for their children
Disconnected chooser - mainly w/c, lack cultural capital, don't know about schools admissions
policies
Ingram - ANSWER --+ Studied 2 groups of w/c boys, one of which passed the 11+ test
unlike the other
+ Grammar school = strong m/c habitus unlike secondary school
, +The boys who went to the grammar school were ridiculed out of school (symbolic capital) and
inside of school (symbolic violence)
What do interactionists focus on? - ANSWER --+ Organisation of school
+ Teacher's expectations
What did Becker find from 60 interviews with teachers from Chicago? - ANSWER --That
each teacher had an ideal pupil
What is an ideal pupil? - ANSWER --Refers to the image that a teacher has in their head of
the pupil that they would most like to teach
Bowles and Gintis - myth of meritocracy - ANSWER --+ Argue that in reality, success is
based on class background
+ By promising the untrue claim that rewards are based on ability, it helps workers to accept
inequality
Sugarman - w/c subculture - ANSWER --1) Present time orientation
2) Immediate gratification
3) Collectivism
4) Fatalism
Sugarman - m/c subculture - ANSWER --Deferred gratification - m/c taught to work for
long term rewards e.g more tend to go into higher education
Berstein - language codes - ANSWER --+ Elaborated code = sophisticated, complex
language used (typically used by the m/c)
