Sociology 2023 Catalogue

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AQA GCSE 9–1 Sociology

Third edition

GCSE For AQA

Fully matched to the 2017 AQA 9–1 GCSE Sociology specification, this revised and updated third edition offers contemporary case studies and focuses on the knowledge and skills that students need to succeed in GCSE 9–1 Sociology.

Student Book

● Cover the 2017 AQA GCSE Sociology specification with confidence –this revised edition of the popular series has been fully updated by experienced teachers and examiners

● Inspire students with modern sociology through contemporary case studies and up-to-date research and examples

● Build the key skills students need to succeed with a focus on research skills, theory and making connections between topics

● Prepare students for assessment with exam-style questions, sample answers and examiner commentary for every AQA topic

● Reduce your planning time – each double-page spread of the student book works as a lesson, including learning objectives, key terms, summary points and ‘check your understanding’ questions

Focus on Key Thinkers features cover the key sociological texts in the 2017 AQA specification and introduce key sociological perspectives

Teacher Guide

to understand the human body and how it works, we could start by identifying the vital organs such as the heart, lungs or liver. We might then focus on one organ such as the heart and look at its job or function in pumping blood around the body. Next, we might examine how the heart is connected to other parts of the body such as the blood vessels. Finally, we could look at how the heart contributes to the survival of the body as a whole. In the same way, functionalism views society as made up of different parts that interlock and fit together. The different social institutions such as the family, education and religion are important organs in the body of society. Functionalism examines these institutions in terms of their functions, that is, the job they perform to help society run smoothly. The different social institutions meet the needs of society by performing functions to ensure its survival. Durkheim studied crime, religion and education by focusing on the functions they fulfil in meeting the needs of society. For example, he argued that the punishment of criminals has an important Durkheim was a key thinker behind functionalism. 22 Chapter 1: The sociological approach 234704 GCSE Sociology_CH1.indd 22 1/12/17 8:01 PM

FOCUS ON SKILLS: WRITTEN ACTIVITY Comparing society to the human body function in helping to bring people together. Punishment reinforces the values and beliefs that the majority of people in society hold. By binding people together in this way, crime can contribute to social cohesion

The different parts of the body each have function. Stretch and Challenge How far do you think that religion binds people together? Explain your ideas. Key points •Durkheim is one of the founders of sociology and a key figure behind the functionalist perspective. •Durkheim made an important contribution to sociologists’ understanding of the functions of crime, education and religion.

1 FOCUS ON THEORY: WRITTEN ACTIVITY Durkheim and Marx Durkheim focused on the functions of crime and the way crime can bind people together and contribute to social cohesion. Did Marx focus more on social cohesion or on conflict between social groups? Write a sentence to explain your thinking. Similarities between functionalism and Marxism Although functionalism and Marxism are different in important ways, they are both structural approaches This means that they focus on the structure of society and how this influences and directs human behaviour. However, not all sociologists agree with structural approaches. Critics argue that these approaches view people as being like puppets who are at the mercy of social forces beyond their control. FOCUS ON SKILLS: DISCUSSION ACTIVITY Are people simply puppets? One debate between sociologists focuses on how far society moulds us and controls our behaviour and how far we create and influence society. To what extent do you agree that society influences us and directs our behaviour? Can you think of ways in which we can influence, challenge or change society? Make a note of your ideas. Criticisms of functionalism The functionalist approach focuses on the positive functions that things such as crime and religion perform for society. However, critics argue that functionalism overlooks their dysfunctional (or negative) aspects. In reality, crime and religion do not always perform positive functions for society. For example, knife crime can have devastating effects on individual victims and on communities; religion can cause long-term conflicts between different social groups such as Catholics and Protestants in Northern Ireland. Check your understanding 1 Describe what sociologists mean by the term ‘function’. (3 marks) 2 Identify and explain one criticism of functionalism. (4 marks) 23 What are the key ideas of Emile Durkheim?

1 6 234704 GCSE Sociology_CH1.indd 23 1/12/17 8:01 PM

● Support your teaching with the accompanying Teacher Guide, which provides additional activities and examfocused support for every chapter in the Student Book

Focus on Theory sections put theories into conext with activities to get students thinking about sociological methods and theories

Focus on Skills sections feature discussion and written activities to help students apply their knowledge in the exam and beyond the classroom

● Cater for students of all abilities with differentiation suggestions and extension tasks for each activity

AQA GCSE 9–1 Sociology 3

AQA GCSE 9–1

Sociology Revision Cards

● Revise key sociological terms and concepts

● Mix up the cards to test knowledge and understanding

● 200 cards with key concepts, definitions and contexts

Don’t miss out on the best revision cards at the best price –only £6.50 for schools!

AQA GCSE 9–1

Sociology Complete Revision & Practice

Unbeatable value – a revision guide, workbook and full practice paper in one book for only £4.99

● Revision guide – clear and concise coverage of every topic, now with interactive quizzes to test recall

● Workbook – topic-by-topic practice now with video solutions to build confidence

● Exam-style practice paper with answers, now updated to reflect the latest exam series and examiner reports

AQA GCSE 9–1

Now includes interactive recall quizzes, updated practice questions and video solutions

Sociology Workbook

Unbeatable value – a workbook and full practice paper with answers in one book for £3.00

● All the practice you need with topic-by-topic questions , now with video solutions to build confidence

● Prepare for exams with different question styles

● Put what you have practised to the test with a full exam-style practice paper with answers included

Practice Test Papers

Help your students practise the AQA question formats with this photocopiable and editable pack for your department. It includes six complete exam practice papers, ideal for mock exams and in-class exam practice.

● Prepare students for exam success with tips and sample answers for each question type to represent Grade 4/5 and Grade 8/9 achievement

● Assess progress with ease throughout the course with ready-made answers and indicative content to support your marking

Student Support Materials for AQA A-level Sociology

Support your A-level Sociology students with additional guidance and practice questions for key AQA topics

● Provide the essentials of each AQA topic and the practice and guidance needed for exam success

● Support students in planning and managing their revision with topic summaries, examiners’ tips and helpful key studies, tables and diagrams

● Help students achieve their best possible grade with complete practice exam papers, a breakdown of what each question is asking and sample responses at Grade C and Grade A with examiners’ comments

AQA A-level Sociology

Fourth edition

AQA approved

Authors: Steve Chapman, Martin Holborn, Stephen Moore and Dave Aiken

Student Books

● Help build knowledge, an understanding of essential theories and perspectives and critical analysis skills with up-to-date explanations, key concepts defined on the page and case studies accompanied by questions focused on interpretation, analysis and evaluation

● Support the development of strong research skills with questions and practical tasks that actively involve students in the research process

● Help students prepare for final exams with questions integrated into every chapter to check knowledge, test skills and consolidate learning

● Teach with confidence with student books approved by AQA

● Detailed coverage of the 2015 AQA specification

Focus on research features provide up-to-date sociological studies with questions to help students understand the research process

imposed on them by others from non-working-class backgrounds, and the middle-class students were keen to emphasise that they did not belong to these three groups. Indeed they looked down on what they saw as their immoral, anti-social behaviour and their poor taste. They saw them as arrogant, flashy, loud, uninterested in learning and lacking in self-control. While the middle-class students saw themselves as investing in their educational future, they saw the working-class pupils who were chavs, charvers or townies as lacking in the desire to succeed and therefore likely to fail.

Questions

1. Examine the subcultures (if there are any) in your own school or college. What are the similarities and differences compared to the subcultures found in this research?

2. Evaluate whether the type of school used in the research (inner-city comprehensives) could explain the similarities and differences you discussed in answering question 1.

3. Identify the possible advantages and disadvantages of using interviews to study subcultures?

4. Suggest an alternative research method for this type of research and explain why it might be useful.

(Norton and Riverton), ‘skaters’ or ‘jitters’ (Norton and Riverton), ‘rockers’ and ‘gangsters’ (London), and ‘townies’ or ‘chavs’ or ‘charvers’ (predominantly Norton and Riverton) (Hollingworth and Williams, 2009, p. 470). Most of these groups were predominantly middle-class, but those seen as chavs, charvers or townies were invariably working class. None of the working-class pupils gave themselves these labels – they were

Research by Mairtan Mac an Ghaill (1994) examined working-class students in a Midlands comprehensive.

Because the school divided pupils into three sets, three distinct male, working-class peer groups developed rather than two:

› In the lowest set the main subculture was that of the ‘macho lads’. They were academic failures who became hostile to the school, showed little interest in school work, and were usually from less skilled working-class backgrounds.

5. On the basis of this research, explain the view that it is not just teachers who can give pupils negative labels.

6. Applying this research, analyse how the labels attached to some working-class pupils might affect their educational progress.

› In the highest set, the predominant subculture was of the ‘academic achievers’. They were academic ‘successes’ usually from more skilled working-class backgrounds. They tried hard at school and were aiming to progress to higher levels of study.

› The middle set was dominated by the ‘new enterprisers’. They had a positive attitude to school and school work, but they saw the vocational curriculum as a route to career success rather than academic subjects.

› By concentrating on processes within the education system, they fail to explain where wider class inequalities come from. They tend not to look at the wider context that gives rise to stereotypes of the working class, inequality in access to successful schools, and so on. They therefore ignore or downplay factors outside the schools. (Paul Willis, who combines the study of interaction in schools with Marxist analysis, is an exception here.)

› Labelling theory sometimes sounds deterministic success and failure seems to be entirely determined by the attitudes of pupils, which gives pupils little apparent control over their own achievement. It is clear that not all pupils live up to labelling by teachers. For example, a study by Margaret Fuller (1984) found that a group of black working-class girls who were labelled as likely failures responded by working harder to achieve success. Rather than a self-fulfilling prophecy taking place, they rebelled against the low expectations of their teachers.

UNDERSTAND THE CONCEPT

Most people feel that most of the time they can choose how they behave. However, sociologists tend to claim that, to some extent, social factors can explain behaviour. This suggests that people don’t have a free choice and that their behaviour is shaped by outside forces. Deterministic theories take this view to the extreme. They don’t acknowledge that individuals have any choice about how they behave instead arguing that circumstances shape what they do. For some, labelling is a deterministic theory which claims that people will always live up to a label imposed on them by other people. However, most labelling theorists recognise that sometimes individuals will refuse to live up to their labels. These labelling theorists do not therefore support a deterministic version of labelling theory.

› Some interactionists may have simplified models of pupil subcultures and do not identify the full range of responses to schools. By identifying just two or three subcultures, they ignore groups and individuals

who don’t fall neatly into one category. However, not all interactionists fall into this trap. For example, Peter Woods (1983) identified eight different groups in schools. ‘Opportunists’, for example, fluctuated between trying to gain the approval of their teachers and of their peer group.

› Many of the studies have been based on male peer groups and are less useful for understanding female groups (see Chapter 4 for more discussion on gender differences in education).

› Interactionist approaches tend not to look at the effect of social policies in any detail, yet these too can have a major impact on whether factors in the education system promote greater equality of opportunity or make class differences in achievement more pronounced. These are discussed in the following section, Social policy and social class.

Think about relationships and peer groups in the school or college where you study. Are there distinct peer groups? Do they tend to be based on streams or sets and are they linked to social class? Are there more than two or three subcultures? What do your observations suggest about interactionist theories of class and achievement?

Social policy and social class Educational policies relating to class can be divided into two main types: › those specifically aimed at reducing class inequalities › more general policies that have had an impact on class inequalities in education even though this is not their main aim. Many policies aimed directly at reducing class inequality have been based upon cultural deprivation theory (which sees working-class culture as lacking the necessary attributes to promote success in education). These policies have led to the idea of positive discrimination

AQA A-level Sociology

Themes and Perspectives

Authors: Michael Haralambos, Martin Holborn, Tim Davies and Pauline Wilson

Tailored to the 2015 AQA AS and A-level Sociology specifications, these accessible student books offer depth, detail and clarity, the most up-to-date coverage and in-depth exam support. Written by the bestselling authors of the ‘Blue Bible’, Sociology: Themes and Perspectives, these resources are designed to help students develop the skills required to succeed in their A-levels.

● Easy to navigate with a clear and accessible structure precisely mapped to the AQA specification

● Engage students with the latest research, theoretical developments and studies, government policy and contemporary issues

● Challenge students of all abilities with chapters that offer depth and detail, as well as detailed evaluation and challenging tasks to stretch the most able

● Consolidate understanding and learning with summaries and key terms for each unit

● Complement your teaching in the classroom with a range of activities, including images, articles, data and research scenarios to prompt discussion

● Build the skills required for exam success with detailed exam practice for each topic, sample responses at different levels for each question type and examiner guidance taken from the findings of the first AS and A-level exams

● Includes a specially commissioned Then and Now feature: in their own words, the authors of ground-breaking sociological studies revisit and assess the relevance of their work to contemporary society

This is a beautiful book, not just in appearance but in its functionality. It offers both range a nd depth of coverage in a style and format that is accessible to all students of sociology, of all abilities. It is intelligently written which engages the reader with stimulating images and well-designed consolidation activities throughout. This is the ideal [resource] for skills-development, particularly application, analysis and evaluation which many texts fail to address. To call this a ‘Swiss army knife’ that covers all bases for the modern sociology classroom is an understatement.

Chris Deakin, Head of Sociology on AQA A-level Sociology Themes and Perspectives Year 1 and AS

How to be a Sociologist

An introduction to A Level Sociology

Authors: Dr Sarah Cant and Dr Jennifer Hardes

Equip your students with the skills to think like a sociologist with this up-to-date and accessible introduction to studying A Level Sociology and beyond. Students will discover how sociology works, the transformative impact it can have on the world, and where it could take them.

● Give students a flavour of the key ideas they will encounter at A Level

● Spark you students’ sociological imagination with the latest thinking from expert authors

● Equip students with information about the career and higher education opportunities sociology can lead to

● Use throughout the A Level course or set as prior summer reading

● Beneficial aid at open evenings and sixth-form student recruitment assemblies

● Authors Sarah Cant and Jennifer Hardes teach and research at Canterbury Christ Church University, and are working to enhance school-university collaboration

Durkheim and Weber, should be given his rightful place as a founding father of sociology, and credited with drawing attention to the pervasive reality of racial inequality, segregation and discrimination. Du Bois argued that the ‘most significant problem of the 20th century is the colour line’ (1903/1968:1) and as such, this was the proper subject matter for sociology.

Case Study: Critical race glasses and mental illness

GLOSSARY

absolute poverty when a person’s household income is not enough to sustain a basic standard of living and meet essential human needs (food, shelter, clothing)  agency the notion that individuals have the capacity to act freely, often contrasted with determinism and social structure alienation (Marx) a process in which someone becomes disconnected from their work and from other humans anomie an absence of shared norms or values (integration) and guidance (regulation) beliefs ideas about the world that people hold to be true, although they may not be based on evidence; beliefs lead us to take on certain values that are deemed socially important (see also values)

Blackfeminism feminism that focuses on the way that women’s subordination is rooted in racism and classism as well as sexism; it calls for an intersectional understanding of inequality and a recognition that women’s experiences are not homogeneous bourgeoisie (Marx) the social class that owns the means of production and so is made up of more powerful members of society breachingexperiment (Garfinkel) an experiment that intentionally disrupts (breaches) social norms  bureaucracy (Weber) a hierarchical

economic, physical, symbolic, and social – and it is the accumulation of different types of capital that constitutes someone’s social status  cultural capital knowledge, lifestyle choices, values, leisure activities and education economic capital how much income and wealth someone has physical capital bodily dispositions and shape (including how attractive someone is deemed to be) social capital a person’s social networks, relationships and who they know  symbolic capital a person’s status and prestige capital (Marx) economic relations and wealth capitalism (Marx) a system defined by its economic relations of production, where goods and services are bought and sold for profit, and in which two distinct ‘classes’ emerge – those who own the goods and services (the bourgeoisie) and those who have to sell their labour to earn a living (the proletariat) causation the scientific belief that a variable (‘x’) directly impacts on, and changes, another variable (‘y’) cisnormativity the dominant social belief that a person’s gender corresponds with their biological sex at birth citizen a person who belongs to a community and has equal rights and duties under law class,social an individual’s

In The Philadelphia Negro (1899), Du Bois described an in-depth study of the lives of African Americans based on census data and over 2,500 in-person interviews. At this point in time, although slavery had been officially abolished in 1865, American society remained highly segregated. A number of laws were passed in the 1890s that established separate drinking fountains, bathrooms, restaurants, hotels, trains beaches, parks and theatres along the colour line. Du Bois drew attention to continued structural racism and focused on revealing the racial inequalities produced through capitalism, showing how racism served the interests of the (White) capitalist class. Racism permitted both extreme exploitation and prevented radical social change, he argued. He called for African Americans to develop a doubleconsciousness – to see themselves as ordinary people, members of families and communities, but also to be aware of the way that they were seen through the eyes of White people, who viewed them as inferior. A segregated water-cooler in Oklahoma, USA, 1939 Du Bois campaigned against racism and culturalassimilation demanding equal rights and championing the cultural achievements of people of African descent. It is therefore astonishing that his work has taken so long to be considered central to the sociological canon.

William Edward Burghardt Du Bois

Sociology demands that we document, understand and question the ways that racism shapes people’s lives. Important sociological work, for instance, charts the link between racism and mental illness (Littlewood and Lipsedge, 1997 and Fernando, 2010). This has a long history. For example, enslaved people who attempted to escape from their ‘owners’ were diagnosed with a mental illness called drapetomania – their desire to flee was explained by their individual mental fragility rather than the terrible conditions in which they were held. Nazroo et al (2020) showed how structural, institutional and interpersonal racism continue to explain why more minority ethnic people are diagnosed with mental illness than the White majority in the UK today. They draw on evidence to show that minority ethnic groups are economically disadvantaged, subject to interpersonal racism in their everyday lives, and experience prejudice in the health service, leading to over-representation in the mental health system and the potential over-diagnosis of mental illness by psychiatrists. These particular glasses focus on the multiple ways that racism underscores the experience of mental illness.

Mary Wollstonecraft and beyond

C

is for cages, constraint and patriarChy

In this section, we begin with the work of Mary Wollstonecraft (1759–97), a writer regarded as one of the first feminists. Within the broad church of feminism there are, however, many iterations, and it is better to talk of feminisms What joins most of the work is a concern to understand gender divisions within society, and the powerful and enduring differences that characterise men’s and women’s lives. Feminists are especially interested in how the social structure of patriarchy shapes social experiences and this is deemed to be the proper subject matter of sociology.

Mary Wollstonecraft

Feminist writers make an important distinction between sex and gender and this continues to be useful. Sex refers to the biological traits that society associates with being male or female, while gender refers to the learned ways of being male or female. Historically, feminists have tended to focus on the concept of gender rather than sex. More recently, however, the simplicity of this binary has been questioned, and towards the end of this section we look at some of the contemporary ways that sex has also been viewed as a social category, and how transgender has been conceptualised and studied. Finally, because feminism mainly concentrates on the experiences of women, we close this section with a short focus on men’s studies and masculinity.

How to be a Social Researcher

Using Sociological Studies

Authors: Dr Sarah Cant and Dr Jennifer Hardes

Discover the enduring value and importance of social research methods in this dynamic and practical guide. Students will explore the research methods central to the discipline through a selection of classic and contemporary studies, giving students the knowledge to research rigorously, responsibly and reflexively themselves.

● Equip students with cutting edge, relevant, contemporary and diverse studies in this book

● Can easily be used to supplement and enhance the current A level specifications

● Provide valuable subject knowledge for non-specialist teachers of Sociology

● Help students add depth and nuance to their A Level studies, supplying them with the tools to succeed in their exams

● Authors Sarah Cant and Jennifer Hardes teach and research at Canterbury Christ Church University, and are working to enhance school-university collaboration

Sociology Themes and Perspectives 8th Edition

Authors: Michael Haralambos and Martin Holborn

The 8th edition of the bestselling ‘Blue Bible’ of Sociology.

● Raise standards and engagement in sociology with in-depth coverage of every topic in an easy-to-follow and full colour format

● Ensure success with informative, clear and concise explanations of all sociological concepts and theories

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