Cambridge A-Level Sociology: Social Identity and Change — Practice Questions (9699)

These are original questions written for Marlbridge, for revision and practice on this content. They are not reproduced past-paper questions, and they do not replicate the exam’s exact structure, question count or mark tariffs — Cambridge International holds copyright in its own papers. Use these alongside the official past papers available through your school or Cambridge directly.

Related: Social identity and change revision notes

These questions practise Cambridge International AS & A Level Sociology (9699) section 1.3, Social identity and change. They follow the question types the 9699 syllabus describes for Paper 1: short-answer knowledge, two explanations, explaining and then arguing against a quoted view, and an essay. Answers are written as mark-scheme guidance with the points an examiner would credit.

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Questions

1. Define the term hybrid identity and give one example. [4]

2. Explain two ways in which gender identity is constructed through socialisation. [6]

3. Explain two reasons why age identities may be changing in modern societies. [6]

4. “Globalisation is making the world’s cultural identities the same.”

• (a) Explain the view expressed in the quotation. [6]
• (b) Using sociological material, give two arguments against the view expressed in the quotation. [10]

5. “Social class is no longer the most important influence on a person’s identity.” Evaluate this view. [26]

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Answers and mark guidance

1. Hybrid identity [4]

• Definition (2 marks): an identity that combines cultural elements from two or more sources, for example the culture of a family’s country of origin and the culture of the society they now live in. Award 1 mark for a partial definition such as “a mixed identity”.
• Example (2 marks): a second-generation young person of South Asian heritage in Britain who mixes Bhangra and hip hop, speaks two languages and celebrates both Eid and national holidays; or a young person in Singapore combining global consumer culture with local Malay or Chinese traditions. Award 1 mark for a bare example, 2 for one explained.

2. Gender socialisation [6]

Up to 3 marks for each explanation: 1 for identifying the process, up to 2 for developing it.

• Manipulation and canalisation in the family (Oakley, 1972): parents encourage gender-appropriate behaviour and channel children towards gendered toys and activities, so children learn to see themselves as “boys” or “girls” in a particular way.
• Media representations: advertising, film and social media present idealised masculinities and femininities that young people copy and measure themselves against.
• Education: the hidden curriculum, subject choices and teacher expectations may reinforce gender roles.
• Peer group: teasing and policing of “unmanly” or “unladylike” behaviour, linked to Connell’s hegemonic masculinity (1987).

3. Changing age identities [6]

Up to 3 marks per reason.

• Rising life expectancy: a longer, healthier old age creates new identities for older people (active retirement, grandparenting, later-life consumers) rather than simple dependency.
• Extended youth: longer education and difficulty buying homes delay traditional markers of adulthood, so a longer stage between childhood and adulthood emerges.
• Consumer culture and media: markets target specific age groups (children, teens, older consumers), giving each a distinct lifestyle identity.
• Digital technology: generational differences in internet use create identities such as “digital natives”.

4(a). Explaining the view [6]

Credit explanation of the cultural convergence / homogenisation argument:

• Global media, brands and the internet spread the same products and values worldwide; George Ritzer’s The McDonaldization of Society (1993) describes the spread of standardised Western practices.
• Western ideology, especially consumerism and individualism, is exported through film, music and advertising (Westernisation).
• Young people in different countries increasingly share fashions, music and online platforms, so local identities weaken.

Level guidance: 1–2 marks for a simple point; 3–4 for a developed explanation; 5–6 for two or more developed points clearly linked to identity.

4(b). Arguing against the view [10]

Up to 5 marks per argument; the strongest answers use evidence and evaluation.

• Cultural defence and ethnic revitalisation: globalisation can provoke people to strengthen local, national or religious identities in response to perceived threat. Steve Bruce describes religion acting as cultural defence (Religion in the Modern World, 1996).
• Glocalisation: Roland Robertson (1992) argued that global products are adapted to local culture, so outcomes are mixed rather than uniform; global firms change menus and advertising for each market.
• Hybridity: Bhabha (1994) and Hall describe new identities that are neither wholly global nor wholly local, which is diversity, not sameness.
• Unequal access: many people, especially the rural poor, have limited access to global media, so convergence is uneven.

5. Essay: is class still the most important influence? [26]

Indicative content (AO1):

• For the view: postmodernists such as Pakulski and Waters (1996) argue that consumption and lifestyle have replaced class; decline of manual industry has broken up working-class communities; gender, ethnicity, sexuality and religion are increasingly emphasised; globalisation supplies new identities.
• Against the view: class still shapes life chances in education, health and income; Bourdieu’s capitals show class reproduced through taste and education; the Great British Class Survey (Savage et al., 2013) found distinct classes; Marxists argue that class remains objective even where class consciousness is weak.

Application (AO2): use examples from your own society, for example how school type, housing or access to the internet varies by class; apply concepts such as false consciousness, consumer identity and intersectionality.

Analysis and evaluation (AO3):

• Distinguish objective class (position) from subjective class identity (awareness).
• Consider intersectionality: class interacts with gender and ethnicity rather than competing with them.
• Reach a judgement, for example that class may matter less to how people describe themselves but still matters greatly to their opportunities.

Level guidance: top-band answers (around 20–26) show wide, accurate knowledge, apply it to the question throughout, and sustain evaluation leading to a reasoned conclusion. Middle-band answers describe theories with limited evaluation. Low-band answers make a few general points about identity without sociological support.

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Frequently asked questions

How long should a 26-mark essay be? Aim for a structured response with an introduction, several developed points on each side and a conclusion; quality of evaluation matters more than length.

Can I use examples from my own country? Yes. Cambridge encourages relevant local examples, and applying concepts to them earns AO2 credit.

What does “argue against” mean in 4(b)? Only arguments against the quotation are credited; do not spend time supporting it.

Related pages: socialisation, social control and identity guide | Paper 1 practice questions