Cambridge IGCSE Sociology: Reducing Inequality and Global Inequality — Practice Questions (0495)

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 — examination boards hold copyright in their own papers. Use these alongside the official past papers available free from your board.

Related: Reducing inequality and global inequality revision notes

These questions practise key questions 3.2 and 3.3 of Cambridge IGCSE Sociology (0495). They use the six-part (a)–(f) structure the syllabus describes for Paper 1 Question 3, Social stratification and inequality.

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Questions

(a) Define the terms:

• (i) progressive taxation [2]
• (ii) push factor [2]

(b) Give two examples of welfare state provision. [2]

(c) Explain three ways NGOs try to reduce global inequalities. [6]

(d) Explain three ways transnational companies may affect inequality between societies. [6]

(e) Discuss New Right and Marxist criticisms of the welfare state. [8]

(f) Evaluate the view that globalisation has increased inequalities between societies. [14]

Extra practice

(g) Explain two feminist criticisms of equality legislation. [4]

(h) Explain two economic consequences of migration for sending countries. [4]

(i) Discuss how far universal basic income could reduce inequality. [8]

(j) Explain two ways colonialism may still affect inequalities between societies today. [4]

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Answers and mark guidance

(a)(i) [2] A tax system in which people with higher incomes pay a higher percentage of their income in tax than people with lower incomes (2). “Rich people pay more tax” alone: 1.

(a)(ii) [2] A condition in a person’s home country that encourages them to leave, such as poverty, unemployment, conflict or persecution (2).

(b) [2] Any two, 1 each: free or universal education; free healthcare; unemployment benefits; pensions; low-cost housing; universal basic income.

(c) [6] Three ways, 2 marks each (identify + explain):

• Reducing poverty — food aid, cash transfers and clean water projects meet basic needs.
• Medical assistance — organisations such as Médecins Sans Frontières provide emergency care.
• Promoting business — microcredit loans (Grameen Bank) help poor people, especially women, start small businesses.
• Improving education — building schools, training teachers, supporting girls’ attendance.

(d) [6] Three ways, 2 marks each:

• Create jobs and investment in poorer countries, raising some incomes.
• Pay low wages and exploit weak labour laws, so profits flow to richer countries.
• Extract natural resources and cause pollution in poorer areas.
• Transfer technology and skills.
• Avoid tax, reducing revenue for public services.

(e) [8] Levels: 7–8 clear and developed explanation of both, with a comparison; 4–6 some development; 1–3 basic.

• New Right: welfare is too generous; it reduces work incentives, encourages dependency culture and family breakdown, creating an underclass (Murray, 1984); taxes on wealth creators discourage enterprise.
• Marxist: welfare does not change the capitalist system; it keeps workers healthy and productive, prevents unrest and hides exploitation; wealth inequality remains.
• Comparison: the New Right wants less welfare; Marxists want deeper change to the economic system.

(f) [14] Levels: 11–14 balanced, developed, evaluated, with conclusion; 7–10 developed but less balanced; 4–6 limited; 1–3 basic.

For the view:

• Marxist: global capitalism exploits cheap labour and resources in poorer societies.
• Colonialism’s legacy shapes unequal trade.
• TNCs move profits to richer countries; pollution and resource extraction in poorer ones.
• Climate change hits poorer countries hardest.
• Brain drain removes skilled workers.
• Feminist: women in poorer societies face double exploitation in low-paid factory work and unpaid care.

Against the view:

• Investment, trade and technology have helped some countries grow rapidly.
• Remittances from migrants raise incomes in sending countries.
• NGOs and global agreements spread healthcare and education.
• Some inequality comes from internal factors such as corruption or conflict, not globalisation.

Conclusion: globalisation creates opportunities but distributes them unequally; credit a supported judgement.

(g) [4] Two criticisms, 2 marks each: the gender pay gap persists despite equal pay laws; laws do not change the unequal division of unpaid domestic labour; women are concentrated in low-paid part-time work; laws can be weakly enforced; laws treat individual cases rather than patriarchy as a system.

(h) [4] Two consequences, 2 marks each: remittances raise family incomes and spending; loss of skilled workers (brain drain) harms health and education services; reduced unemployment at home; returning migrants bring savings and skills.

(i) [8] Levels as for (e).

• Could reduce inequality: gives everyone a guaranteed income floor, so no one falls into absolute poverty; avoids the stigma and complexity of means-tested benefits; supports unpaid carers, many of whom are women; gives security in a labour market changed by automation.
• Limits: if paid at the same rate to everyone it does not by itself narrow the gap between rich and poor unless funded by progressive taxation; it is very expensive; New Right critics argue it may reduce the incentive to work; trials such as Finland’s (2017–2018) were small and short, so evidence is limited.
• Credit a judgement that depends on how it is funded and set.

(j) [4] Two ways, 2 marks each: economies shaped around exporting raw materials remain dependent on low-value exports; borders and institutions inherited from colonial rule may contribute to conflict and weak government; wealth and infrastructure built for extraction rather than local development; continuing cultural and economic influence of former colonial powers through trade and debt.

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Frequently asked questions

How do I reach the top level in (f)? Use several developed arguments on both sides, link each back to inequality between societies, and finish with a judgement.

Should I use examples from my own country? Yes — relevant local or regional examples are credited as application.

Are (g) and (h) exam-style? They follow the “explain” style used in parts (c) and (d), with shorter tariffs for extra practice.

Related pages: reducing inequality and global inequality study guide | Research methods and inequality practice questions