Cambridge IGCSE Sociology: Social Control and Social Identity — 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: Social control and social identity revision notes

These questions practise key questions 2.2 (How does society control us?) and 2.3 (What influences our social identity?) from Cambridge IGCSE Sociology (0495). They follow the six-part (a)–(f) shape the syllabus describes for Paper 1 Question 2: short answers, explanations, a discussion and a short essay.

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Question set A — Social control (2.2)

(a) Define the terms:

• (i) informal social control [2]
• (ii) coercion [2]

(b) Give two examples of informal sanctions used by the peer group. [2]

(c) Explain three methods used by formal agencies to achieve social conformity. [6]

(d) Explain three reasons why some people join protest groups. [6]

(e) Discuss the differences between consensus and conflict views of social control. [8]

(f) Evaluate the view that the family is the most effective agency of social control. [14]

Question set B — Social identity (2.3)

(a) Define the terms:

• (i) hybrid identity [2]
• (ii) digital self [2]

(b) Give two examples of how globalisation may influence identity. [2]

(c) Explain three ways social class may influence a person’s identity. [6]

(d) Explain three negative impacts of social media on identity. [6]

(e) Discuss the positive and negative impacts of multiculturalism on identity. [8]

(f) Evaluate the postmodernist view that identity is now chosen rather than given. [14]

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Answers — Question set A

(a)(i) [2] Control exercised through unofficial, everyday means — the reactions, rewards and punishments of family, friends, school, media, religion or workplace (2). “Control by family” alone: 1.

(a)(ii) [2] Using force or the threat of force to make people conform, for example arrest or military action (2).

(b) [2] Any two: teasing, ostracism (exclusion), gossip, praise and acceptance, online “likes” or negative comments.

(c) [6] Three methods, 2 marks each (identify + explain): law-making sets rules backed by punishment; arrest removes suspects and signals consequences; digital surveillance such as CCTV and data monitoring deters and detects offences; sentencing by courts punishes and deters; imprisonment incapacitates offenders.

(d) [6] Three reasons, 2 marks each: a shared grievance or injustice they want changed (for example environmental damage); sense of belonging and identity; influence of friends or family already involved; feeling ignored by formal politics; belief that collective action is effective.

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

• Consensus (functionalism): control maintains shared values and order, benefiting everyone; sanctions reinforce value consensus.
• Conflict (Marxism): control serves the ruling class — laws protect property and the police control the working class.
• Conflict (feminism): control maintains patriarchy — women are controlled through domestic roles, reputation and fear of violence.
• Difference: consensus views see control as neutral and beneficial; conflict views see it as serving powerful groups.

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

• For: primary socialisation and early sanctions create lasting conscience; parental rewards and punishments; emotional ties make children want to conform; family supervision of teenagers.
• Against: peers become more influential in adolescence; schools use formal rules and the hidden curriculum; media and social media shape norms; for serious crime, formal agencies (police, courts) are needed; some families fail to control or even encourage deviance.
• Conclusion: the family may be most effective early in life, but its effectiveness depends on age, the type of behaviour and support from other agencies.

Answers — Question set B

(a)(i) [2] An identity that combines elements of two or more cultures, for example a young person of migrant heritage blending the culture of their parents’ country and the country they live in (2).

(a)(ii) [2] The identity a person creates and presents online through profiles, posts, images and interactions (2).

(b) [2] Any two: wearing global brands and fashions; following global music or sport; adopting hybrid identities; strengthening local or religious identity as cultural defence; using global social media platforms.

(c) [6] Three ways, 2 marks each: tastes and leisure (for example cultural capital passed on in middle-class families — Bourdieu); accent and language; aspirations and expectations about education and careers; values (such as attitudes to money and saving); sense of community in working-class neighbourhoods.

(d) [6] Three impacts, 2 marks each: pressure to present an idealised image leading to low self-esteem; cyberbullying; filter bubbles narrowing views; loss of privacy; reduced face-to-face intimacy (Turkle, 2011).

(e) [8] Positive: groups keep their culture while sharing citizenship; diversity enriches identity; confidence for minorities. Negative: possible separation between communities; prejudice and stereotyping; pressure on young people caught between cultures. Credit balance and examples.

(f) [14]

• For (postmodernism): identities built through consumption and lifestyle in a “pick and mix” society; digital identities allow multiple selves; Bauman’s “liquid” identity; decline of traditional class communities; global culture offers many options.
• Against: choice limited by money, class and access to technology; gender and ethnicity often ascribed and reinforced by others; strong inherited identities based on family and religion; cultural defence shows people holding on to traditional identities.
• Conclusion: identity involves both choice and constraint; credit a reasoned judgement.

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Frequently asked questions

How long should a 14-mark answer be? Several developed paragraphs with arguments on both sides and a short conclusion.

Can I use local examples? Yes — the syllabus encourages examples from your own society.

What earns the top level in (e)? Clear, developed points on both sides with examples and an explicit link to the question.

Related pages: what influences our social identity study guide | Research methods and inequality practice questions