O Level Sociology: How Society Controls Us and What Shapes Identity — Practice Questions (Cambridge 2251)

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: How society controls us and what shapes identity revision notes

These questions practise key questions 2.2 and 2.3 of Cambridge O Level Sociology (2251). They use the six-part (a)–(f) structure the syllabus describes for the Paper 1 Identity: self and society question.

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Question set A — How does society control us? (2.2)

(a) Define the terms:

• (i) negative sanction [2]
• (ii) digital surveillance [2]

(b) Give two examples of formal agencies of social control. [2]

(c) Explain three reasons why the police may not be effective in achieving conformity. [6]

(d) Explain three ways religion may control behaviour. [6]

(e) Discuss why some young people join subcultures. [8]

(f) Evaluate the view that informal social control is more effective than formal social control. [14]

Question set B — What influences our social identity? (2.3)

(a) Define the terms:

• (i) ethnicity [2]
• (ii) global culture [2]

(b) Give two ways age may affect a person’s identity. [2]

(c) Explain three ways gender identity may be changing. [6]

(d) Explain three positive impacts of virtual communities on identity. [6]

(e) Discuss how globalisation may strengthen local or traditional identities. [8]

(f) Evaluate the view that social class is the most important influence on identity. [14]

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Answers — Question set A

(a)(i) [2] A punishment or penalty given for breaking a norm or rule, such as a fine, detention or disapproval (2).

(a)(ii) [2] Monitoring people’s behaviour using technology such as CCTV, phone records, internet activity or facial recognition (2).

(b) [2] Any two: government, police, courts, penal system, armed forces.

(c) [6] Three reasons, 2 marks each: many crimes are never reported; limited resources and officers; low public trust or perceived corruption reduces co-operation; police cannot be present everywhere; some people do not see laws as legitimate; targeting of some groups may cause resentment.

(d) [6] Three ways, 2 marks each: religious teachings set moral rules (for example against theft or dishonesty); promise of reward in an afterlife encourages conformity; religious sanctions such as exclusion from the community; community disapproval from fellow believers; rituals and routines such as regular prayer build self-discipline.

(e) [8] Levels: 7–8 developed and well explained; 4–6 some development; 1–3 basic.

• Sense of belonging and friendship.
• Status and identity that school or work does not give (status frustration).
• Shared interests such as music, fashion or gaming.
• Rejection of adult or mainstream values; resistance.
• Peer pressure and excitement.
• Online subcultures offer easy access and anonymity.

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

• For: informal control works from birth and is internalised; family and peer sanctions are immediate and personal; most people conform because of what others think, not fear of police; religion and community shape morality.
• Against: informal control may break down in large, anonymous cities; peer groups can encourage deviance; serious crimes require police, courts and prisons; digital surveillance has increased formal control’s reach.
• Conclusion: the two work together — informal control governs everyday norms; formal control backs it up.

Answers — Question set B

(a)(i) [2] A shared cultural identity based on factors such as language, religion, customs, history or place of origin (2).

(a)(ii) [2] Cultural products, styles and values shared across many countries through global media, brands and travel (2).

(b) [2] Any two: age determines roles and responsibilities (child, elder); expectations about behaviour and dress; rights such as voting or marriage; respect given to elders; generational tastes in music or technology.

(c) [6] Three ways, 2 marks each: more women in higher education and paid work; men taking a larger role in childcare; media showing more varied images of men and women; laws promoting equal rights; decline of jobs based on physical strength changing ideas of masculinity.

(d) [6] Three impacts, 2 marks each: people with rare interests or minority identities find support; diaspora members keep links with their culture; young people can experiment with identity safely; access to information and role models; participation in campaigns builds confidence.

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

• Cultural defence: when global culture feels threatening, people reaffirm language, dress, religion or national traditions.
• Global media can spread local culture worldwide, increasing pride (for example regional music or film finding international audiences).
• Migrants abroad may become more attached to their heritage.
• Hybrid identities keep traditional elements alongside new ones.

(f) [14]

• For: class shapes income, education, housing, leisure, accent and aspirations; cultural capital passed on in families; class strongly affects life chances.
• Against: gender, ethnicity, religion and age may matter more in some societies; postmodernists argue consumption and lifestyle now shape identity; digital identities and global culture cut across class; intersectionality — identities combine.
• Conclusion: importance of class varies between societies and individuals; credit a reasoned judgement.

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Frequently asked questions

Can I use examples from my own country? Yes — local examples of agencies, subcultures or identities are credited as application.

What separates (e) from (f)? Part (e) asks you to discuss an issue in depth; part (f) asks you to argue both sides of a debate and reach a judgement.

How many points do I need for (c) and (d)? Three, each identified and then explained.

Related pages: O Level how we learn our identity guide | O Level methods practice questions