Cambridge AS & A Level Sociology 9699/42 is the May/June 2026 Paper 4 (Globalisation, Media and Religion), variant 2. It is an A Level component worth 70 marks, it lasts 1 hour 45 minutes, and you write two essays, each from a different section. Every question is a 35-mark “evaluate this view” essay on a quoted claim, and AO3 analysis and evaluation is the largest share of each. This guide covers all six questions and shows what the official mark scheme looked for. The paper and its mark scheme are free on the Tutopiya Learning Portal.

For an overview of all four 9699 papers from this series, see A Level Sociology 9699 May/June 2026 past papers: what came up and how it was marked.

9699/42 at a glance

The rubric is: answer two questions in total, each from a different section.

Question	Section	The view to evaluate	Marks
1	A Globalisation	Colonialism explains poverty in developing societies	35
2	A Globalisation	Global migration has only positive outcomes for migrants	35
3	B Media	The media stereotypes some groups more negatively than others	35
4	B Media	Research shows the media directly influences behaviour	35
5	C Religion	Religion adds to women’s inequality	35
6	C Religion	Religious organisations are still an important influence	35
		Total answered (two questions from different sections)	70

Question-by-question walkthrough

Question 1: colonialism and poverty (35 marks)

The key focus was Marxist theories of development, which see Western colonialism and neo-colonialism as creating structural constraints and unequal power that keep poorer countries poor, set against other explanations.

• For: colonialism’s destructive, exploitative impact and the dependency it left behind (neo-colonialism); Frank’s argument that global capitalism under-developed poorer economies, with imperialism and colonialism as its main means; colonies exploited for cheap food, raw materials and labour while local industry was undermined by imported goods; neo-colonialism through TNCs, aid, debt and terms of trade; Wallerstein on rich countries taking high-skill production and leaving poorer ones with low-skill, low-wage work; and newer colonial-style influence from countries such as Russia and China.
• Against: colonialism may also have brought benefits; modernisation theory’s case for adopting Western neoliberal values; other causes, such as religious or military elites, wars and natural disasters; countries such as China, Singapore and South Korea advancing by mixing Western ideas with traditional values; Marxism’s neglect of culture; improvements in living standards under capitalism (South Korea) or socialism (Cuba, Tanzania); determinism and reductionism; and the difficulty of defining colonialism and neo-colonialism.

The mark scheme also rewarded answers that distinguish between developing countries, since some were more exposed to colonialism than others and some have reduced poverty more successfully. Climate change and corrupt or divided local elites were other alternative explanations it named.

Question 2: migration and migrants (35 marks)

The focus was migration from developing to developed countries and whether migrants really benefit.

• For: neoliberal arguments that migration drives growth in sending and receiving countries; functionalist and assimilation views that migrants who integrate do well; higher wages and better living conditions; skilled migrants such as doctors and engineers improving their life chances; more freedom and lifestyle choice, including mixing traditional and modern culture; upward mobility and business opportunities in meritocratic societies; and better outcomes where host countries protect migrants, for younger migrants and for groups with established communities.
• Against: Marxist views of migrants as cheap, exploitable labour; separation from family and friends, broken cultural ties and language barriers; discrimination, human rights abuses and hostility; slave labour and sex trafficking, with women and children particularly vulnerable (a feminist concern); high living costs and low wages that leave many in poverty, poor housing, ill-health and isolation; and hopes of saving and returning home that often prove unrealistic.

The key focus set views that migrants benefit against Marxist and feminist views that they gain few or no benefits, so a strong answer weighs the two against the claim that the consequences are only positive.

Question 3: negative media stereotyping (35 marks)

The focus was which groups the media stereotypes negatively, and whether that has changed.

• For: Marxist and feminist views that representations reinforce class and gender inequality; patriarchal stereotypes of women and sexualised images used in advertising; content defining women’s concerns as beauty, family, relationships and childcare; negative portrayals of the working class (the Glasgow University Media Group, Owen Jones) and of the poor or underclass (McKendrick et al.); representations of youth and the elderly; moral panics and folk devils; under-representation and stereotyping of ethnic minorities; and the labelling of migrants.
• Against: changes in how men and women are shown, reflecting opposition to sexism; the spending power of women and some ethnic minorities discouraging insulting stereotypes; differences between media, such as former broadsheets and tabloids; outlets and media workers committed to challenging stereotypes; new media letting less advantaged groups make their own content; equality legislation and regulation; and postmodern ideas about fluid representations that people can rework.

The mark scheme noted that researchers disagree on how far negative stereotyping continues, and that the difficulty of reaching a firm conclusion is likely to be the basis of good analysis. Comparing negatively and positively stereotyped groups is a direct way to address “more than others”.

Question 4: direct media influence (35 marks)

The focus was how far studies support a direct effect on behaviour.

• For: studies by Bandura, Newson and Charlton; the media’s role in moral panics and deviancy amplification; the hypodermic syringe model; the Marxist mass manipulation model of media as ruling-class ideology; heavy spending on advertising; propaganda in authoritarian regimes and in wartime; media influence in the 2016 and 2020 US presidential elections; celebrity influencers and the copycat effect; and the role of new media in radicalisation.
• Against: inconclusive research on media violence, advertising and voting; the difficulty of isolating media effects; determinism and reductionism in direct effects models; the two-step flow model (a weak, indirect effect); the cultural effects model (influence only through long exposure); uses and gratifications (active audiences choosing how to use the media); 1930s fears of brainwashing proving unfounded; and audiences interpreting messages differently by gender, class, age, ethnicity and community.

The view is about what studies show, and the key focus said an evaluative answer is likely to consider the limitations of that study evidence as well as alternative models. It also suggested comparing new and traditional media.

Question 5: religion and women’s inequality (35 marks)

The focus was the feminist argument that religion supports patriarchy, set against functionalist and interactionist views.

• For: religious support for traditional gender roles; teachings that portray women as inferior; few women in positions of authority; religious opposition to causes feminists have campaigned for, such as abortion rights and civil marriage; fundamentalism as a reaction against liberalisation; uneven change between religions; tokenism in promoting some women; and exploitation of women in some cults and sects.
• Against: the danger of over-generalising across religions; some religions opening authority and ordination to women; women forming the largest worship group in many religions; religious women who support the values feminists call patriarchal; women’s networks within religious organisations; religions such as Sikhism and Quakerism that have long supported equality; religions adapting to stay relevant; the interactionist point that only studying what women themselves think can show whether religion oppresses them; secularisation limiting religion’s influence on most women; and recent feminist work that sees positive as well as negative sides.

The functionalist view that women play different but equal roles in many religious organisations was another counter-argument named in the key focus.

Question 6: the influence of religious organisations (35 marks)

The focus was whether religious organisations remain as influential as in the past, and whether that holds for all religions and countries.

• For: strong public influence in some societies, with contrasts between Western and non-Western societies; religion’s central place in some communities; organisations renewing themselves through community and political work; influence even in secular societies, such as the Christian right in US politics and the Catholic Church in Italian public life; religious revival in some countries and growing movements such as US evangelicalism; doubts about how religious people really were in the past; and the growth of new religious movements.
• Against: less involvement in public life and the state, such as the school curriculum; declining moral authority, linked to postmodern ideas of the decline of the metanarrative; a smaller role in civic ceremonies and church weddings; falling membership and competition from other belief systems; exaggerated claims of religious power; consumerism or the media as the new “opium of the people” (Marxism); feminist critiques; privatised religion and believing without belonging; science and rationalisation; and alternative spiritualities.

The key focus suggested comparing religions and countries, for example Catholicism in parts of Europe against the Church of England, Islam in much of the Middle East and Hinduism in India.

How every 9699/42 essay is marked

All six questions use the same generic levels, with a separate mark for each assessment objective:

• AO1 Knowledge and understanding (9): basic knowledge with a narrow range of underdeveloped points (1–3); reasonable knowledge with either a narrow range of detailed points or a wider range of underdeveloped ones (4–6); good knowledge with a range of detailed points and good use of concepts and theory or evidence (7–9).
• AO2 Interpretation and application (11): material relevant to the topic but not focused on the question (1–3); mainly accurate material whose relevance is sometimes unclear (4–6); accurate, relevant material not always applied consistently (7–9); accurate material applied consistently, logically and in a well-informed way (10–11).
• AO3 Analysis and evaluation (15): a few simple, implicit or tangential points (1–3); a description of contrasting views only implicitly aimed at the question (4–7); explicit evaluation that isn’t sustained, or a good outline of contrasting views clearly focused on the view (8–11); clear, sustained analysis with detailed, explicit evaluation and a range of contrasting views (12–15).

The step from 4–7 to 8–11 on AO3 is the one to aim for: describing the other side is not enough, it has to be used to judge the view. The mark scheme says its content is indicative, so other relevant material is credited on its merits.

Where the marks are on 9699/42

Split by assessment objective, for two essays:

Assessment objective	Per essay	Two essays
AO1 Knowledge and understanding	9	18
AO2 Interpretation and application	11	22
AO3 Analysis and evaluation	15	30
Total	35	70

• AO3 is 30 of the 70 marks, more than any other objective. Describing the other side without using it to judge the view keeps AO3 in the 4–7 band.
• AO2 is the second biggest share. Every study or concept has to be applied to the exact view in the question, not just described.

How to self-mark 9699/42 with the mark scheme

1. Read the key focus first. Each question opens with a paragraph on what good answers do; check your essay against it before the indicative content.
2. Tick the indicative points you used, for and against, and note any relevant material that isn’t listed. It still counts.
3. Give three marks per essay, one per AO, using best fit within each band, then add them.
4. For AO3, find your evaluation. Is it explicit and sustained through the essay, or a description of the other side? That decides whether you are in 8–11 or 12–15.
5. For AO2, check every paragraph ends on the question, not just on the study.
6. Log each lost mark by objective, and practise the weakest one next.

Sit 9699/42 as a timed mock

The paper allows 105 minutes for 70 marks, exactly one and a half minutes per mark. A workable plan:

Block	Marks	Time
Read all six questions and choose two from different sections	–	5 minutes
Plan and write the first essay	35	48 minutes
Plan and write the second essay	35	48 minutes
Check	–	4 minutes
Total	70	105 minutes

Spend about 5 minutes of each essay planning: list three or four points on each side with a study or concept for each, and decide your conclusion before you start writing.

Other May/June 2026 9699 papers

• 9699 Paper 12 (Socialisation, Identity and Methods of Research)
• 9699 Paper 22 (The Family)
• 9699 Paper 32 (Education)

Practise and download

• Download 9699/42 and its mark scheme on the Learning Portal →
• All 9699 May/June 2026 papers: overview and marking patterns
• Try a free A Level Sociology quiz

Need help with a 9699 topic? Book a free trial lesson with an A Level Sociology tutor →

Frequently asked questions

What were the essay questions on 9699 Paper 42 May/June 2026? +

Globalisation: colonialism as the cause of poverty in developing societies, or whether global migration only benefits migrants. Media: whether some groups are negatively stereotyped more than others, or whether studies show a direct media influence on behaviour. Religion: religion and women's inequality, or whether religious organisations remain an important influence.

How many questions do you answer on 9699/42? +

Two, each from a different section. Each essay is worth 35 marks, giving a total of 70, and the paper lasts 1 hour 45 minutes.

How are the 9699/42 essays marked? +

Each essay gets three separate marks from generic levels: up to 9 for knowledge and understanding (AO1), 11 for interpretation and application (AO2) and 15 for analysis and evaluation (AO3).

What does the top AO3 band need on 9699/42? +

12 to 15 marks needs clear, sustained analysis of the view with detailed, explicit evaluation, usually with a range of contrasting views or evidence that shows you understand how complex the issue is.

Which media effects models did the mark scheme suggest for Question 4? +

The hypodermic syringe and mass manipulation models for a direct influence, with studies such as Bandura, Newson and Charlton. Against it: the two-step flow, cultural effects, uses and gratifications and reception analysis models.

Where can I download 9699/42 May/June 2026 and its mark scheme? +

Both are free to download and print on the Tutopiya Learning Portal, on the Cambridge AS & A Level Sociology 9699 past papers page.

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