Media effects (violence, stereotypes, moral panics)

AQA

GCSE

Candidates must critically evaluate the relationship between media consumption and audience behavior, distinguishing between passive audience models (Hypodermic Syringe) and active audience approaches (Uses and Gratifications, Decoding). Analysis must cover the debate on media violence, specifically the methodological tension between psychological lab experiments (Bandura) and sociological longitudinal studies (Newson). Furthermore, candidates are expected to deconstruct the mechanisms of moral panics and the deviancy amplification spiral, linking these processes to the social construction of crime and the reinforcement of hegemonic stereotypes.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

What You Need to Demonstrate

Key skills and knowledge for this topic

Award marks for explicit application of interactionist concepts, specifically labeling theory and the self-fulfilling prophecy, to media reports.
Credit responses that distinguish between 'agenda setting' (what to think about) and 'gatekeeping' (what is excluded).
Candidates must link media representations of crime to the theoretical debate between Functionalist views (media reinforces norms) and Marxist views (media criminalizes the working class).
High-level responses must evaluate the impact of media stereotypes on specific social groups (e.g., the 'chav' caricature for the working class or 'folk devils' for youth subcultures).

Marking Points

Key points examiners look for in your answers

Award marks for explicit application of interactionist concepts, specifically labeling theory and the self-fulfilling prophecy, to media reports.
Credit responses that distinguish between 'agenda setting' (what to think about) and 'gatekeeping' (what is excluded).
Candidates must link media representations of crime to the theoretical debate between Functionalist views (media reinforces norms) and Marxist views (media criminalizes the working class).
High-level responses must evaluate the impact of media stereotypes on specific social groups (e.g., the 'chav' caricature for the working class or 'folk devils' for youth subcultures).

Examiner Tips

Expert advice for maximising your marks

💡When answering 12-mark 'Discuss how far' questions, ensure the conclusion directly addresses the extent of the claim, rather than just summarizing arguments.
💡Use the provided Item explicitly; quote a phrase and immediately follow with 'This illustrates the concept of...'.
💡Differentiate between 'new media' and 'traditional media' when evaluating the relevance of older sociological studies.
💡Allocate strictly 1 minute per mark; do not over-write for the 3-mark or 4-mark questions at the expense of the 12-mark essay.

Common Mistakes

Pitfalls to avoid in your exam answers

Relying on anecdotal or 'common sense' assertions about media influence (e.g., 'video games cause violence') without sociological evidence.
Confusing 'moral panic' with general public concern; failing to identify the disproportionate nature of the reaction.
Describing the content of a media Item without applying sociological concepts to it (lifting text rather than interpreting it).
Failing to contrast the 'hypodermic syringe' model with more active audience approaches like the 'uses and gratifications' model.

Key Terminology

Essential terms to know

Likely Command Words

How questions on this topic are typically asked

Identify

Describe

Explain

Discuss how far

Examine

Compare

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Practice questions tailored to this topic