Source: https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-3-gender-and-crime

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [GCSE](https://senecalearning.com/en-gb/revision-notes/gcse.md) › [Sociology](https://senecalearning.com/en-gb/revision-notes/gcse/sociology.md) › [AQA](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa.md) › Gender & Crime

# Gender & Crime

Sociology: AQA GCSE, topic 4.3.3

## Explaining the Differences in Gender and Crime

Men are more likely to be found guilty for almost every type of offence according to the ONS. Sociologists explain differences in criminal behaviour between different gender groups through the following reasons.

### Official statistics

![Official statistics](https://image-v2.cdn.app.senecalearning.com/2018-09/47978be4-bdde-426a-8fa0-a3ff953713a7/graph-chart-.png)

- Official statistics: 
  - Statistics aren’t always accurate due to the dark figure of crime. Therefore the statistics that there are more men than women committing crime isn’t necessarily true.
  - White collar crime is less visible, so it could be that women tend to commit this form of crime more.

### Socialisation

![Socialisation](https://image-v2.cdn.app.senecalearning.com/2018-09/72f480e5-8d03-4086-ba91-db077ca7f1ca/baby-17316_1920.jpg)

- Socialisation: 
  - Men and women are socialised differently.
  - Men are brought up to be more aggressive whereas women are brought up to be more emotional. 
  - These traits make women less able to commit crime.

### Opportunities to commit crime

![Opportunities to commit crime](https://image-v2.cdn.app.senecalearning.com/2018-09/6474da9e-c3be-434a-bff8-0e843870d174/girl-flowers-sarament-.jpg)

- Opportunities to commit crime: 
  - Some girls could have fewer opportunities to commit crimes because they have a bedroom culture.
  - I.e. they stay in their bedrooms to revise rather than go out and become engaged in deviant behaviours.

### Chivalry thesis (Carlen)

![Chivalry thesis (Carlen)](https://image-v2.cdn.app.senecalearning.com/2019-04/47105b01-2d9c-4e95-a8e9-251363103057/sword-armour-knight-.jpg)

- Chivalry thesis, Carlen: 
  - Formal agencies of social control such as police or the courts are sometimes seen as being more lenient to women in comparison to men as the former are seen as weak and ‘sad’ rather than ‘bad’.

### Control theory (Heidensohn)

![Control theory (Heidensohn)](https://image-v2.cdn.app.senecalearning.com/courseImages/biology/Edexcel/2%20cells%20and%20control/line_of_people.jpg)

- Control theory, Heidensohn states that: 
  - Men tend to be more in control of women. 
  - Women may experience the glass ceiling, i.e. an invisible barrier that hinders women from advancing in their careers based on their gender. 
  - This restricts them from committing certain types of crimes.
  - Another reason why women tend to commit less crime is that they might be afraid that they will lose their reputation, which is hard-earned in a society that oppresses women due to their gender.

### Poverty

![Poverty](https://image-v2.cdn.app.senecalearning.com/2018-07/22c0ba7c-826d-44b2-abe9-dea07dae9e6e/poverty-wallet.jpg)

- Poverty: 
  - Material deprivation can make women turn to alternative ways of achieving the basics to provide for themselves or their families.

## Control Theory (Heidensohn, 1985)

Heidensohn uses control theory to explain why women commit fewer crimes than men.

### Control theory

![Control theory](https://image-v2.cdn.app.senecalearning.com/2018-04/e462bc22-995a-4246-8d4d-98a4973d8ed0/shutterstock_747399802.jpg)

- Men tend to be more in control of women. 
- Women may experience the glass ceiling, i.e. an invisible barrier that hinders women from getting to the top based on their gender. 
- This restricts them from committing certain types of crimes.
- Another reason why women tend to commit fewer crimes is that they might be afraid that they will lose their reputation, which is hard-earned in a society that oppresses women due to their gender.

### Heidensohn

![Heidensohn](https://image-v2.cdn.app.senecalearning.com/2018-12/8202952a-96af-4983-ae20-82147e10f995/cleaning-clean-housework-.jpg)

- Heidensohn is a feminist.
- She argues that societies are patriarchal, i.e., male-dominated so women get fewer chances to break the law.
- Women are controlled in the home, where they have to focus on housework and childcare. 
- Women who don’t follow the rules applied by men will be sanctioned by the male figure.

### Control of daughters

![Control of daughters](https://image-v2.cdn.app.senecalearning.com/courseImages/chemistry/OCR%2021st/scrubbing.jpg)

- Men as the main or sole breadwinner have financial power over their wives. 
- Daughters are more closely controlled than sons; they often have more limits placed upon them by being asked to stay at home or come home earlier and they are expected to help in domestic duties.

### Reputation

![Reputation](https://image-v2.cdn.app.senecalearning.com/2018-09/1cb2d50e-1396-4109-94a1-ff456aa90635/stop-1131143__480.jpg)

- In public, women are controlled as they are afraid they might experience sexual abuse and because they are concerned about their behaviour causing loss of reputation.

### Separate spheres

![Separate spheres](https://image-v2.cdn.app.senecalearning.com/2019-04/ec0e84b7-4606-4c3d-86bf-05ceec437b42/argue-arguement-couple-angry-anger-shout-.png)

- The idea of separate spheres highlights that women should be at home. Those who might try to raise concerns in public are subject to ridicule. 
- At work, women are under the control of men who dominate them. 
- They are subject to intimidation by various forms of sexual harassment.

### Criticisms

![Criticisms](https://image-v2.cdn.app.senecalearning.com/2018-08/896bfbb3-c1ee-4792-89b4-6bedd4f46136/metadata-data-.jpg)

- Heidensohn’s critics argued she is generalising her findings to all women, which is not accurate. 
- They have also claimed that she isn’t always supporting her claims with strong research-based evidence.

## Crime and Poverty (Carlen, 1988)

Carlen is a feminist. She studied a group of mostly working-class women aged between 15 and 46 who had been convicted of one or more crimes.

### The study

![The study](https://image-v2.cdn.app.senecalearning.com/2019-04/5d73ded5-dcaf-433b-b70b-2477d56eea43/prison.jpg)

- Carlen is a feminist.
- She studied a group of mostly working-class women aged between 15 and 46 who had been convicted of one or more crimes.
- She carried out in-depth, unstructured interviews with each of the women, some of whom were in prison or youth custody at the time.

### Control theory

![Control theory](https://image-v2.cdn.app.senecalearning.com/2018-07/3a28fe91-7b61-4b9e-a6e9-07ac52527315/Good-Evil-Tattoo-Hand-Fingers.jpg)

- Carlen uses control theory by assuming that people are neither naturally good nor bad but will make a rational decision to turn to crime when the advantages outweigh the disadvantages.

### Class and gender deals

![Class and gender deals](https://image-v2.cdn.app.senecalearning.com/2018-03/042f6872-0d7d-41e7-83f4-e42aae3ed63d/shutterstock_73792807.jpg)

- According to her, working-class women have been controlled through the promise of rewards. 
- They make a class deal which offers them consumer goods in return for their wage. 
- They make a gender deal where the breadwinner offers them psychological and material rewards in return for their love and domestic labour. 
- When these rewards are not available, then criminality becomes a viable alternative.

### Criticisms

![Criticisms](https://image-v2.cdn.app.senecalearning.com/2019-03/087fa5a0-e7a3-4163-906f-7896f19b217e/magnifying-glass.jpeg)

- Her sample was relatively small (39 women) but her study supports the view that criminal behaviour becomes more likely when social control breaks down.

## Test yourself on Gender & Crime

- Who uses control theory to explain why women commit fewer crimes than men?
- When was Heidensohn study of control theory published?
- How large was Carlen's sample?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/31b5a110-bffe-4156-a620-495a430ceed1/section/98296d24-d90e-4ab9-8e33-42addb3dfec3/session)

- Previous topic: [4.3.2 Social Class & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-2-social-class-and-crime.md)
- Next topic: [4.3.4 Ethnicity & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-4-ethnicity-and-crime.md)

## Sociology: AQA GCSE contents

### 1 The Sociological Approach
- 1.1 Introduction to Sociology
  - [1.1.1 What is Sociology?](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-1-1-what-is-sociology.md)
  - [1.1.2 Culture & Socialisation](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-1-2-culture-and-socialisation.md)
- 1.2 Sociological Approaches
  - [1.2.1 Marxism](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-2-1-marxism.md)
  - [1.2.2 Marxism 2](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-2-2-marxism-2.md)
  - [1.2.3 Functionalism](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-2-3-functionalism.md)
  - [1.2.4 Feminism](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-2-4-feminism.md)
- 1.3 The Consensus vs. Conflict Debate
  - [1.3.1 The Consensus vs. Conflict Debate](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-3-1-the-consensus-vs-conflict-debate.md)
  - [1.3.2 End of Topic Test - The Sociological Approach](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/1-3-2-end-of-topic-test-the-sociological-approach.md)

### 2 Families
- 2.1 Functions of Families
  - [2.1.1 Functionalist Views on Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-1-1-functionalist-views-on-family.md)
  - [2.1.2 Marxist Views on Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-1-2-marxist-views-on-family.md)
  - [2.1.3 Feminist Views on Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-1-3-feminist-views-on-family.md)
- 2.2 Family Forms
  - [2.2.1 What is a Family?](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-1-what-is-a-family.md)
  - [2.2.2 Nuclear Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-2-nuclear-family.md)
  - [2.2.3 Families in a Global Context](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-3-families-in-a-global-context.md)
  - [2.2.4 The Rapoports & Family Diversity](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-4-the-rapoports-and-family-diversity.md)
  - [2.2.5 Causes of Family Diversity](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-5-causes-of-family-diversity.md)
  - [2.2.6 End of Topic Test - Family Forms](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-2-6-end-of-topic-test-family-forms.md)
- 2.3 Conjugal Role Relationships
  - [2.3.1 Conjugal Roles](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-3-1-conjugal-roles.md)
- 2.4 Changing Relationships Within Families
  - [2.4.1 Timeline](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-4-1-timeline.md)
  - [2.4.2 Domestic Abuse](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-4-2-domestic-abuse.md)
  - [2.4.3 Symmetrical Family](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-4-3-symmetrical-family.md)
- 2.5 Criticisms of Families
  - [2.5.1 Functionalist Views of Families](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-1-functionalist-views-of-families.md)
  - [2.5.2 Marxist Views of Families](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-2-marxist-views-of-families.md)
  - [2.5.3 Feminist Views of Families](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-3-feminist-views-of-families.md)
  - [2.5.4 Declining Marriage Rate](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-4-declining-marriage-rate.md)
  - [2.5.5 End of Topic Test - Criticisms of Families](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-5-5-end-of-topic-test-criticisms-of-families.md)
- 2.6 Divorce
  - [2.6.1 Reasons For Rise in Divorce Rate](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-1-reasons-for-rise-in-divorce-rate.md)
  - [2.6.2 Consequences of Divorce](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-2-consequences-of-divorce.md)
  - [2.6.3 Functionalist Views](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-3-functionalist-views.md)
  - [2.6.4 Marxist Views](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-4-marxist-views.md)
  - [2.6.5 Feminist Views](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-5-feminist-views.md)
  - [2.6.6 End of Topic Test - Divorce](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/2-6-6-end-of-topic-test-divorce.md)

### 3 Education
- 3.1 Roles & Functions of Education
  - [3.1.1 The Functionalist Approach](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-1-the-functionalist-approach.md)
  - [3.1.2 Evaluating Different Perspectives](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-2-evaluating-different-perspectives.md)
  - [3.1.3 Types of School](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-3-types-of-school.md)
  - [3.1.4 Alternative Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-4-alternative-education.md)
  - [3.1.5 State & Private Schools](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-1-5-state-and-private-schools.md)
- 3.2 Processes Within Schools
  - [3.2.1 Internal Processes](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-2-1-internal-processes.md)
  - [3.2.2 External Processes](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-2-2-external-processes.md)
- 3.3 Educational Achievement
  - [3.3.1 Measuring Educational Success](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-1-measuring-educational-success.md)
  - [3.3.2 Social Class & Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-2-social-class-and-education.md)
  - [3.3.3 Social Class & External Factors](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-3-social-class-and-external-factors.md)
  - [3.3.4 Gender & Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-4-gender-and-education.md)
  - [3.3.5 Ethnicity & Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-5-ethnicity-and-education.md)
  - [3.3.6 Parental Choice](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-6-parental-choice.md)
  - [3.3.7 History of UK Education Policy](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-7-history-of-uk-education-policy.md)
  - [3.3.8 Recent UK Education Policy](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-8-recent-uk-education-policy.md)
  - [3.3.9 End of Topic Test - Education](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/3-3-9-end-of-topic-test-education.md)

### 4 Crime & Deviance
- 4.1 The Social Construction of Crime
  - [4.1.1 Defining Crime & Deviance](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-1-1-defining-crime-and-deviance.md)
  - [4.1.2 Sociological Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-1-2-sociological-explanations-of-crime.md)
  - [4.1.3 Interactionist Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-1-3-interactionist-explanations-of-crime.md)
  - [4.1.4 Alternative Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-1-4-alternative-explanations-of-crime.md)
- 4.2 Social Control
  - [4.2.1 Informal Social Control](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-2-1-informal-social-control.md)
  - [4.2.2 Formal Social Control](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-2-2-formal-social-control.md)
  - [4.2.3 End of Topic Test - Social Construction of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-2-3-end-of-topic-test-social-construction-of-crime.md)
- 4.3 Criminal & Deviant Behaviour
  - [4.3.1 Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-1-explanations-of-crime.md)
  - [4.3.2 Social Class & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-2-social-class-and-crime.md)
  - [4.3.3 Gender & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-3-gender-and-crime.md)
  - [4.3.4 Ethnicity & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-4-ethnicity-and-crime.md)
  - [4.3.5 Age & Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-5-age-and-crime.md)
  - [4.3.6 Criminal Responsibility](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-6-criminal-responsibility.md)
  - [4.3.7 The Prison System](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-7-the-prison-system.md)
  - [4.3.8 Media Reporting of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-8-media-reporting-of-crime.md)
  - [4.3.9 Functionalist Explanations of Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-3-9-functionalist-explanations-of-crime.md)
- 4.4 Data on Crime
  - [4.4.1 Measuring Crime](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-4-1-measuring-crime.md)
  - [4.4.2 End of Topic Test - Criminal & Deviant Behaviour](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/4-4-2-end-of-topic-test-criminal-and-deviant-behaviour.md)

### 5 Social Stratification
- 5.1 Social Stratification
  - [5.1.1 What is Social Stratification?](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-1-what-is-social-stratification.md)
  - [5.1.2 Functionalism](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-2-functionalism.md)
  - [5.1.3 Socio-Economic Class](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-3-socio-economic-class.md)
  - [5.1.4 Socio-Economic Class 2](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-4-socio-economic-class-2.md)
  - [5.1.5 Life Chances](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-5-life-chances.md)
  - [5.1.6 The Affluent Worker](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-6-the-affluent-worker.md)
  - [5.1.7 End of Topic Test - Social Stratifictaion](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-1-7-end-of-topic-test-social-stratifictaion.md)
- 5.2 Poverty as a Social Issue
  - [5.2.1 Defining Poverty](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-1-defining-poverty.md)
  - [5.2.2 Factors Affecting Poverty](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-2-factors-affecting-poverty.md)
  - [5.2.3 Explanations of Poverty](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-3-explanations-of-poverty.md)
  - [5.2.4 Impact of Globalisation](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-4-impact-of-globalisation.md)
  - [5.2.5 End of Topic Test - Poverty as a Social Issue](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-2-5-end-of-topic-test-poverty-as-a-social-issue.md)
- 5.3 Power & Authority
  - [5.3.1 Weber](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-3-1-weber.md)
  - [5.3.2 Sociological Perspectives](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-3-2-sociological-perspectives.md)
  - [5.3.3 Power Relationships](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-3-3-power-relationships.md)
  - [5.3.4 End of Topic Test - Power & Authority](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/5-3-4-end-of-topic-test-power-and-authority.md)

### 6 Sociological Research Methods
- 6.1 Research Methods
  - [6.1.1 Research Design](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-1-research-design.md)
  - [6.1.2 The Scientific Method](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-2-the-scientific-method.md)
  - [6.1.3 Other Considerations](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-3-other-considerations.md)
  - [6.1.4 Primary Sources](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-4-primary-sources.md)
  - [6.1.5 Secondary Sources](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-5-secondary-sources.md)
  - [6.1.6 Surveys](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-6-surveys.md)
  - [6.1.7 Sampling](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-7-sampling.md)
  - [6.1.8 Questionnaires](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-8-questionnaires.md)
  - [6.1.9 Interviews](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-9-interviews.md)
  - [6.1.10 Observation](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-10-observation.md)
  - [6.1.11 Statistics](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-11-statistics.md)
  - [6.1.12 Case Studies](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-12-case-studies.md)
  - [6.1.13 Longitudinal Studies](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-13-longitudinal-studies.md)
  - [6.1.14 Ethnography](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-14-ethnography.md)
  - [6.1.15 Experiments](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-15-experiments.md)
  - [6.1.16 Small Scale Research](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-16-small-scale-research.md)
  - [6.1.17 End of Topic Test - Research Methods](https://senecalearning.com/en-gb/revision-notes/gcse/sociology/aqa/6-1-17-end-of-topic-test-research-methods.md)