Subjectivity and objectivity | AQA A-Level Sociology
Updated: 2 days ago
For Specification 7192
AQA A-Level Sociology | Free Revision Notes
Estimated study time:Â 35 minutes
Subjectivity and objectivity form part of the compulsory Theory and Methods content in AQA A-Level Sociology. This Subjectivity and objectivity A-Level Sociology revision page examines the debate about whether objective Sociology is possible and why subjectivity matters when sociologists produce knowledge about society. The topic develops ideas from Sociology and scientific knowledge [Sociology and science] and theory and research [The relationship between theory and methods], before leading into the closely related debate about values in Sociology [Value freedom].
Learning Objectives 🎯
By the end of this revision page, you should be able to:
Explain where subjectivity and objectivity fit within AQA Theory and Methods.
Distinguish the issues of subjectivity and objectivity at the level supported by the specification.
Examine arguments about whether objective Sociology is possible.
Apply the subjectivity-objectivity debate to sociological research and knowledge.
Connect objectivity to wider debates about theory, methods, science and values.
Evaluate the significance of subjectivity for sociological knowledge.
Revision Notes đź“š
Subjectivity and objectivity A-Level Sociology revision: what AQA requires
AQA requires students to examine:
debates about subjectivity
debates about objectivity
value freedom.
These requirements appear within Theory and Methods alongside:
quantitative and qualitative research
research design
positivism and interpretivism
theoretical, practical and ethical considerations
sociological theories
modernity and post-modernity
Sociology and science
the relationship between theory and methods
Sociology and social policy.
The revision plan turns this specification point into three objectives:
explain subjectivity and objectivity in sociological research
examine arguments about whether objective Sociology is possible
evaluate the significance of subjectivity for sociological knowledge.
The main issue is therefore not simply learning two definitions. You need to understand why subjectivity and objectivity matter when sociologists research society and produce sociological knowledge.
What are subjectivity and objectivity?
At the level established by AQA, students must understand that subjectivity and objectivity are competing issues concerning sociological research and sociological knowledge, and must consider whether objective Sociology is possible.
The central question: can Sociology be objective?
The key evaluative question arising from this lesson is:
Can Sociology be objective?
The revision plan explicitly requires students to examine arguments concerning whether objective Sociology is possible.
This means a successful answer should not simply assert:
"Sociology is objective."
or:
"Sociology is subjective."
Instead, students should examine competing arguments before reaching a reasoned judgement.
A useful structure is:
Explain the relevant view of objectivity.
Explain why objective Sociology might be considered possible.
Apply the argument to sociological research or knowledge.
Examine an argument emphasising subjectivity.
Analyse the implications for sociological knowledge.
Reach a judgement about the extent to which objectivity is possible.
The detailed theoretical arguments required within these stages need to come from supported course material because the specification itself does not supply them.
Subjectivity, objectivity and sociological knowledge
The final learning objective asks students to evaluate the significance of subjectivity for sociological knowledge.
This is important because AQA expects students to develop:
knowledge and critical understanding of social processes and social change
appreciation of theoretical and conceptual debates
understanding and evaluation of sociological methodology and research methods.
Questions about subjectivity therefore concern the knowledge Sociology produces, not merely the behaviour of individual researchers.
A useful exam-focused question is:
If subjectivity influences sociological research, what does this mean for the conclusions sociologists produce?
A developed answer would then use relevant theory, research methods and evidence to assess that issue.
Subjectivity and research methods
The subjectivity-objectivity debate occurs within the same Theory and Methods section as sociological research methods.
AQA requires students to study:
questionnaires
interviews
participant observation
non-participant observation
experiments
documents
official statistics.
This means arguments about objectivity may be applied to the process of collecting and interpreting sociological evidence.
However, the specification does not state that any one method is automatically objective or subjective.
⚠️ Avoid unsupported claims such as:
"Questionnaires are always objective."
or:
"Interviews are always subjective."
The scientific or objective status of research cannot be established simply by naming the method.
Subjectivity and quantitative research
AQA requires students to understand quantitative research.
When examining objectivity, students may consider the way sociological evidence is produced and interpreted.
However, the supplied source does not state that quantitative research necessarily guarantees objectivity.
Therefore:
quantitative data ≠automatic objectivity
Any argument linking the two needs to be explained using supported theoretical material rather than assumed.
Subjectivity and qualitative research
The same caution applies to qualitative research.
AQA requires students to study qualitative methods but does not state that qualitative evidence is automatically subjective or incapable of contributing to objective sociological knowledge.
Therefore:
qualitative data ≠automatic subjectivity
A strong answer explains the theoretical argument rather than using the type of data as a shortcut.
Subjectivity, positivism and interpretivism
Earlier in the course, students study both:
positivism and social facts [Positivism and social facts]
interpretivism and sociological methods [Interpretivism and sociological methods].
AQA explicitly requires students to understand the relationship between positivism, interpretivism and sociological methods.
These perspectives therefore provide relevant theoretical background to the subjectivity-objectivity debate.
A useful comparison framework is:
What does the theoretical perspective suggest about sociological research?
What implications might this have for producing sociological knowledge?
What does this imply about the possibility of objectivity?
The precise positivist and interpretivist answers cannot be supplied from the specification itself, so they should come from supported teaching material.
Subjectivity and Sociology as a science
The previous lesson, scientific Sociology [Sociology and science], requires students to examine:
different views of the nature of science
whether Sociology can be regarded as scientific
the scientific status of Sociology.
This connects directly to objectivity.
A sociologist considering whether Sociology is scientific may also need to consider whether sociological knowledge can be objective.
However:
scientific ≠automatically objective
and:
objective ≠automatically scientific
The specification lists the debates separately, so they should not be treated as identical.
A developed response can explain the relationship between them while keeping the concepts distinct.
Subjectivity and the relationship between theory and methods
The preceding relationship between theory and methods [The relationship between theory and methods] lesson examines how theoretical perspectives may influence methodological choices.
This matters for subjectivity because sociologists do not conduct research in a theoretical vacuum.
AQA requires students to consider:
theoretical influences on topic and method
practical considerations
ethical considerations.
A question about objectivity can therefore involve consideration of how research decisions are made.
For example:
What topic is investigated?
Which method is selected?
What evidence is collected?
How is that evidence interpreted?
The detailed argument about whether these decisions introduce subjectivity needs to come from the theoretical material studied.
Subjectivity and theoretical considerations
Students have already studied theoretical considerations [Theoretical considerations in sociological research].
The revision plan requires students to examine how theoretical considerations influence:
research topics
research methods
research situations.
This creates another link to objectivity.
If sociologists' theoretical perspectives influence methodological choices, students can examine what implications this may have for claims to objective sociological knowledge.
However, it would be inaccurate to conclude automatically that theoretical influence makes all Sociology subjective.
That conclusion must be argued and evaluated.
Subjectivity and values
The following lesson is value freedom [Value freedom].
AQA lists:
debates about subjectivity, objectivity and value freedom
together within Theory and Methods.
The topics are therefore closely connected.
However, they should not be treated as synonyms.
Debate | Specification focus |
Subjectivity and objectivity | Whether sociological research and knowledge can be objective, and the significance of subjectivity |
Value freedom | Debates about the role of values in Sociology |
Relationship | Values may be relevant to questions about sociological knowledge, but the concepts should remain distinct |
⚠️ Do not write:
"Subjectivity means values."
The supplied specification treats the concepts separately.
Subjectivity and research design
AQA requires students to understand research design and states that the design of research, including strengths and limitations, should be integral to study across Sociology.
When examining objectivity, you can therefore consider the research process as a whole.
A useful sequence is:
research topic
↓
research design
↓
choice of method
↓
collection of evidence
↓
interpretation
↓
sociological conclusions
A subjectivity-objectivity question may ask where and how the relevant theoretical arguments apply within this process.
The specification does not identify particular stages as necessarily subjective, so detailed claims must be supported by the theory studied.
Subjectivity and choice of topic
AQA states that theoretical, practical and ethical considerations can influence choice of topic as well as choice of method.
This creates an important issue for evaluation.
Objectivity does not concern only what happens after research begins. Students may also need to consider wider decisions surrounding the research process.
A strong answer therefore avoids reducing the debate to:
"Did the researcher collect the data objectively?"
and considers how sociological knowledge is produced more broadly.
Subjectivity and interpretation
Sociological research does not end when data have been collected.
The specification requires students to demonstrate knowledge and understanding of:
sociological theories
concepts
evidence
research methods.
The subjectivity-objectivity debate can therefore also concern how sociological evidence contributes to theoretical explanations and conclusions.
A useful analytical question is:
Can the same sociological evidence be interpreted differently?
The supplied specification does not give a substantive answer, but this question provides a framework for applying relevant theoretical arguments.
Evidence and interpretation are not identical
It is useful to keep two ideas separate:
Evidence:Â information produced or used in sociological research.
Interpretation:Â what sociologists conclude from that evidence.
The specification requires students to engage with both evidence and sociological explanations across substantive topics.
This distinction can be relevant when evaluating subjectivity.
For example, students can consider whether disagreement between sociological explanations necessarily means the evidence itself is unreliable, or whether theories differ in how they interpret it.
The detailed answer depends on the theoretical argument being considered.
Objectivity and substantive Sociology
AQA expects theories, perspectives and methods to be integrated across the course.
The subjectivity-objectivity debate can therefore be applied beyond Theory and Methods.
For example, when studying evidence about:
education
family life
inequality
media
crime
students can ask:
How was this evidence obtained?
What theoretical assumptions influenced the research?
How should the evidence be interpreted?
What claims can reasonably be made from it?
This supports the synoptic approach required by AQA.
Subjectivity, objectivity and education
Methods in Context requires students to apply sociological research methods to Education.
The subjectivity-objectivity debate can therefore be connected to research into issues such as:
pupil identities
pupil subcultures
teacher-pupil relationships
educational achievement
educational policies.
For example, if two sociologists interpret the same educational evidence differently, a Theory and Methods question may invite consideration of what this means for claims about objective knowledge.
The detailed theoretical answer must still come from supported material.
Subjectivity, objectivity and crime
The revision plan later includes science, values and the sociology of crime [Science, values and the sociology of crime].
Students are expected to:
apply debates about science to research into crime
examine subjectivity, objectivity and value freedom in studying crime
evaluate the extent to which sociological research into crime can be objective.
This is an explicit synoptic link.
Students should therefore be able to apply abstract Theory and Methods debates to a substantive sociological issue.
Can complete objectivity be achieved?
The lesson requires students to examine whether objective Sociology is possible.
A specification-bound evaluative framework can nevertheless be used.
Argument for objectivity
Explain a supported theoretical argument suggesting that Sociology can produce objective knowledge.
Then:
connect it to research methods
connect it to sociological evidence
explain what this suggests about sociological knowledge.
Argument emphasising subjectivity
Explain a supported argument suggesting that subjectivity affects sociological knowledge.
Then:
identify where subjectivity is argued to matter
explain the consequences for sociological knowledge
compare this with the previous argument.
Judgement
Consider:
whether complete objectivity is possible
whether Sociology can still produce valuable knowledge if some subjectivity exists
whether conclusions depend on the particular research approach.
The detailed substantive judgement must be supported by course evidence.
Evaluating the significance of subjectivity
The key evaluative word here is significance.
Students should therefore avoid treating subjectivity as automatically fatal to sociological research.
Instead, ask:
How much does subjectivity matter?
This leads to several useful analytical questions.
1. Does subjectivity affect all research equally?
The specification includes different methods and theoretical approaches.
A good evaluation may therefore examine whether the issue differs between research situations.
2. Does subjectivity prevent useful sociological knowledge?
The existence of disagreement does not automatically establish that sociological knowledge has no value.
A developed answer should analyse what subjectivity actually means for the conclusions produced.
3. Can research design reduce problems?
Students can consider how the design and conduct of research relate to claims about sociological knowledge.
The precise answer requires supported methodological material.
4. Does theoretical disagreement necessarily make Sociology subjective?
Different sociological perspectives may produce competing explanations.
Students need to explain what this means for objectivity rather than simply assume theoretical disagreement is proof that objective knowledge is impossible.
5. What judgement follows?
A strong conclusion should answer both:
Is objective Sociology possible?
How significant is subjectivity for sociological knowledge?
Avoiding an all-or-nothing argument
A weak response might assume that Sociology must be either:
completely objective
or:
completely subjective.
But the learning objectives require evaluation.
A more developed response considers the extent to which objectivity is possible and the significance of subjectivity.
This allows a reasoned conclusion rather than a simple binary answer.
A useful extended-response structure
For an essay or longer Theory and Methods response:
Paragraph 1: Establish the debate
Explain what the relevant theoretical argument means by objectivity.
Paragraph 2: Apply it
Show how this affects the production of sociological knowledge.
Paragraph 3: Challenge
Introduce an argument emphasising subjectivity.
Paragraph 4: Methodological application
Connect the debate to research design, methods or evidence.
Paragraph 5: Wider theoretical connection
Where relevant, connect the issue to:
positivism and interpretivism
Sociology and science
theory and methods
values.
Conclusion
Reach a judgement about:
whether objective Sociology is possible
how significant subjectivity is.
đź“Ś Exam focus:Â Keep discussing the consequences for sociological knowledge. A response that simply lists advantages and disadvantages of research methods may miss the theoretical debate.
Exam application: AO1, AO2 and AO3
AQA assesses three objectives.
AO1: Knowledge and understanding
Demonstrate accurate knowledge of:
sociological theories
concepts
evidence
research methods.
For this lesson, that includes the relevant arguments about subjectivity and objectivity studied in your course.
AO2: Application
Apply the debate to:
research situations
sociological evidence
substantive topics where appropriate.
For example, the later crime lesson explicitly requires application of objectivity debates.
AO3: Analysis and evaluation
AQA requires students to:
present arguments
make judgements
draw conclusions.
For subjectivity and objectivity, this means comparing positions and reaching a supported judgement about whether Sociology can be objective and how much subjectivity matters.
Key Words 🔑
Key word | Student-friendly definition | How it may be used in an exam |
Subjectivity | A concept AQA requires students to examine in debates about sociological research and knowledge. The supplied specification does not give a detailed formal definition. | Evaluate its significance for sociological knowledge. |
Objectivity | A concept AQA requires students to examine when considering whether objective Sociology is possible. | Form the basis of arguments about whether sociological knowledge can be objective. |
Sociological knowledge | The theories, concepts and evidence produced and used within Sociology. | Explain what subjectivity or objectivity means for sociological conclusions. |
Positivism | A theoretical approach whose relationship with sociological methods AQA requires students to study. | Connect to objectivity debates where supported by course material. |
Interpretivism | Another theoretical approach linked by AQA to sociological methods. | Compare different approaches to the production of sociological knowledge. |
Research design | The organisation of sociological research, including decisions about how evidence is obtained. | Apply debates about objectivity to the process of research. |
Value freedom | A separate but related debate about the role of values in Sociology. | Develop the subjectivity-objectivity debate in the following lesson. |
Scientific status | The debate about the extent to which Sociology can be regarded as scientific. | Make relevant links to objectivity without treating the concepts as identical. |
AO3 | Analysis and evaluation used to present arguments, make judgements and draw conclusions. | Evaluate whether objective Sociology is possible and the significance of subjectivity. |
Common Mistakes ⚠️
Mistake: Treating subjectivity and objectivity as simple opposites requiring a yes/no answer
Why this is incorrect: The revision plan requires students to examine arguments and evaluate the significance of subjectivity.
How to improve: Consider the extent to which objective Sociology is possible rather than assuming the answer must be absolute.
Mistake: Assuming quantitative data are automatically objective
Why this is incorrect: The specification does not state that a type of data guarantees objectivity.
How to improve: Explain the theoretical argument connecting a particular research approach to objectivity rather than relying on the label "quantitative".
Mistake: Assuming qualitative research is automatically subjective
Why this is incorrect: AQA does not make this claim.
How to improve: Evaluate how research is designed, conducted and interpreted rather than deciding objectivity from the type of data alone.
Mistake: Treating objectivity and scientific status as identical
Why this is incorrect: AQA lists the nature of science and subjectivity/objectivity as separate Theory and Methods debates.
How to improve: Make connections between Sociology and science [Sociology and science] and objectivity, but keep the concepts distinct.
Mistake: Treating subjectivity and values as exactly the same issue
Why this is incorrect: AQA separately identifies subjectivity, objectivity and value freedom.
How to improve: Keep the debates conceptually distinct before making connections to value freedom [Value freedom].
Mistake: Discussing research methods without considering sociological knowledge
Why this is incorrect: The learning objective requires evaluation of the significance of subjectivity for sociological knowledge.
How to improve: Always explain what the methodological point means for the evidence, conclusions or explanations Sociology produces.
Mistake: Describing arguments without reaching a judgement
Why this is incorrect: AO3 requires students to make judgements and draw conclusions.
How to improve: Finish by deciding how far objective Sociology is possible and how significant subjectivity is, based on the arguments already considered.
Exam-Style Questions ✍️
Question 1
Identify the debate that follows subjectivity and objectivity in the AQA Theory and Methods specification. [1 mark]
Question 2
Identify two earlier Theory and Methods areas that may be linked to debates about subjectivity and objectivity. [2 marks]
Question 3
Outline two reasons why subjectivity and objectivity are important issues for sociological research. [4 marks]
Question 4
Explain two ways in which debates about subjectivity and objectivity can be connected to sociological research methods. [6 marks]
Question 5
Item A
Two sociologists study the same social issue. They use sociological evidence to develop different explanations of what is happening in society.
Using Item A, explain why disagreements between sociologists may raise questions about subjectivity and objectivity. [6 marks]
Question 6
Item B
A sociologist selects a research topic, chooses a research design, collects evidence and then interprets the findings. Another sociologist questions whether every stage of this process can be completely objective.
Using Item B and your knowledge of Theory and Methods, analyse why the possibility of objective Sociology may be debated. [10 marks]
Question 7
Item C
Researchers examining crime disagree about how the evidence should be interpreted. They also debate whether sociological research can be scientific, objective and free from the influence of values.
Using Item C and your knowledge of Theory and Methods, analyse the relationship between objectivity and wider debates about sociological knowledge. [10 marks]
Question 8
Evaluate the significance of subjectivity for sociological knowledge. [10 marks]
Answers and Mark Scheme
Question 1
Award one mark for:
value freedom.
Question 2
Award one mark for each appropriate answer, maximum two marks.
Possible answers include:
Positivism and social facts
Interpretivism and sociological methods
Sociology and science
The relationship between theory and methods
Theoretical considerations in sociological research.
Question 3
Award up to two marks for each developed reason, maximum four marks.
Possible content includes:
AQA explicitly requires students to examine debates about subjectivity and objectivity.
These debates concern whether objective Sociology is possible.
They are relevant to sociological research and the production of sociological knowledge.
They can be connected to research design, theory and methods.
They link to wider debates about science and value freedom.
A developed answer should explain why the issue matters rather than merely identify related specification points.
Question 4
Award up to three marks for each developed connection, maximum six marks.
Possible answers include:
Different research methods produce different types of sociological evidence, creating a context in which questions about objectivity may be considered.
Research design is relevant because objectivity may be debated across the process of producing sociological evidence.
Theoretical perspectives may influence methodological choices, linking the objectivity debate to the relationship between theory and methods.
Sociologists may interpret evidence when producing conclusions, making sociological knowledge central to the debate.
Higher marks require explanation of the connection rather than a list of methods.
Question 5
Indicative content includes:
Item A describes sociologists reaching different explanations using evidence.
The existence of different interpretations may raise questions about how sociological knowledge is produced.
AQA requires students to examine whether objective Sociology is possible.
The student should distinguish sociological evidence from its interpretation.
Competing theoretical perspectives may also be relevant to the production of different explanations.
The existence of disagreement does not by itself establish that objectivity is impossible, so the issue requires evaluation.
Higher marks require direct application to Item A.
Question 6
Possible analysis includes:
Item B shows that research involves several decisions rather than just collecting data.
AQA requires students to examine research design as well as theoretical, practical and ethical considerations.
The choice of topic may itself be influenced by different considerations.
Theoretical perspectives may affect methodological choices.
Evidence must eventually be interpreted in order to produce sociological knowledge.
These stages provide contexts in which arguments about subjectivity can be applied.
Competing arguments should then be considered before deciding whether objectivity is possible.
A stronger response maintains focus on objective Sociology rather than becoming a generic methods answer.
Question 7
Indicative content includes:
Item C links objectivity to several compulsory AQA Theory and Methods debates.
AQA requires students to examine the nature and scientific status of Sociology.
It separately requires debates about subjectivity, objectivity and value freedom.
The relationship between theory and methods is also compulsory content.
Objectivity can therefore be considered within a broader debate about how sociological knowledge is produced.
These concepts are connected but should not be treated as identical.
The revision plan later requires these debates to be applied to research into crime.
A developed answer should analyse how the different issues contribute to arguments about sociological knowledge.
Question 8
A fully developed theoretical evaluation requires specific arguments about subjectivity and objectivity that the supplied AQA specification does not provide.
Using only the supplied material, relevant indicative content includes:
AQA explicitly requires debates about subjectivity and objectivity
students must examine whether objective Sociology is possible
subjectivity should be evaluated in relation to sociological knowledge
research design and methods provide contexts in which the debate can be applied
theoretical perspectives may influence methodological choices
positivism and interpretivism provide relevant theoretical background
objectivity can be connected to, but distinguished from, scientific status
subjectivity and objectivity can also be linked to, but distinguished from, value freedom
evaluation should consider the significance of subjectivity rather than automatically assuming that any subjectivity makes sociological knowledge worthless
a reasoned conclusion should judge the extent to which objective Sociology is possible.
Comments