How are health, illness and disability socially constructed, why do health inequalities follow class, gender and ethnicity, and how is power exercised through medicine?
Health and disability (Component 3, Section B option): the social construction of health, illness and disability; the biomedical and social models; inequalities in health and life expectancy by class, gender, ethnicity and region; the medical and social models of disability; the power of the medical profession; and sociological perspectives on health.
The WJEC A-Level Sociology Component 3 option on health and disability: the social construction of health, illness and disability, the biomedical and social models, inequalities in health and life expectancy by class, gender, ethnicity and region, the medical and social models of disability, the power of the medical profession, and functionalist, Marxist, feminist and interactionist perspectives.
Reviewed by: AI editorial process; not yet individually human-reviewed
Have a quick question? Jump to the Q&A page
Jump to a section
What this dot point is asking
Health and disability is one of the four options in Component 3, Section B. You need to understand the social construction of health, illness and disability, contrast the biomedical and social models, explain health inequalities by class, gender, ethnicity and region, distinguish the medical and social models of disability, analyse the power of the medical profession, and apply the perspectives.
The answer
The social construction of health and illness
Inequalities in health
The medical and social models of disability
- The medical model of disability locates the problem in the individual's impairment, to be treated or cured by medicine.
- The social model of disability locates the problem in a society that fails to accommodate impairment: disability is the result of barriers, exclusion and discrimination, not of the impairment itself.
This distinction is central: the social model reframes disability as a form of social oppression and inequality.
The power of the medical profession
The medical profession holds considerable power: it defines what counts as illness, controls the sick role, and acts as a gatekeeper to treatment and resources. Sociologists discuss the medicalisation of more areas of life (bringing them under medical control). Perspectives differ on whether this power serves patients, society or the profession itself.
Perspectives on health
- Functionalism - medicine maintains a healthy, productive workforce; the sick role manages illness so society functions.
- Marxism - health care and definitions of illness serve capitalism and reflect class inequality.
- Feminism - highlights the medicalisation of women's bodies and lives and gendered inequalities in health.
- Interactionism - focuses on how illness and disability are labelled, defined and experienced in interaction.
Examples in context
Disability as social oppression. The medical model treats a disabled person's difficulties as caused by their impairment, so the solution is to treat or cure the individual. The social model turns this around: a wheelchair user is "disabled" not by their body but by buildings without ramps, by transport that excludes them and by discriminatory attitudes. On this view, disability is produced by society, and the remedy is to remove barriers and discrimination. A strong essay uses this contrast to argue that disability, like health and illness, is substantially socially constructed, while acknowledging the biological reality of impairment, which is the balanced judgement the examiner rewards.
Try this
Q1. What is meant by the social model of disability? [4 marks]
- Cue. Disability is produced by a society that fails to accommodate impairment, through barriers and discrimination, rather than by the impairment itself.
Q2. Explain the materialist explanation of class inequalities in health. [6 marks]
- What the marker wants. Poverty, poor housing, hazardous work and diet among lower social classes cause worse health and shorter life expectancy, the class gradient.
Q3. Evaluate the view that the medical profession has too much power. [16 marks]
- What the marker wants. The profession's power to define illness and act as gatekeeper, the idea of medicalisation, weighed against its benefits, with a supported judgement.
Exam-style practice questions
Practice questions written in the style of WJEC exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
WJEC specimen (30)Evaluate the view that health and illness are socially constructed rather than purely biological. [30 marks]Show worked answer →
A high-tariff essay, so weigh the social construction argument against the biomedical view and judge.
For social construction, explain that definitions of health, illness and the sick role vary between cultures and over time, that interactionists show illness is defined through social interaction and labelling, and that the social model treats illness as shaped by social conditions, not just biology.
Against, acknowledge the biomedical model: disease has real biological causes and physical effects that are not merely social labels, and medicine treats them effectively.
Conclude with a judgement: health and illness have a biological reality but are also socially defined, experienced and distributed, so the strongest position combines biological reality with social construction rather than choosing one.
WJEC specimen16 marksEvaluate sociological explanations of class inequalities in health.Show worked answer →
An evaluation question, so set out the competing explanations of the class gradient in health and judge.
Explain the main explanations: the materialist or structural explanation (poverty, poor housing, hazardous work and diet cause worse health among lower classes), the cultural or behavioural explanation (differences in lifestyle and health behaviours), and artefact and selection explanations (the gap is partly a measurement effect, or the unhealthy drift down the class structure).
Evaluate which best fits the evidence, noting that the materialist explanation is widely supported because the class gradient in health and mortality persists even where behaviour is controlled for.
Conclude with a judgement that material and structural factors are the strongest explanation, while behaviour and other factors play a contributory role.
Related dot points
- The main sociological perspectives applied across all components: functionalism (consensus, value consensus), Marxism (class conflict, ideology), feminism (patriarchy, its strands), interactionism (meanings, labelling), postmodernism (diversity, choice) and the New Right; structure versus action and consensus versus conflict.
The core sociological perspectives required across every component of WJEC A-Level Sociology: functionalism and value consensus, Marxism and class conflict, feminism and its strands (liberal, Marxist, radical), interactionism and labelling, postmodernism and the New Right, plus the underlying structure versus action and consensus versus conflict debates.
- Social differentiation and stratification (Component 3, Section A): systems of stratification; dimensions of inequality (social class, gender, ethnicity and age); theories of stratification (functionalist, Marxist, Weberian and feminist); social mobility and life chances; and the changing class structure.
The compulsory Section A content of WJEC A-Level Sociology Component 3: systems of stratification, inequality by social class, gender, ethnicity and age, functionalist, Marxist, Weberian and feminist theories of stratification, social mobility and life chances, and debates about the changing class structure.
- Crime and deviance (Component 3, Section B option): defining crime and deviance; theories of crime (functionalist and strain, subcultural, Marxist, interactionist and labelling, realist, feminist); the social distribution of crime by class, gender, ethnicity and age; the problems of measuring crime; and crime control, punishment and social order.
The WJEC A-Level Sociology Component 3 option on crime and deviance: defining crime and deviance, functionalist, strain, subcultural, Marxist, interactionist, realist and feminist theories of crime, the patterning of crime by social class, gender, ethnicity and age, the problems of measuring crime, and crime control, punishment and the maintenance of social order.
- Politics (Component 3, Section B option): defining power, authority and the state; theories of the distribution of power (pluralism, Marxism, elite theory, feminism); voting behaviour and the social bases of party support; political participation, parties, pressure groups and new social movements; and ideology and power.
The WJEC A-Level Sociology Component 3 option on politics: defining power, authority and the state, pluralist, Marxist, elite and feminist theories of the distribution of power, voting behaviour and the social bases of party support, political participation through parties, pressure groups and new social movements, and the relationship between ideology and power.
- World sociology (Component 3, Section B option): defining development and global inequality; theories of development (modernisation, dependency, world-systems, neoliberal); the role of aid, trade, transnational corporations and global institutions; globalisation and its consequences; and gender, the environment and development.
The WJEC A-Level Sociology Component 3 option on world sociology: defining development and global inequality, modernisation, dependency, world-systems and neoliberal theories of development, the role of aid, trade, transnational corporations and global institutions, the causes and consequences of globalisation, and the place of gender and the environment in development.
- Methods of sociological enquiry (Component 2): primary and secondary methods (questionnaires, interviews, observation, experiments, official statistics, documents); quantitative and qualitative data; positivist and interpretivist approaches; sampling; and the key concepts for evaluating research (validity, reliability, representativeness and ethics).
The core content of WJEC A-Level Sociology Component 2: primary and secondary research methods (questionnaires, interviews, observation, experiments, official statistics, documents), quantitative versus qualitative data, positivist and interpretivist approaches, sampling, and the concepts that evaluate research, validity, reliability, representativeness and ethics.
Sources & how we know this
- WJEC GCE AS and A Level in Sociology specification — WJEC (2015)