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Professor: Office: Office Phone: Email: Office Hours: Annette Nierobisz 234 Leighton Hall (507) 222-4114 [email protected] Mondays: 2-3pm; Tuesdays: 10:30-noon; Wednesdays: 2:10-3:40pm; or by appointment Methods of Social Research There are neither good nor bad methods but only methods that are more or less effective under particular circumstances in reaching objectives on the way to a distant goal. For this reason a general, in science as in warfare, is lost if his thinking is rigid. He must be a master of timing; what has served him well in the past may get in his way now. Course Objectives - Homans 1949: 330 How do we know what we know about socio-cultural phenomena? This course is broadly directed toward understanding how the research methods used by sociologists and anthropologists shape our perceptions of the world. As we review some of the key research methods used, the underlying logic will be emphasized as well as the fundamentals of research design, data collection, and data analysis. In acquiring greater insight into the tools used to translate theoretical questions into empirically testable propositions, you will ultimately be able to make informed judgments about which research methods are most suitable for particular socio-cultural questions. This course satisfies one of the requirements for the SOAN major. The skills acquired in this course will help you conceptualize and complete your comps research, and provide you with the tools to evaluate empirical evidence and navigate claims made in the socio-cultural world. Student Learning Outcomes The Department of Sociology and Anthropology has specified six student learning outcomes (SLOs) that we want our students to acquire (http://apps.carleton.edu/curricular/soan/major/slos/). In this course, we focus on these two SLOs: 1. Formulate appropriate sociological and/or anthropological research questions about sociocultural phenomena; 2. Select (and apply) appropriate sociological and/or anthropological research methods to study socio-cultural phenomena; 1 Course Texts Four books are required for this course: • • • • Allison, Paul D. 1999. Multiple Regression: A Primer. Thousand Oaks, CA: Pine Forge Press. Miller, Jane E. 2004. The Chicago Guide to Writing about Numbers. Chicago: University of Chicago Press. Rubin, Herbert J. and Irene S. Rubin. 2011. Qualitative Interviewing: The Art of Hearing Data, 3rd Edition. Thousand Oaks, CA: Sage Publications. Singleton, Royce A. and Bruce C. Straits. 2010. Approaches to Social Research, 5th Edition. New York: Oxford University Press. These books are available in the College bookstore. A series of journal articles and book chapters also are on e-reserve or available online (JSTOR, Google books, etc.). This material is provided to enhance your understanding of course topics, sharpen your methodological thinking, and further class discussion. So that you can participate in discussion, please complete the assigned readings for each class before class. Course Requirements Your grade in this course will be calculated according to your performance on four assignments and class participation. See Table 1 for a summary of dues dates, points awarded, etc. Assignments Assignment 1 asks you to write your comps proposal and you will be working on this assignment throughout the term. Assignment 2 asks you to design a survey that will eventually be administered to Carleton alums living in Northfield, MN. Assignment 3 asks you to write up your findings from a multiple regression analysis that we will conduct in class. Assignment 4 asks you to conduct qualitative interviews with Carleton alums living in Northfield, MN. Participation Student participation is vital to learning research methods and will be considered when computing your final grade. The participation grade is based on a combination of involvement in the class and professional conduct. I encourage you to share your intellectual insights during class discussions, even if you are uncertain or nervous about doing so. A lively and animated class makes for a wonderful learning experience from which we will all benefit. Students are, however, asked to refrain from using cell phones and other disruptive technology during class time. I expect all students in the class to be present, both in body and mind, and to be actively engaged in the creation of an intellectually stimulating experience for all. Given the highly technical content of this course, punctuality and class attendance is also essential. Students who are consistently tardy and/or miss three or more classes will forfeit their class participation grade. No exceptions will be made unless appropriate formal documentation is presented (e.g. note from a doctor, class dean, athletic coach, etc.). 2 Table 1. Summary of Class Requirements* Assignment Distribution Date Due Date* 1. Comps Proposal April 4 April 12 (topic & question) Points Awarded 5 points May 17 (methods plan) 10 points 2. Creating a survey April 16 4. In-depth interview paper May 11 3.Multiple regression paper 5. Class participation May 1 (literature review) May 29 (complete proposal) May 8 May 2 May 22 -- June 4 10 points 10 points 20 points 15 points -- 20 points 10 points * No extensions will be provided. Late submissions will have a ½ point deducted for each day late. Grade range: “A” = 90-100%; “B” = 80-89%; “C” = 70-79%; “D” = 60-69%; “F” <= 59% Accommodations Students who require disability accommodation should meet with me privately to discuss their needs. The office of Disability Services for Students will also help coordinate reasonable accommodations for students with documented disabilities; please visit this URL to learn more: https://apps.carleton.edu/campus/wellness/disability_services/ Academic honesty Carleton’s procedures and regulations regarding academic honesty are available at this URL: http://apps.carleton.edu/campus/dos/asc/academic_regs/?policy_id=21359. I expect my students to practice academic honesty so please review these documents to understand what practices constitute academic dishonesty. 3 Course Outline 1 1. The Fundamentals of Social Inquiry 3/26 Introducing Methods of Social Research • • • • 3/28: Singleton and Straits, Chapter 1: Introduction Miller, Chapter 1: Why Write About Numbers Arnett, Jeffrey. 2004. “The Road Through College, Twists and Turns.” Pp. 119141 in Emerging Adulthood. New York: Oxford University Press (e-reserve). Ross, Jenna. 2012. “In Tough Times, Liberal Arts Colleges Defend Their Value.” Star Tribune, March 20, 2012, online version http://www.startribune.com/local/143419966.html (also on e-reserve). Getting Started: The Scientific Underpinnings of Social Research • • • Singleton and Straits, Chapter 2: The Nature of Science Durkheim, E. 1908/1982. “The Method of Sociology.” Pp. 245-247 in The Rules of Sociological Method. New York: The Free Press (available on Google books: http://books.google.com/books?id=dM01B9O6s8YC&printsec=frontcover&sour ce=gbs_ge_summary_r&cad=0#v=onepage&q&f=false). Reynolds, John. And Chardie Baird. 2010. “Is there a Downside to Shooting for the Stars? Unrealized Expectations and Symptoms of Depression.” American Sociological Review 75(1): 151-172 (e-reserve). 3/30: “Science, Meet Research Ethics” 4/2: The Ethical Requirements of Social Research: Where the Rubber Hits the Road • • • • • 1 Singleton and Straits, Chapter 3: Research Ethics Humphreys, Laud. 1975. “Public Settings for ‘Private’ Encounters” and “Methods: The Sociologist as Voyeur.” Pp. 1-44 in The Tearoom Trade: Impersonal Sex in Public Places. New York: Aldine De Gruyter (e-reserve). Please review Information about the IRB at Carleton. Available at https://apps.carleton.edu/governance/institutional_review_board/Info/ American Anthropology Association. Code of Ethics of the American Anthropological Association (http://www.aaanet.org/issues/policyadvocacy/upload/AAA-Ethics-Code-2009.pdf) American Sociological Association. ASA Code of Ethics. (http://www.asanet.org/about/ethics.cfm) Please note that this syllabus is subject to change. 4 4/4: Elements of Research Design • • • 4/6: 4/9: Assignment 1 distributed Measurement • • Singleton and Straits, Chapter 5: Measurement You will be assigned one of the following articles, which you will present to your classmates: 1. Fisher, Gordon. 1992. The Development of the Orshansky Poverty Thresholds and Their Subsequent History as the Official U.S. Poverty Measure. Available at: http://www.census.gov/hhes/povmeas/publications/orshansky.ht ml 2. Seashore, Stanley. 1974. “Job Satisfaction as an Indicator of Quality of the Employment.” Social Indicators Research 1:135-169 (JSTOR). Sampling • • • 4/11: Singleton and Straits, Chapter 4: Elements of Research Design Mills, C. Wright. 1959. “On Intellectual Craftsmanship.” Pp. 195-225 in The Sociological Imagination. London: Oxford University Press (PDF available at http://archivingthecity.files.wordpress.com/2011/01/mills_on_intellctual_craft manship.pdf). Singleton and Straits, Chapter 6: Sampling Ericksen, Julia. 1998. “With Enough Cases, Why Do You Need Statistics? Revisiting Kinsey’s Methodology.” The Journal of Sex Research 35: 132-140 (JSTOR). Workshop: Critiquing a Journal Article o DeKeseredy, W. and K. Kelly. 1993. “The Incidence and Prevalence of Woman Abuse in Canadian University and College Dating Relationships.” Canadian Journal of Sociology 18: 137-159 (JSTOR). Reviewing the Literature Review (class will meet in Library 306) • • Singleton and Straits, Chapter 17: Writing Research Reports Miller, Chapter 2: Seven Basic Principles 5 2. Quantitative Methods of Data Collection and Analysis 4/13: Experiments • • • • 4/16-23 Singleton and Straits, Chapter 7: Experimentation Singleton and Straits, Chapter 8: Experimental Designs (read pages 235-243 and 250-258) Miller, Chapter 3: “Causality, statistical significance and substantive significance” Pager, D. 2003. “The Mark of a Criminal Record.” American Journal of Sociology 108: 937-975 (JSTOR). Surveys 4/16 • Singleton and Straits, Chapter 9: Survey Research • Rossi, Peter H., James D. Wright and Andy B. Anderson. 1983. “Sample surveys: History, current practice, and future prospects.” Pp. 1-20 in Handbook of survey research. San Diego, CA: Academic Press (e-reserve). • Prewitt, Kenneith. 1983. “Management of survey organizations.” Pp. 123-144 in Handbook of survey research. San Diego, CA: Academic Press (e-reserve). • Assignment 2 distributed 4/18 • Singleton and Straits, Chapter 10: Survey Instrumentation • Miller, Chapter 4: “Technical but important: Five more basic principles” • Arnett, Jeffrey. 2004. “Work. More than a Job.” Pp.143-163 in Emerging Adulthood. New York: Oxford University Press. 4/20 • Fink, Arlene and Jacqueline Kosecoff. 1998. “The Survey Form: Questions, Scales, and Appearance.” Pp. 9-26 in How to Conduct Surveys: A Step-by-Step Guide. Thousand Oaks, CA: Sage Publications. 4/23 Accessing Survey Data (class meets in Library 306) • • Singleton and Straits, Chapter 15: Data Processing and Elementary Data Analysis (read pages 497-509). Geraci, Diane, Chuck Humphrey, and Jim Jacobs. 2004. “Statistics? Data? What Are We Talking About?” Pp. 1.1-1.18 in Data Basics: An Introductory Text (available at http://3stages.org/class/2010/pdfs/c01_statsvsdata2008.pdf) 6 4/25,27: Analyzing Survey Data I: Elementary Statistics (class meets in CMC110) • • • Singleton and Straits, Chapter 15: Data Processing and Elementary Data Analysis (read pages 510-532) Miller, Chapter 4: Technical but Important, Five More Basic Principles Miller, Chapter 5: Types of Quantitative Comparisons 4/30: MIDTERM BREAK 5/2: Analyzing Survey Data II: Bivariate Analyses (class meets in CMC110) • • 5/4,7: Allison, Chapter 1: What is Multiple Regression Assignment 3 distributed Conducting Multivariate Analyses (class meets in CMC110) 5/4 • Singleton and Straits, Chapter 16: Multivariate Analysis • Allison, Chapter 2: How Do I Interpret Multiple Regression Results? 5/7 • Allison, Chapter 3: What Can Go Wrong with Multiple Regression? • Allison, Chapter 4: How do I Run a Multiple Regression? • Allison, Chapter 5: How does Bivariate Regression Work? • Allison, Chapter 6: What are the Assumptions of Multiple Regression? 5/9: Presenting Statistical Findings (class meets in CMC110) • • • • Miller, Chapter 8: Choosing effective examples and analogies Miller, Chapter 9: Writing about distributions and associations Miller, Chapter 10: Writing about data and methods McPherson, Miller, Lynn Smith-Lovin and Matthew Brashears. 2006. “Social Isolation in America: Changes in Core Discussion Networks over Two Decades.” American Sociological Review 71: 353-375 (JSTOR). 7 3. Qualitative Methods of Data Collection and Analysis 5/11: The Logic of Qualitative Research • • • • 5/14-18: Rubin & Rubin, Chapter 1: Listening, Hearing, Sharing Daniels, A. Kaplan. 1999. “Standing on the Threshold and Tripping: Awkwardness in Becoming a Field-Worker.” Pp. 169-180 in B. Glassner and R. Hertz (eds.) Qualitative Sociology as Everyday Life. Thousand Oaks, CA: Pine Forge Press (e-reserve). Sehgal, Meera. 2009. “The Veiled Feminist Ethnographer: Fieldwork amongst Women of India's Hindu Right.” In Martha Huggins and Marie-Louise Glebbeek (eds.), Women Fielding Danger: Negotiating Ethnographic Identities in Field Research, Rowan & Littlefield Publishers, Boulder (e-reserve). Assignment 4 distributed In-depth Interviewing 5/14 • Rubin & Rubin, Chapter 2: Research Philosophy and Qualitative Interviews • Rubin & Rubin, Chapter 3: Qualitative Data Gathering Methods and Style • Rubin & Rubin, Chapter 4: Designing Research for the Responsive Interviewing Model • Rubin & Rubin, Chapter 5: Designing for Quality 5/16 • Rubin & Rubin, Chapter 6: Conversational Partnerships • Rubin & Rubin, Chapter 7: The Responsive Interview as an Extended Conversation 5/18 • Rubin & Rubin, Chapter 8: Structure of the Responsive Interview • Rubin & Rubin, Chapter 9: Designing Main Questions and Probes • Rubin & Rubin, Chapter 10: Preparing Follow-up Questions 5/21: Focus Groups and Interviews in Cross-Cultural Context • • • Briggs, Charles. 1986. “Interview Techniques vis-à-vis Native Metacommunicative Repertoires; or, on the Analysis of Communicative Blunders.” Pp. 39-60 in Learning How to Ask. New York: Cambridge University Press (e-reserve). Tonkiss, Fran. 2004. “Using Focus Groups.” Pp. 194-206 in Clive Seale (ed.), Researching Society and Culture. Thousand Oaks, CA: Sage Publications (ereserve). Blommaert, Jan and Dong Jie. 2010. “The Sequence 2: In the Field.” Pp. 24-62 in Ethnographic Fieldwork: A Beginners Guide. Bristol, UK: Multilingual Matters. (ereserve). 8 5/23: Participant Observation Fieldwork • • Emerson, Robert, Rachel Fretz and Linda Shaw. 1995. “Fieldnotes in Ethnographic Research.” Pp. 1-16 in Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press (e-reserve). Gillespie, Maria. 1995. “Living Fieldwork – Writing Ethnography.” Pp. 48-75 in Television, Ethnicity and Cultural Change. London: Routledge (e-reserve). 5/25: Analyzing Qualitative Data 5/28: Presenting Qualitative Data 5/30: Wrapping up Methods of Social Research • • • Rubin & Rubin, Chapter 12: Data Analysis in the Responsive Interviewing Model Rubin & Rubin, Chapter 13: “Sharing the Results” Mendenhall, Ruby, Ariel Kalil, Laurel J. Spindel, and Cassandra M.D. Hart. 2009. “Job Loss at Mid-life: Managers and Executives Face the ‘New Risk Economy’.” Social Forces 87: 185-209 (ProQuest: http://proquest.umi.com/pqdlink?did=1599550871&Fmt=7&clientId=44460& RQT=309&VName=PQD ). 9