275-002 Sociology Social Research Methods Fall 2008 MWF 11 11:50 am CHAVEZ 405 Instructor: Jason Crockett Email: [e-mail] Office Hours: W 2-4pm, or by appointment Prerequisite: Soc 274 Social Statistics Course Overview and Objectives This course is designed to introduce you to the purpose and techniques (methods) of social research. Sociologists and other social scientists engage in research in order to answer questions about individuals, groups, institutions, and societies. This course will examine the logics of social research (why do research?) and the process of research design (how is social research done?). The process of research design involves many decisions, which we will explore in this class. These decisions are exciting and challenging because, while there is no one right way (though there are wrong ways), the decisions made are very consequential and may affect what one does (and does not) find. Which technique is used is up to the researcher, but some questions lend themselves to a particular research method or mode of investigation. After completing this course you should have a basic understanding of social research methods and also have practiced some basic research skills. The course is aimed at helping you think critically, whether while pursuing a career in the social sciences or when encountering social research in everyday life (e.g., findings reported in the news). In greater detail, after taking this course you should be able to provide answers to the following questions: (1) What is the gap between ideas and reality, and how does social science research deal with it? Why do social science research? (2) What is the model of reasoning that supports social research? What are deductive and inductive approaches to theory construction? (3) What does causation mean in social science? How do social scientists identify causal relations (what causes what)? (4) What are the limitations of science? What questions can (and cant) be answered? (5) What are the ethnical issues in social research? How do social scientists guard against bias in their research? (6) What are the steps in designing a social research project? How do social scientists deal with the complexity of social reality through research design? (7) How do social scientists measure and observe the social world? How do they guard against errors in measurement and observation? Can people be reduced to numbers? (8) What is generalizability and why does it pose a problem for social scientists? How do social scientists determine where their findings apply? Office: Phone: Social Science 436 520-621-5765
Course Materials All reading for this course is required unless otherwise noted and to be completed before coming to class on the day due (see Course Schedule below). The lectures and readings are organized to work together, so you need to stay caught up at all times. Additionally, the value of class discussions and your ability to be successful on the exams will depend on doing the readings. The textbook for the course is: 1) Babbie, Earl. 2008. The Basics of Social Research. 4th Edition. Belmont, CA: Thompson Wadsworth. Copies should be available through the campus bookstore and online booksellers. Other readings may be handed out in class or placed on the course homepage. To access the course homepage go to http://d2l.arizona.edu/ Log in using your UA NetID and password. At the bottom of the page select 2008 Fall and SOC275 FA08 002 Crockett Includes contact information, syllabus, and space for announcements, assignments, links, online discussions, etc. which may be utilized through the semester. You are expected to check the course homepage regularly. Course Requirements Assignments Quizzes Papers Course Grades A B C 90-100 80-89 70-79 D E 60-69 < 60 20% 40% 40% 100%
Class Attendance While strictly speaking no portion of your final grade is reserved for participation and attendance, I can assure you that attendance and participation will be reflected in the final grade, as attending and participating will help in understanding the material and thus performance on assignments, quizzes, and papers. Class discussions and lectures are a vital source of information about the course material, and will be your primary opportunity to get clarification and elaboration on topics covered in the book and previous classes. Participation also reinforces material contained in the readings. Lastly, your participation in asking and answering questions, as well as expressing your own understandings, is helpful for everyone and is strongly encouraged. Assignments Assignments will be given to the class on a regular basis, with the intention of reinforcing and applying key concepts, and/or providing concrete experience with social science methodologies. Assignments may be for completion in-class or outside of class.
Quizzes Quizzes will test knowledge and comprehension of key concepts and main arguments presented in readings, lectures, and discussion. There will be thirteen (13) quizzes, which may consist of matching, multiple choice, fill-in-the-blank, and/or short answer questions (see dates for quizzes on Course Schedule). Quizzes will assume you understand earlier key concepts and ideas. Papers Each student will propose a paper plan for the semester, subject to modification and final approval by the instructor. Students should plan for a total of 10-20 pages of original written work. Possible paper options include: (1) Critique paper(s). Up to 5 short papers critiquing methodology of social science research articles published in academic journals and/or critiquing journalistic coverage of social science research. Academic journal articles and/or journalistic coverage to be chosen in consultation with the instructor. (1a) Alternatively, this option could be completed through one comprehensive critique in the form of a final paper. This is a good option for: students not anticipating conducting social science research and/or students who primarily encounter research as an information consumer. (2) Research proposal. Development of a research proposal on a topic chosen in consultation with the instructor. That is, you will go through the process of designing your own research project and write it up in a proposal. This is a good option for: students considering graduate or professional school and/or students considering a research project for a future class or independent study. (3) Research report. Development of a research paper reporting findings from a study conducted by the student in consultation with the instructor. That is, you will go through the process of conducting your own research project and present your findings in a paper modeled after a social science journal article. This is a good option for: students with an existing research proposal and/or students with previous research experience. (4) Nontraditional. The instructor is willing to consider an equivalent nontraditional final project in lieu of a traditional paper, such as a film project. This is a good option for: students with audiovisual presentation skills and/or students that deeply despise writing papers . (5) Other Paper. Students opting to follow a final paper/project model (such as options 1a, 2, 3, and 4) will be required to provide updates on their progress throughout the semester (see Course Schedule). More detailed descriptions of each of the options will be provided on the class website. Note: If at any point during the course you find that you are not doing as well as you hoped or expected, you are encouraged to meet with me immediately. Do NOT request extra credit for this class. If extra credit opportunities arise, they will be announced in class and will be available to all students.
Policy on Absences and Late Work Quizzes and in-class assignments may be made up only under unusual circumstances. The instructor should be contacted in advance in order to approve a make-up, and will require documentation later no than the first day the student returns to class. Sudden illness or other emergencies that prevent advanced notice will be dealt with on a case-bycase basis. In the case of illness or personal difficulties that prevent turning in a paper or outside assignment on time, students should also make an effort to notify the instructor beforehand (preferably in person AND by email), or as soon as possible. Students that make arrangements with the instructor within a reasonable time frame will receive full credit. Otherwise, papers and outside assignments may be accepted for partial credit on a case-by-case basis. I will NOT accept unsolicited emailed papers or assignments. (See also: University and Departmental Policies) Guidelines for Safe Classroom Discussion It is my policy to maintain a safe classroom. A safe classroom is necessary to ensure a positive learning environment in which everyone can explore class ideas fully. It is everyone's responsibility to create a safe classroom environment. This requires that everyone in the class treat each other respectfully. Careful listening, thinking before speaking, and avoiding disruptive behavior are central to this goal. We all have different points of view, different personal values, different life experiences, and different personal preferences that we bring with us to the classroom. Course material may challenge attitudes and assumptions, exposing you to ideas that will require you to think critically, and perhaps differently. You may encounter ideas of which you have never heard or of which you disapprove or feel uncomfortable. Each student has the right to respectfully disagree with an idea, concept, or opinion that is written or expressed by the instructor or other learners. While disagreement is expected, hostility is not. A climate of tolerance and respect is essential. Harassment, intimidation, or derogatory comments toward any individual or group will not be tolerated. If necessary, I will take formal actions to ensure a safe learning environment. Tentative Course Schedule Note: I reserve the right to modify the schedule as deemed appropriate during the semester. Some things are bound to change due to unforeseen commitments or change of plans on the part of the instructor. Assigned readings should be completed PRIOR to class unless otherwise noted.
Unit I: Philosophy of Science
To begin the semester we will explore the different ways human beings form ideas about the world around them, and in particular the basis for a scientific viewpoint of the social world and how scientific knowledge is developed. We will also examine some of the creative tensions and diverse paradigms (assumptions or frameworks) that exist within a social scientific approach to knowledge. Additionally, we will cover some of the constraints and pitfalls that social scientists must navigate in order to conduct research that is both ethical and credible. WEEK 1 M Aug 25 Course Introduction D2L: READ PAPER PROPOSAL INFO Forms of Knowledge Babbie, Chapter 1 Forms of Knowledge (continued) Babbie, Chapter 1
W Aug 27
F Aug 29
WEEK 2 M Sept 1 W Sept 3 NO CLASS LABOR DAY Theory and Social Research Babbie, Chapter 2 Theory and Social Research (continued) QUIZ 1 LAST DAY TO TURN IN PAPER PROPOSALS
F Sept 5
WEEK 3 M Sept 8 Purposes of Research; Causality in the Social Sciences Babbie, Chapter 4, pages 94-117 Causality in the Social Sciences (continued) Babbie, Chapter 4, pages 94-117 Causality in the Social Sciences (continued) QUIZ 2
W Sept 10
F Sept 12
WEEK 4 M Sept 15 Ethics and Bias in the Social Sciences Babbie, Chapter 3 Ethics and Bias in the Social Sciences (continued) D2L: The American Sociological Association (ASA) Code of Ethics Ethics and Bias in the Social Sciences (continued) QUIZ 3 NOTE: Last Day to Drop with No Record
W Sept 17
F Sept 19
Unit II: Designing a Research Project
From an introductory footing in scientific thought and standards, we will move on to examine the nuts and bolts of designing a social science research project. We will start with a general overview of the process, and then look at some of the specific issues faced by social scientists when moving from abstract concepts to concrete measurements, and from whole populations to study samples. We will focus on how studies can be designed so that findings are maximally reliable (able to be repeated) and valid (accurately show what they are claimed to show), while also probing the limitations researchers face in designing studies. WEEK 5 M Sept 22 Research Design Overview Babbie, Chapter 4 (especially pages 117-129) Research Design Overview: The Literature Review Babbie, Chapter 15, pages 471-485 Research Design Overview (continued) QUIZ 4
W Sept 24
F Sept 26
WEEK 6 M Sept 29 Conceptualization Babbie, Chapter 5, pages 130-147 Conceptualization (continued) Babbie, Chapter 5, pages 130-147 Conceptualization (continued) QUIZ 5
W Oct 1
F Oct 3
WEEK 7 M Oct 6 Operationalization Babbie, Chapter 5, pages 147-156 Operationalization (continued) Babbie, Chapter 5, pages 147-156 Operationalization (continued) QUIZ 6
W Oct 8
F Oct 10
WEEK 8 M Oct 13 Measurement Babbie, Chapter 5, pages 156-167 PAPER/UPDATE #1 DUE Measurement (continued) Babbie, Chapter 5, pages 156-167 Measurement (continued) QUIZ 7 NOTE: Last Day to Drop with a W, if Passing
W Oct 15
F Oct 17
WEEK 9 M Oct 20 Sampling Babbie, Chapter 7 Sampling (continued) Babbie, Chapter 7 Sampling (continued) QUIZ 8
W Oct 22
F Oct 24
Unit III: Methods of Data Collection
Extending from this basic general knowledge of social science research, we will take a more in-depth and hands-on look at each of four major social science methods for collecting data: experiments, surveys, qualitative interviews and participant observation, and unobtrusive research. As part of this overview, we will reconsider issues of theoretical approach, causation, limitations, ethical issues, bias, design decisions, measurement, observation, and generalizability within the context of each method.
WEEK 10 M Oct 27 Experimental Methods Babbie, Chapter 8 Experimental Methods (continued) D2L Reading TBA Experimental Methods (continued) QUIZ 9 PAPER/UPDATE #2 DUE
W Oct 29
F Oct 31
WEEK 11 M Nov 3 Survey Methods Babbie, Chapter 9 Election Day Survey Methods (continued) D2L Reading TBA Survey Methods (continued) QUIZ 10
T Nov 4 W Nov 5
F Nov 7
WEEK 12 M Nov 10 Qualitative Interviews and Participant Observation Babbie, Chapter 10 Qualitative Interviews and Participant Observation (continued) D2L Reading TBA Qualitative Interviews and Participant Observation (continued) QUIZ 11
W Nov 12
F Nov 14
WEEK 13 M Nov 17 Unobtrusive or Secondary Analysis Babbie, Chapter 11 PAPER/UPDATE #3 DUE Unobtrusive or Secondary Analysis (continued) Babbie Chapter 11
W Nov 19
F Nov 21
Unobtrusive or Secondary Analysis (continued) QUIZ 12
Unit IV: Data Analysis
We wrap up the semester by looking at the ways social scientists analyze the observations and data collected through the methodologies discussed over the past several weeks. First we will examine qualitative analyses (which tends to be a less linear process than quantitative analyses), which generally have a goal of identifying patterns across cases or in-depth understanding of a particular case. Finally, we will look at quantitative analyses, with an eye to methodological decisions about coding and cleaning data. WEEK 14 M Nov 24 Qualitative Data Analysis Babbie, Chapter 13 PAPER #4/FINAL PAPER ROUGH DRAFT DUE Qualitative Data Analysis (continued) Babbie, Chapter 13 NO CLASS THANKSGIVING BREAK
W Nov 26
F Nov 28 WEEK 15 M Dec 1
Qualitative Data Analysis (continued) Babbie, Chapter 13 Quantitative Data Analysis Babbie, Chapter 14 Quantitative Data Analysis (continued) Babbie, Chapter 14
W Dec 3
F Dec 5
WEEK 16 M Dec 8 Quantitative Data Analysis (continued) Babbie, Chapter 14 PAPER #5/FINAL PAPER DUE Loose Ends and Final Quiz Review
W Dec 10
M Dec 15
FINAL QUIZ, 11am-1pm